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Name:______________________________________
Find the Words That Rhyme with Rate
Find the hidden words. The words are horizontal, vertical, or diagonal.
| u | i | t | t | u | y | f | s | h | f | x | m |
|---|---|---|---|---|---|---|---|---|---|---|---|
| b | c | r | a | t | e | o | p | j | p | r | o |
| l | b | h | h | r | n | i | j | v | v | v | k |
| w | m | s | t | a | t | e | w | i | k | l | g |
| h | a | s | x | e | e | o | l | j | j | a | s |
| a | t | t | i | n | n | q | i | p | t | z | u |
| t | e | a | q | a | k | d | l | e | b | m | l |
| e | p | t | n | v | a | a | k | k | d | a | k |
| x | x | e | i | t | t | a | e | r | t | c | r |
| f | l | c | e | e | d | b | r | e | p | y | a |
1.mate
4.hate
7.date
9.state
2.gate
3.crate
5.late
6.state
8.plate
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How to Write a Comparative Academic Essay
Introduction:
Engage with the question:
* Deconstruct the question – what are you being asked to do? What is your focus?
* What are the keywords?
* How are you interpreting the question in terms of your chosen texts?
* What is your view? What are you trying to prove? How do you respond to the question?
* Give an overview of your argument. What will you focus on in this essay?
* What is your view / argument that you will prove?
* Include your thesis statement.
* Draw the two texts together in terms of your thesis statement.
* Give an overview of the context and forms of the texts.
* Let the examiner know how you have interpreted the question and which direction your essay is going in.
* What is the purpose of your essay? What are the main ideas in response to the question.
* Be focused and precise.
Main body
Several clear and focused points – use topic sentences that directly link back to your introduction and that bring both texts together.
Each point or section should:
o Support the thesis established in the introduction.
o Have a topic sentence: this should be a declarative statement that makes reference to the task.
o Include clear and relevant examples that reinforce your point AND that you can discuss in detail. You may need more than one per section.
o Analyse authorial choices and the effect: implies; suggests; reveals; reflects.
o Link back to your main point / topic sentence.
Structure of each section:
o Topic sentence that draws the texts together and makes a clear point in response to the question and your own thesis statement.
o More focused and specific point that links to Text 1
o Analysis of evidence from text 1 with reference to the main point
o Linking statement to Text 2
o More focused and specific point that links to Text 2
o Analysis of evidence from text 2 with reference to the main point
o Compare text 2 in relation to text 1 and what you have chosen to analyse
o Mini concluding statement that links back to your thesis and your main topic sentence for this section.
Conclusion
* Return to the question / task.
* What have your proven? How do you points support your argument.
* What is the significance of the texts in relation to the question / task?
* Brief summary of your main points.
* Overall, how do both texts present ides? How/why do they differ or share similarities?
* Is there a point or moral?
* What is your solution / answer to the question?
Ms Duckworth • Don't introduce new information. | <urn:uuid:97f8e705-f21e-4341-a6ff-bc67bd1b8ec9> | CC-MAIN-2024-26 | https://www.msduckworthsclassroom.com/_files/ugd/d0ab45_0f43d88cdddb4d6eac31ac8adfdf9fd8.pdf | 2024-06-19T17:07:20+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00022.warc.gz | 783,100,061 | 530 | eng_Latn | eng_Latn | 0.997581 | eng_Latn | 0.997581 | [
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10441 Catenyms
A catenym is a pair of words separated by a period such that the last letter of the first word is the same as the first letter of the second. For example, the following are catenyms:
dog.gopher gopher.rat rat.tiger aloha.aloha arachnid.dog
A compound catenym is a sequence of three or more words separated by periods such that each adjacent pair of words forms a catenym. For example,
```
aloha.aloha.arachnid.dog.gopher.rat.tiger
```
Given a dictionary of lower case words, you are to find a compound catenym that contains each of the words exactly once.
Input
The first line of standard input contains t, the number of test cases. Each test case begins with 3 ≤ n ≤ 1000 - the number of words in the dictionary. n distinct dictionary words follow; each word is a string of between 1 and 20 lowercase letters on a line by itself.
Output
For each test case, output a line giving the lexicographically least compound catenym that contains each dictionary word exactly once. Output '***' if there is no solution.
Sample Input
2
6
aloha arachnid
dog gopher
rat tiger
3
oak maple
elm
Sample Output
```
aloha.arachnid.dog.gopher.rat.tiger ***
``` | <urn:uuid:f30c3b73-a2da-4205-a4ea-6f7441ec6bf1> | CC-MAIN-2024-26 | https://onlinejudge.org/external/104/10441.pdf | 2024-06-19T16:37:16+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00021.warc.gz | 392,475,982 | 299 | eng_Latn | eng_Latn | 0.996115 | eng_Latn | 0.996115 | [
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Girl Scout Sign: Girl Scouts make the Girl Scout sign – raising three fingers of the right hand with the thumb holding down the pinky – when they say the Girl Scout Promise. The three fingers represent the three parts of the Promise.
Girl Scout Handshake: Girl Scouts can greet each other with the Girl Scout Handshake, made by shaking hands with the left hand and making the Girl Scout sign with the right. The left hand is nearest to the heart and signifies friendship.
Friendship Circle: Represents the unbroken chain of friendship among Girl Scouts and Girl Guides around the world! To execute a Friendship Circle: stand in a circle, cross right arm over left, and clasp hands with friends on both sides. Everyone then makes a silent wish as a friendship squeeze (squeeze the next friend's hand when yours is squeezed) is passed from hand to hand around the circle. | <urn:uuid:e395dd31-fe93-4d20-962d-623503f0d408> | CC-MAIN-2024-26 | https://www.girlscoutsnorthernindiana-michiana.org/content/dam/girlscoutsnorthernindiana-michiana-redesign/documents/Girl%20Scout%20Meet%20and%20Greets.pdf | 2024-06-19T17:03:08+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00025.warc.gz | 703,754,761 | 180 | eng_Latn | eng_Latn | 0.997535 | eng_Latn | 0.997535 | [
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Content description
Technologies | Design and Technologies | Food and fibre production | Year 5
Technologies | Design and Technologies | Engineering principles and system | Year 2
Instructions for teacher
| Strategy | |
|---|---|
| Inspire/inform | Google children’s spinning tops (http://www.topmuseum.org/5.html). Explore together and discuss the shapes and designs of the various spinning tops (YouTube – Spinning-Top Circus). Talk about why these types of toys were/are important and what is the science behind them (force, cause and effect). |
| Show | Model some spinning-tops. Show students the materials available to them to design and create their own spinning-top (pencils, elastic bands, skewers, different types of card, large buttons, milk bottle tops, toothpicks, paper, paper plates. See ‘how to make homemade spinning tops’ prior to lesson for ideas. |
| Tell | Students that they will be designing and making their own spinning top. Students design page will need to be labelled with required materials and include a picture and steps of how they will construct their spinner. Remind students that they should consider making their top attractive in some way to stand out from the others (discuss the range of designs, styles, colours and so on of the tops seen prior). |
| Apply | Students design, then make, a spinning top. |
| Reflect | Students demonstrate how their spinning top works one at a time in groups of 5/6. Students will give positive feedback regarding what they have seen and give constructive and helpful hints for possible improvement. Each individual student will then complete their own evaluation of their task by indicating with a coloured self-evaluation paddle: 1 = unhappy (red); 2 = happy (blue); 3 = very happy (green). Teacher to take individual photograph of students holding design with final product indicating their personal evaluation of activity. Ask students to verbally justify their score. Display in the classroom. |
Technologies | Design and Technologies | Engineering principles and system | Year 2
Sample marking key
Engineering principles and systems – Forces create movement in objects
| Student names | Researched spinning top designs | Design drawings included steps | Used appropriate materials | Self-reflection paddles 1, 2 or 3 |
|---|---|---|---|---|
Technologies | Design and Technologies | Engineering principles and system | Year 2
Making connections across learning environments
NQS: Quality Area 1 – Educational program and practice
Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child's learning and development.
Element 1.1.6 Each child's agency is promoted, enabling them to make choices and decisions and to influence events and their world.
| | Provocation |
|---|---|
| Inside spaces/environments | Long ago! Explore games and toys from a bygone era. |
| | Spin me! Design a circular pattern (lines, patterns, spots, flowers, geometric lines) to use as a spinning game. |
| Outside spaces/environments | Spiral in control! Design and draw a large spiral image on the ground with chalk. Decorate with loose part items. (Similar to a mandala). |
| | A-maze-me! Supply a number of interesting items for the students to explore designing and making a maze. |
| Ambience/Aesthetic | |
Technologies | Design and Technologies | Engineering principles and system | Year 2 | <urn:uuid:6decb12d-10d5-4e72-bb8f-a6769b05791e> | CC-MAIN-2024-26 | https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0006/459897/Technologies-Design-and-Technologies-Engineering-Principles-and-Systems-Year-2-Sample-Assessment-Task-Top-spin!.PDF | 2024-06-19T17:54:36+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00022.warc.gz | 285,070,009 | 746 | eng_Latn | eng_Latn | 0.811605 | eng_Latn | 0.953382 | [
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Year 6 Home Learning – to be submitted by Friday 22 nd October 2021
Below is a grid containing a variety of homework tasks. The children should choose at least 7 tasks to complete over the half term with at least one per column When a task is completed, please upload it onto Seesaw so the class teacher can view it and provide feedback.
Literacy Word Bank
Maths Number/place value
Topic History
Home Learning Reading
Citizenship Tasks
| Number/place value Facts about a number. Write at least 20 equations (number sentences) that give the answer of 320. Can you include at least one example of all four operations? | History Create a fact file about the industrial revolution. You may do this by hand or on a computer. Can you explore on of the inventors who found fame during this era? | Reading Draw a picture of two characters from a book you are reading. Compose a thought bubble and a speech bubble to tell us what they are thinking and saying at a certain point during the story. |
|---|---|---|
| Geometry Using a protractor and a ruler, draw the following shapes: - An equilateral triangle with three 60o angles. - An isosceles triangle with two 70o angles. - A scalene triangle with 35o, 45 o and 90 o angles. - Draw a triangle of your own and measure its angles. | History/DT Build a model of a workhouse using the materials of your choosing and photograph it. E.g. – cardboard, Lego, cake. | Art Draw or paint a picture of what you believe Britain would have looked like before and after the industrial revolution. |
| Addition money Jim pays for some sweets using four different coins. What is the least amount of money he could spend? What is the most? How many different totals can you find using four different coins? | History Our local area was very important during the industrial revolution. Use books, the internet and your family and friends to research why this may have been. | RE Take a photograph of two local churches and then write a short description about the similarities and differences between the way they look from the outside. |
. | <urn:uuid:e689e2d8-1cb8-4099-8242-da3aee5c2adc> | CC-MAIN-2024-26 | https://www.loseleyfields.com/assets/Uploads/Home-Learning-Year-6-Autumn-1.pdf? | 2024-06-19T17:51:10+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00025.warc.gz | 774,395,824 | 463 | eng_Latn | eng_Latn | 0.996841 | eng_Latn | 0.996841 | [
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DIRECTIONS FOR DISINFECTING A DRILLED WELL WITH 100 PPM CHLORINE
1. Determine the amount of water in your well by multiplying the gallons per foot by the number of feet in the well. (Considering the well full of water will be satisfactory in most cases, as a slight overdose does no harm). For example, using the above table, a 6inch diameter well that is 300 feet deep contains 450 gallons of water (300 ft. X 1.5 gallons/ft. = 450 gallons).
2. Each 100 gallons of water in the well requires three cups of laundry bleach. Using the same example, a well containing 450 gallons of water requires 13.5 cups (450 gallons/100 gallons X 3 cups = 13.5 cups) or 3 ½ quarts of liquid laundry bleach. Mix this total amount in about 10 gallons of water.
3. Pour this solution into the top of the well between the casing and the drop pipe before the well seal is installed.
4. Connect one or more hoses from faucets on the discharge side of the pressure tank to the top of the well casing and start the pump, recirculating the water back into the well for at least 15 minutes. Then open each faucet in the system until a chlorine smell is noticeable. Close all faucets. Seal the top of the casing with a sanitary well seal.
5. Let stand for several hours, preferably overnight.
6. After standing, operate the pump, discharging water from all outlets until all chlorine odor disappears.
7. After several days use, submit a sample of the water to a laboratory for analysis. | <urn:uuid:68930061-17e3-4297-9875-1c6c3dc31e27> | CC-MAIN-2024-26 | https://dewittpiatthealth.com/file/48/Procedures%20for%20Disinfecting%20a%20Drilled%20Well.pdf | 2024-06-19T18:02:15+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00024.warc.gz | 169,005,828 | 352 | eng_Latn | eng_Latn | 0.997256 | eng_Latn | 0.997256 | [
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Frankfort
Bobbie Noonan's Pre K Press
815-469-2627
October 1, 2018
Dinosaurs
Introductions: During our second week of exploring the world of Dinosaurs, your child may continue to bring in their personal dinosaur. Please be sure to label them with your child's first and last name.
Mrs. Paula, Mrs. Cathy, Mrs. Karen, Mrs. Amanda, and Mrs. Susan
Introductions
Numbers: 9 & 10
Reading Story: #3 "Missy Manners"
Reading Vocabulary: Missy Manners
See
Language Arts: The dinosaurs have invaded our classroom and turned it into a dinosaur gallery. We will review A-H and introduce story #3. Our highlighted story this week is "How Do Dinosaurs Say I Love You?" by Jane Yolen and Mark Teague.
Concept: Our class will be voicing their opinions on how the dinosaurs became extinct (died), and will reenact how fossils were made and discovered by Paleontologists (scientists who studies fossils)!!
Craft and Writing: We will continue to work on our 10 colors, along with Gg & Hh readiness, and phonics and printing papers. Dinosaur and fall crafts will conclude our week.
Motor: We will continue our sign language review of letters A-H. Adding a few more actions to our follow directions game using our actions words Run, Jump, and hop will keep us in motion this week.
Important Events
October 5Field Trip
October 9Columbus Day, school closed.
October 31 Halloween Party.
STUDENT OF THE WEEK
Will Cripe Adalyn Edwards Remy Gross Joshua Jacobi
HAPPY BIRTHDAY
Mrs. Karen 10/3 | <urn:uuid:3d5df94f-a0cb-4d21-b83b-e7c0b490f380> | CC-MAIN-2024-26 | https://www.bobbienoonans.com/wp-content/uploads/2018/09/Pre-K-week-7-Dinosaurs-2-2018-2.pdf | 2024-06-19T17:02:50+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00026.warc.gz | 589,263,804 | 373 | eng_Latn | eng_Latn | 0.996339 | eng_Latn | 0.996339 | [
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A) Introduction
The benefits of school trips are many including:
- to stimulate the mental, spiritual, and physical development of the child;
- to enable the child to spend time intelligently and happily, sharing experiences with others;
- to enable the child to acquire resourcefulness, initiative, and self-reliance;
- to enable the child to cultivate good fellowship and unselfishness;
- to fulfill requirements of the National Curriculum orders through firsthand experiences
- to enable children to develop through personal and social education.
For the purpose of this document;
A Trip is a student outing that departs and leaves school on the same day.
A Trip can also include overnight stays for academic competitions.
A Residential involves at least one night away involving activity-based learning.
B) General Guidelines
* The overall responsibility for all residentials rests with the Principal who must approve each one. Primary Trips can be approved by the Head of Primary. Secondary Trips must be approved by the Principal.
* Each will have a designated Group Leader who will plan and run it.
* The Principal must be satisfied that the Group Leader is competent to lead the Trip or Residential.
* All Group Leaders must complete the school's Risk Assessment Form and follow the Planning Checklist.
C) Fixed Residentials
* The following Residentials will take place each year –
| YEAR GROUP | PERSON RESPONSIBLE |
|---|---|
| Years 12 and 13 | Head of Sixth Form (SAL) |
| Years 10 and 11 | Outdoor Education Leader (SEB) |
| Years 7, 8and 9 | Outdoor Education Leader (SEB) |
| Years 5 and 6 | Outdoor Education Leader (SEB) |
* The International Award expedition takes place for Year 10 students and is led by the IA Programme Leader (MLE) and IA Coordinator (ABR).
* Other Residentials may occur with the Principal's permission.
D) Staff
* The staff team that goes on a Trip or Residential must be carefully selected.
* In addition to the Group Leader, the team must also include at least one other person from the school staff.
* There should be an appropriate mix of male and female staff. A female member of staff is required if there are female students.
* There must be one staff member on each mode of transport e.g. One member of staff per minibus etc.
E) Travel
All trips taken by coach will follow the guidelines below:
* Seat belts must be worn.
* Adults will sit at intervals throughout the coach. A minimum of one member of staff per minibus.
* All coaches will be booked by the School Registrar who must be given adequate notice to do this.
F) Responsibilities
Directors
* are responsible for setting the School Trips and Residentials Policy.
Principal
The Principal must ensure that –
* this policy is implemented;
* all school trips comply with school regulations in every respect;
* pupils' safety is paramount in the planning;
* the Risk Assessment Form and Planning Checklist have been properly completed;
* the Group Leader is fully prepared;
* the contact details of any outside providers are at hand, and those of all staff involved;
* all school Trips and Residentials have a clear educational value;
* the school can run efficiently in the absence of anyone involved.
Group Leaders
The Group Leader must ensure that –
* signed Parental Consent Forms have been returned by all students going. This form should include details of any special dietary requirements, allergies and other medical issues, including medication that the child may be taking. If medication is being taken the staff member in charge of First Aid is responsible for ensuring the medication is administered as required;
* all adults are fully briefed on their roles and responsibilities;
* a list of everyone going, that includes their emergency contact numbers and any medical/dietary issues is emailed to all Outside Providers; the Principal's secretary, and the School Office Staff. Hard copies should be given to the other adults going;
* all adults have each other's cellphone number;
* adequate first aid provision is available at all times;
* any insurance that is required has been organized with Khun Amp;
* the Risk Assessment Form is completed and submitted to the Principal at least three weeks before a Residential begins or three days before a Trip;
* the Planning Checklist is completed. This should be kept, and available if requested;
* the health and safety of pupils is paramount at all times;
* all adults are aware of any medical issues or special needs of the students;
* good order and discipline are maintained;
* a deputy has been briefed to take over the role of Group Leader if necessary;
* The Head of Primary and Director of Studies have been informed of which staff will be absent so that cover can be arranged.
Staff and Other Adults
Staff and other adults must –
* be aware that they are responsible for all children at all times and behave responsibly;
* be aware of their individual responsibilities on the trip, including any night time supervision;
* hold a fully serviceable mobile phone at all times that has the phone numbers of all other adults in the group. For Residentials they must also have the phone number of both Traill Office and the Principal or the Head of Primary;
* fulfill their roles as defined by the Group Leader;
* carry a complete list of everyone in the group and their emergency contact details;
* if they are teachers, set appropriate work for the classes that will be covered in their absence and give this work to the Senior Manager: Curriculum or Head of Primary.
Pupils
Pupils must –
* follow the instructions of the Group Leader, teachers and non-teachers at all times;
* behave sensibly and responsibly, as though in school;
* be aware that a serious breach of discipline may result in them being taken back to school early and that their parents will be liable for any costs incurred in doing so.
Admin
- Contact the transport companies, business admissions, and cost the trip.
- Admin completes permission slip/letter for Principal's Approval, once this has taken place then admin gain the teachers signature.
- Admin send the permission slip to the parents in conjunction with the teacher's cover letter.
Principal's PA
- Informs all teaching staff of the impending educational Visit
G) Supervision
Ratios
The lowest permitted adult to students ratio on any trip is:
| LEVEL | ADULTS |
|---|---|
| PKG-KG1 | 1 |
| KG2 | 1 |
| Y1-Y2 | 1 |
| Years 3-6 | 1 |
| Years 6-11 | 1 |
| Years 12 – 13 | 1 |
The lowest permitted adult + specialised support adults to students ratio on any residential is:
| LEVEL | ADULTS |
|---|---|
| Years 6 – 13 | 1 |
* Wherever possible these ratios must be improved.
* A female adult is required if there are female students.
* No residentials will run with fewer than three adults, this may include specialised support staff.
* For residentials that include Primary pupils, it is helpful if one adult can speak Thai.
School Trips and Residentials Policy
Head Counts
* Regular head counts must take place on all Residentials and Trips, especially when leaving any venue.
* All adults should carry a list of all pupils and adults at all times.
* The Group Leader should establish a rendezvous point and inform children and adults what to do if they get separated.
H) Preparatory Visits
* These should be undertaken by the Group Leader as necessary. The purpose is to both be aware of the requirements of the risk assessment and to familiarize themselves with all aspects of the visit.
* When a Trip or Residential is planned to be repeated over several years, the Group Leader should open a file on Staff Shared to assist future Group Leaders. This file should be added to after each trip.
I) Risk Assessments
* For all trips a risk assessment must be completed beforehand and submitted to the Principal. This should be completed by the group leader between one and two months prior to the trip and distributed to other adults before the trip.
* The risk assessment must be approved for the trip to proceed.
* If the Group Leader has led the trip the previous year and the same accommodation is being used the risk assessment can be completed using prior knowledge and the trip evaluations; a preparatory visit may not be necessary.
* There is no such thing as zero safety and a risk assessment is a clear way of structuring risk control decision making.
J) First Aid
* A fully equipped first aid bag must be carried on all journeys.
* The Group Leader is responsible for liaising with the school Nurse to ensure that an appropriate first aid bag is prepared.
* The Group Leader should delegate a person to be responsible for first aid who must collect the first aid kit from the school Nurse or School Office.
* This person must also check the contents of the First Aid kit and make themselves familiar with its contents.
* All adults must be made fully aware of any specific medical needs of individuals.
* If practicable, one of the school nurses will join the residential.
K) Communication with Parents.
* No child will be able to join a trip without written consent.
* Parents must be kept fully informed about any Trip or Residential that their child might be involved in.
* For Residentials, a briefing for parents shall be organized by the Group Leader; for Trips a letter to parents that gives all details will suffice.
* Both meetings and letters should include full details of:
a. purpose and destination;
b. times and dates;
c. outside providers being used;
d. transport;
e. staff team;
f. contact details
g. cost.
* It will be made clear to parents before a Residential begins what communication they can expect during their child's absence. Parents of primary children for instance, might want to be informed the party arrived safely at their destination.
* Parents must be given details of the places that the children will be staying at so that they can communicate in an emergency.
L) Safeguarding (Accommodation)
* Accommodation used for residential trips must appropriate. If accommodation is deemed to be unsuitable on arrival, an alternative should be sought. In all cases the health and safety of our children is paramount.
* Students must be separated by gender as much as is possible in the circumstances. It is the responsibility of the Group Leader to organize the staff to enforce this policy.
* The Group Leader must also ensure that:
a) organise adult supervision to patrol outside the rooms until half an hour after lights out.
b) pupils know where to go for assistance during the night if necessary;
c) the group's accommodation is exclusively for the group's use wherever possible;
d) teachers have sleeping accommodation immediately adjacent to the pupils;
e) in the absence of 24-hour staffing of reception, external doors are secured and windows closed to prevent intrusion;
f) where possible, internal doors are lockable but staff have reasonable access to the pupil accommodation at all times;
g) all staff and pupils know the emergency procedures/escape routes in the event of a fire. Where windows and doors are locked against intrusion at night, alternative escape routes are known and all fire doors function properly.
M)Safeguarding (Third Party Providers)
* Before entering into any agreement with a third party who will provide services for our students on Trips or Residentials, the Group Leader must carefully consider the following aspects of the organization involved:
a) Codes of Practice: do they exist? Do they include such things as Emergency Response Procedures, Employee Conduct, Child Protection Policies, Areas of Responsibility etc.
b) Emergency Response Procedures: are they realistic? Do they identify local medical facilities and are these accessible? What level of first aid training do their staff have?
c) Liability Insurance: is it comprehensive? Does it cover all the activities our students will be involved in?
d) Sites and venues: are they suitable?
e) Accommodation: is it clean, well-maintained and appropriate?
f) Staff: are they properly trained and certified for the activities involved?
g) Transport: is it safe?
N) Insurance
* Legally a written risk assessment must be carried out before any trip is undertaken. We have a duty of care towards all pupils under our supervision and in an activity where there is an element of risk, we must show that we have considered the risks, and as a result taken all reasonable precautions. As part of our health and safety duties we must show that there is effective communication at all levels. We must be careful as being careless is, in legal terms, being negligent.
* The insurance that we have at Traill International School provides cover for personal injury, medical and related expenses and public liability, the School Registrar will arrange the insurance for trips. | <urn:uuid:77641a0a-c80c-4a02-bda7-329af0799c9f> | CC-MAIN-2024-26 | https://www.traillschool.com/_files/ugd/1dd811_2a535a2b4d3142b08ebdee73907e6fcf.pdf | 2024-06-19T16:42:10+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00025.warc.gz | 928,578,331 | 2,639 | eng_Latn | eng_Latn | 0.998153 | eng_Latn | 0.998676 | [
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ENGLISH – Writing
INTENT
St Alphege aims to engage and inspire children to write and create a love of writing. Our aim is to ensure every child, regardless of their background or potential difficulty, leaves our school with a positive attitude towards writing and has the ability to write with confidence. Children are inspired to write from an early age through the use of a range of exciting stimulus. Many writing activities are based around high-quality, rich texts which are explored through a variety of ways to engage and excite children. We aim to provide children with a range of writing opportunities to allow them to become familiar with a variety of writing purposes. The children are encouraged to choose to write throughout their day and take pride in their finished pieces. At St Alphege, we love to provide children with the opportunity to mimic familiar texts and write creatively using their imaginations.
IMPLEMENTATION
Writing opportunities are planned to be fun and interactive! From Nursery to Year 2, children are given opportunities to explore a key text, film or other stimulus in great detail before completing a writing task based on it. The FANTASTICs, based on Jane Considine's scheme are introduced and used throughout the school to provide children with a consistent approach and familiar symbols.
At St Alphege, building the enjoyment and willingness to write is paramount therefore we use the week to build on skills and become excited about our writing before completing one written task per week. The structure of our writing lessons allows the children to become increasingly familiar with the stimulus, practise vocabulary and skills in a practical way, plan their writing then follow their plan to write. This ensures all children have had the opportunity to verbalise their ideas which alleviates 'blank page' fear.
The structure of the weekly writing lessons are as follows:
Day 1 – Hook lesson
The first lesson introduces the stimulus for the week and the children have the time to unpick illustrations, use drama to act out stories and become excited about the learning for the week.
Day 2 – Vocabulary / skills lesson
Next, the children will have the opportunity to learn and practise skills needed for their end goal. This could be practising particular spellings or playing games to embed certain learning, for example plurals that may be used within their writing task. The activities are planned to be interactive and fun and children may be practising these skills in sand, chalk, outside or through drama.
After becoming familiar and engaged with the stimulus and be aware of the vocabulary, skills and spellings required, the children will have the opportunity to plan their writing. At St Alphege we use the FANTASTICs as a prompt for our planning. They are an acronym that helps the children with different aspects of writing in order to help them to develop ideas. Planning can be done practically, as a whole class or individually depending on the task.
Day 4/5 – Writing lesson
The children will then use their planning to complete their weekly written task. The children are increasingly familiar with the stimulus, the vocabulary, skills and their planning by this time and have a good knowledge and understanding of their written task. We aim to allow all children to succeed in writing and therefore children write in small chunks throughout their lesson. This allows for adaptive teaching to ensure all children are making the progress suited to their needs.
Early Years
Whole class shared writing is modelled by adults and children's written tasks are completed in small groups to ensure adequate support and scaffolding is given during early stages of writing.
Key Stage 1
In Year 1 the children will continue to write in small, adult led groups which progressively lead to whole class writing lessons by the end of the year.
Year 2 complete most writing tasks as a whole class and begin to learn to edit their work.
IMPACT
Writing throughout the school years is fun and engaging, which in turn leads to effective, creating and confident writers.
Early Years
Children in Early Years learn to write in a free and explorative way. The children will:
* Give meaning to marks they make as they draw, write and paint.
* Recognise different stories and their features.
* Write initial sounds in words.
* Segment words in order to write sounds they can hear.
* Link sounds to letters, naming and sounding the letters of the alphabet.
* Use some identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
* Write their own name and other things such as labels, captions.
* Attempt to write short sentences in meaningful contexts.
By the end of Reception, children will have been taught to and will be expected to:
* Use their phonic knowledge to write words in ways which match their spoken sounds. They will also write some irregular common words.
* Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Key Stage 1
Throughout Years 1 and 2, children will be more comfortable and confident writing in a more formal manner. Children will learn to write in a number of different and exciting ways for different purposes.
Throughout Year 1 and Year 2 children will learn to:
* Sit correctly at a table, holding a pencil comfortably and correctly
* Begin to form lower-case letters in the correct direction, starting and finishing in the right place
* Leave spaces between words
* Joining words and joining clauses using 'and' 'because' and other conjunctions.
* Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
* Use a capital letter for nouns
By the end of Year 2, children will have been taught how to:
* Segment spoken words into phonemes and represent these by graphemes, spelling
* Differentiate between phonemes and know which to use when writing them
* Use and write common exception words
* Use and write some common homophones
* Spell some words with contractions
* Use the possessive apostrophe (girl's, man's, dog's)
* Add suffixes to spell longer words including -ment, -ness, -ly, -less, -full
* Write for different purposes | <urn:uuid:08b80046-d6fd-4ca1-ab8c-5439e0ed0f66> | CC-MAIN-2024-26 | https://www.st-alphege.kent.sch.uk/_site/data/files/users/curriculum%20docs/nov-2022/EA774A182489FC51BD8C6FA643D79305.pdf | 2024-06-19T17:22:45+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00033.warc.gz | 882,645,502 | 1,244 | eng_Latn | eng_Latn | 0.996758 | eng_Latn | 0.99842 | [
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Classroom Activity – Plasmolysis, osmosis, and diffusion
Andy Bumstead (email@example.com)
Anthony Raymond (firstname.lastname@example.org)
This activity will serve several roles: it will allow students to observe and understand osmosis, diffusion, and dehydration/plasmolysis in addition to how these processes impact cells.
Note: several materials are needed for this full activity including computers so the students can complete the computer model. For the wet-mount procedure slides, coverslips, elodea or other plant leaves, and a microscope are necessary. Always urge students to be careful with glass and the microscopes!
Lesson plan:
1) Begin with an introduction to osmosis and diffusion, starting with movement of diffused molecules (solvent and solutes). It is important to clearly define diffusion and osmosis. These are very important and advanced concepts. Show several pictures/models of the movement of molecules from high to low concentration due to diffusion/osmosis. It is critical to emphasize that these two processes are similar, but not the same. Highlight the differences, and encourage questions.
2) Show a representative cell with water and dissolved solutes with an imbalance of molecules inside and outside the cell. Get students to predict the movement of solutes and water into/out of this cell based on the definitions of diffusion/osmosis.
3) Based on the movement of water, explain that the cell membrane will shrink or expand in response. This is a consequence of the level of the cell's hydration/dehydration.
4) Students will use the plasmolysis model simulation on a computer. Ask them to change the initial water content of the cell and document their observation of how that affects the size of the cell membrane, as compared to the size of the cell wall. Have the students progressively add salt, at varying initial water concentrations, and see how cell responds to the changing environment. Again, they should document their observations for post-lab discussion.
5) Have the students complete a wet-lab experiment based on the previous direct instruction and activity. This wet lab procedure utilizes an elodea plant cell wet-mount viewed under a microscope at 400X. One slide would contain a drop of tap water or ddH20 + elodea leaf + coverslip. The students should draw a picture of the plant cell's appearance. A 5% salt solution will be added one drop at a time, with the students drawing what they observe happens after each drop is administered.
6) Review concepts of diffusion and osmosis. Ask and assign a couple of thought provoking questions for students to brainstorm involving what happens in their own body after they eat a salty snack, or after strenuous exercise and become dehydrated. | <urn:uuid:f5978e06-d05a-4c07-9b49-aae31eda0384> | CC-MAIN-2024-26 | https://soar.suny.edu/bitstream/handle/20.500.12648/3859/cmst_lessonplans/360/fulltext%20%283%29.pdf?sequence=3&isAllowed=y | 2024-06-19T16:21:02+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00029.warc.gz | 463,130,521 | 571 | eng_Latn | eng_Latn | 0.994569 | eng_Latn | 0.996914 | [
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Amaze Your Brain
ACTIVITY
ALL AGES
SCALING THE SOLAR SYSTEM
Space is expansive and the objects in space are as massive and as far as you can imagine. How can we study the dimensions of the solar system? We create a representation of the solar system by scaling these massive astronomical bodies down to common, everyday objects. This is called a model, a three-dimensional representation of something often on a smaller scale. Scientists use models to represent ideas, objects, or even a process or system to describe and explain phenomena that cannot be experienced directly. Models are central to conducting research and communicating scientific explanations.
WARNINGS
Activity must be done with an adult in an area away from oncoming traffic. Activity also involves light exercise.
| Planets | Actual diameter (km) | Representing Objects (Scale: x1.5E-10) | Actual distance from the Sun (rounded to the nearest km) |
|---|---|---|---|
| Sun | 1.3927 million km | Bowling (or any ball) (23 cm diameter) | 0 |
| Mercury | 4,878 km | Pin head (on index card) (0.08 cm diameter) | 58 million km |
| Venus | 12,104 km | Peppercorn (0.20 cm diameter) | 108 milion km |
| Earth | 12,755 km | Peppercorn (0.20 cm diameter) | 150 million km |
| Mars | 6,790 km | Pin head (on index card) (0.08 cm diameter) | 228 million km |
| Jupiter | 142,796 km | Chestnut or a quarter (2.40 cm diameter) | 778 million km |
| Saturn | 120,660 km | Hazelnut or a nickel (2.00 cm diameter) | 1,429 million km |
| Uranus | 51,118 km | Peanut or coffee bean (0.90 cm diameter) | 2,875 million km |
Amaze Your Brain
ACTIVITY
SCALING THE SOLAR SYSTEM
ALL AGES
(CONT.)
MATERIALS
Large outdoor space
Measuring tape
Collect objects to represent the Sun and planets in our Solar System according to scale (metric) on previous page.
INSTRUCTIONS
1. Begin by placing the objects in the correct order starting with the Sun. Make a hypothesis! How much space do we really need to make this Solar System model?
2. Place the Sun down carefully to prevent the object from rolling away.
3. Before moving on, make another hypothesis. In our model, how far do you think the first planet should be placed from the Sun?
4. Using the scale above, place down the first object that represents Mercury.
5. Before placing the rest of the other planets, try hypothesizing their distances from the Sun.
6. Using the scale above, begin to place the rest of the other planets. (Note: Distance walking may be required)
ADDITIONAL INVESTIGATIONS
1. What were the initial guesses for the distance between the planets and the Sun? Were they too close? Were they too far apart?
2. Why do planets look so small when we view them with a telescope?
3. Why is it so difficult for us to get to Mars? Consider fuel and time.
4. What would happen if we model our solar system using a bigger scale? What objects would you use to represent the Sun and planets? What would the distances look like?
5. Using the scale above (Actual x 1.5E-10), how far would Pluto be from the sun? What about the nearest star, Alpha Centauri? | <urn:uuid:29c99642-01a1-42ba-9840-5793134db777> | CC-MAIN-2024-26 | https://perot-m.imgix.net/wp-content/uploads/AYB-atHome-ScalingSolarSystem.pdf | 2024-06-19T17:50:23+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00032.warc.gz | 387,573,627 | 779 | eng_Latn | eng_Latn | 0.998473 | eng_Latn | 0.99859 | [
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Personal Social Emotional Development (PSED)
* I will be participating in turn taking games
* I will be trying out new activities independently and select resources independently.
* I will be dressing and undressing independently for P.E
* I will be learning routines of the school day
* I will be learning to think about the feelings of others
* I will be learning and talking about my family and other people who are important to me
* I will be thinking about goodies and baddies in superhero stories.
Understanding the World (UW)
Expressive Arts & Design (EAD)
* I will be finding out about different types of animals
* I will look at the differences between different parts of the world
* I will find out about what different animals eat.
* I will be learning about different pets.
* I will use ipads to help with my learning.
* I will be printing with different materials
* I will be designing my own repeated pattern.
* I will be improving my stamina for drawing
* I will be learning new songs to help me in my learning.
* I will be roleplaying
* I will be acting out stories with props.
* I will be using a range of materials to make models.
* I will be working collaboratively with others to make things.
*
I will make some Christmas treats.
* I will learn and perform songs for our Christmas play
Amazing Animals!
Physical Development (PD)
* I will be learning about how to be healthy
* I will be looking at different parts of the body.
* I will be practicing throwing catching hopping jumping and skipping, as well as throwing catching kicking and bounding balls.
* I will be learning to hold and control a pencil
* I will be increasing my control over different tools such as scissors,
Communication and Language (CL)
* I will be part of a whole class performance, learning a role and practicing it for a performance.
* I will be talking about and listening to others talk about our pets.
* I will be describing things that happen to me to my friends and teachers.
* I will listen to stories and make observations about them.
* I will be thinking about sequence of events in stories and saying what happened in the beginning, middle and end.
* I will tell people things I know about animals.
Mathematics (M)
Literacy (L)
* I will be representing numbers to 5
* I will be comparing numbers to 5
* I will be looking at the composition of numbers to 3, and then 5.
* I will be counting forwards and backwards to 20
* I will be learning one more and one less with numbers up to 5.
* I will be learning about circles and triangles
* I will be looking at shapes with 4 sizes.
* I will be looking at positional language.
* I will be learning to form all letters correctly
* I will begin to write cvc words in labels and captions.
* I will be learning different sounds that letters make (phonics)
* I will be continuing to blend sounds together to make words
* I will learn to form the graphemes for the sounds I'm learning.
* I will be sequencing and retellings stories. | <urn:uuid:623e31f5-8fb7-404a-99ca-d46078b3a0b2> | CC-MAIN-2024-26 | https://www.spreyton-primary.devon.sch.uk/attachments/download.asp?file=47&type=pdf | 2024-06-19T17:36:04+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00028.warc.gz | 878,904,969 | 654 | eng_Latn | eng_Latn | 0.998398 | eng_Latn | 0.998398 | [
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３年―英語 ４．不定詞の名詞的用法 発展
1 ページ 英作文
⑴ Tom knows how to play shogi.
⑵ Please tell me how to get to the station. (Could you tell me how to get to the station?)
⑶ Do you know where to buy the book?
⑷ Tom didn't know what to say to her.
2 ページ 和訳
⑴東京で何をしたいか、知りたいと思っていませんか。 ⑵この本は私に、自分の人生についてどのように考えたらよ いかを教えてくれました。
3 ページ 問
⑴ It is easy for Mike to speak Japanese.
⑵ It is not easy for Mike to speak Japanese.
⑶ Is it easy for Mike to speak Japanese? ------------ Yes, it is. / No, it's not.
⑷ It is important to be kind to elderly people.
⑸ It was not difficult for them to learn Japanese.
4 ページ 和訳
⑴ジュディは、彼に宿題を手伝ってくれるように頼んだ。 ⑵母は、いつも私に、もっとしっかり勉強しろと言います。 ⑶私はトムに先生になってもらいたい。
5 ページ 例題
I want him to read the book.
6 ページ 英作文
⑴ Pat wants Tom to go there now.
⑵ I wanted her to return my pen.
⑶ Yuko asked me to go to the party with her.
⑷ I asked my brother to help with my homework.
⑸ Tom's parents told him to visit his uncle.
⑹ Our teacher told us to do(finish) our homework in a few days.
⑺ I want you tell me about it.
7 ページ 和訳
⑴もっと気を付けるようにといったじゃないか。 ⑵彼は私に、彼女にパーティーに参加するよう言ってほしか った。 | <urn:uuid:1123968e-8de8-4637-8761-0042ac98e9fe> | CC-MAIN-2024-26 | https://s415a716c9d847627.jimcontent.com/download/version/1535529859/module/7846323063/name/3%EF%BC%8D4%E3%80%80%E4%B8%8D%E5%AE%9A%E8%A9%9E%E3%81%AE%E5%90%8D%E8%A9%9E%E7%9A%84%E7%94%A8%E6%B3%95%E3%80%80%E7%99%BA%E5%B1%95%E3%80%80%E8%A7%A3%E7%AD%94.pdf | 2024-06-19T17:56:31+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00028.warc.gz | 442,506,651 | 428 | eng_Latn | eng_Latn | 0.994408 | eng_Latn | 0.994408 | [
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Fourth lecture
Different aspects of website design(2)
■ Content aspect of the online store site
* The contents that can be displayed on the pages of the online store site
* The characteristics that must be present in the content of the online store site
* Rules for using colors in the content of the online store site
- Content aspect of the online store site:
This aspect relates to the material that the business organization intends to publish on its website.
- We can address the content aspect of the online store site through the following points:
1- The contents that can be displayed on the pages of the online store site:
* Displaying raw data that the user needs, but without the site interfering with this data, such as displaying data about available products for sale, their specifications, prices, methods of selling, shipping and delivery.
* Providing a window that includes various advices about goods and services displayed and sold on the Internet, as well as these advices regarding the products of the business organization that owns the site, where appropriate advice is provided in light of the needs, desires and capabilities of the recipient.
* Providing advisory services in the areas in which the organization has extensive knowledge, these services are provided based on the information provided by the consultant.
2- The characteristics that must be present in the content of the online store site:
* The content of the site should be able to attract the user: this is in order to keep the user on the site for as long as possible, and a positive mental image of the site must be formed for the recipient, so that its content can entice the user and push him to return again for another visit.
* Determining the contents of the site of the online store: by conducting an analytical study of the target users, and based on the results of this study, the process of developing appropriate content that meets the needs, desires and tastes of users is carried out.
* The content of the site should be purposeful: this is achieved by directing the intended idea directly without prolonging the explanation and details, as the user tends to take what he wants from the site as soon as possible.
* The content of the site should be accurate and reliable: the lack of accuracy of the site's data and information leads to distrust of it and then not to visit it again.
* The content of the site should be clear: so that it easily expresses the nature of the organization's activity and shows aspects of excellence in its website.
* Use the language that suits the users: in the case of targeting users from different countries, a number of languages that suit the users should be used, and when using any language, simple and easy words and terms should be used so that the user can understand them well.
* The content of the site should be brief: it is preferred to be short and brief in texts and phrases that provide data and information in a quick manner, as shortening the content leads to speed in opening the pages, and this is a positive incentive for users.
* The texts should be easy to read within the content of the site: the ease of reading the words and phrases in the content of the site facilitates the process of browsing and reading the texts, and this is through choosing the appropriate and clear font type, and choosing appropriate sizes for the texts and their titles.
3- Rules for using colors in the content of the online store site:
* It is preferable for the text color to be a dark color and the background color to be a faded color and very faded colors can be treated by combining several colors with each other.
,
* Using a limited number of colors on the page, because more colors on one page give a bad impression to the user, and may prevent him from continuing the browsing process.
* Coordination between the colors used, and here the color coordination process must be carried out in light of the rule of the color circle.
* It is not necessary to include the images in the website pages in their full color, as it is possible to reduce the degree of some colors and this helps in loading the pages more quickly.
* Not to be limited to black in presenting the text on the site, as there are other colors that may suit the text more, so when using faded backgrounds, green and dark blue colors can be used, etc., that is, the text color should be used in proportion to the other colors used on the page.
* Using a white or black background if the site uses animation, especially 3D animation, because these colors serve color models very efficiently.
.......................................................... End ......................................................... | <urn:uuid:7bbeecc9-c7ea-4f16-b3da-7ce10ad3dbb0> | CC-MAIN-2024-26 | https://manara.edu.sy/downloads/files/1647253592_4.pdf | 2024-06-19T16:59:30+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00028.warc.gz | 338,134,229 | 923 | eng_Latn | eng_Latn | 0.995828 | eng_Latn | 0.998427 | [
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A Curriculum For Hindhayes – Building Computing Knowledge and Skills
Using mechanical toys.
Appropriate language will be used when children engage with technology to support future learning.
Operating simple ICT equipment – ipads, remote control vehicles, bee bots, Yoto's etc.
Exploring technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
Make toys work by pressing parts or lifting flaps to achieve effects such as sound, movement or new images.
O bserve adults using computers to retrieve information.
Using simple ICT programmes / aps in their play.
Observing the use of technology at home and school.
Using ICT to support learning in the classroom.
e- safety: Choices, Internet, Website, Secret, Safe, Adult
Programming: Equipment, Buttons, Movement, Work
Multimedia: Screen, Mouse, Images, Keyboard, Paint
Technology in our lives: Technology, Share, Create, Internet
Data handling: Collect, Set of photos, Count, Organise
Goldilocks – A Hashtag Cautionary Tale, The Magic School Bus Gets Programmed, But It's Just A Game, Troll Stinks
Cultural capital books: Little people Big Dreams Alan Turing, Steve Jobs, Ada Lovelace
Linked Early Learning Goals: Communication and Language, - Listening and attention, Speaking. Physical Development, Fine Motor Skills Personal, Social and Emotional Development Self regulation, Managing Self, Building Relationships, Literacy Reading, Writing Expressive Arts and Design,
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1
4
The Ming Dynasty (1368-1644)
The Rise of Zhu Yuanzhang, the First Ming Emperor
Zhu Yuanzhang (r. 1368-1398)
The founder of the Ming dynasty, Zhu Yuanzhang, was born in 1328 into an impoverished family of landless agricultural workers in the present-day province of Anhui in southeast China. There was a story that around the time of his conception, his mother dreamt that a divine being put a glowing tablet into her palm. After she swallowed it, a fragrance remained in her mouth. When he was born, a red light filled the room. When neighbours saw the flaming red light at night, they came to help the family to put out the fire, but there was no fire. Such tales of supernatural occurrences surrounding men of humble origin who founded dynasties were not uncommon; their invention satisfied popular expectation.
When Zhu was sixteen, he lost his parents and brothers during a time of drought, pestilence, and famine. His distress was compounded by not having the money to afford a burial plot for them. Fortunately, a kind villager came to his aid, giving him a piece of land for the purpose. Left utterly alone, he became a novice at a local Buddhist temple, felicitously named the Temple of the Awakening Emperor. Soon after, he had to leave the temple because it was no longer able to support him. He became a mendicant, wandering about and experiencing fully the bitterness and hardship of such an insecure life at the bottom of society. Another story relates that when he was ill and alone on his travels, two mysterious purple-robed beings attended to all his needs and disappeared when he recovered. This story may have originated with Zhu himself, to support the claim of his heaven-ordained royal destiny, since the colour purple was associated with royalty in traditional China. In 1348, he returned to the temple, where he learned to read, remaining there for the next few years.
In 1352, when he was twenty-four, flames of rebellion against the Yuan were spreading like wildfire in southern China, engulfing the locality where Zhu Yuanzhang was living. The government troops sent to suppress the uprisings burnt down his temple. The Yuan commander, too timid to fight the rebels, seized instead innocent civilians, presenting them as insurgents to claim the rewards. Although Zhu did not express resentment against Mongol rule on ethnic grounds, the authorities' actions destroyed his livelihood and jeopardized his personal safety. For the sake of staying alive, he joined the local band of Red Turbans, a rebel peasant movement seeking to overthrow the Yuan.
Among the Red Turbans, Zhu was in his element, 'like a fish who had found water'. He soon distinguished himself in bravery and resourcefulness. One of the leaders of the movement, Guo Zixing, noticed Zhu's exceptional ability, brought him into the inner leadership circle, and offered him the hand of his foster daughter in marriage. She would become the future Empress Ma, who would exercise a positive, moderating influence on Zhu, who turned out to be an autocratic emperor.
The success of the Red Turbans raised alarm at the Yuan court. In 1353, the Yuan prime minister Tuo Tuo assembled an enormous army, reportedly one million strong, its marching columns stretching for hundreds of miles, with flags flying and the sound of its drums reverberating into the wilderness. He led it himself, in a determined effort to crush the rebels. Just as he was making some progress, the Yuan emperor foolishly yielded to the intrigue of Tuo Tuo's enemies at court, and relieved him of his command. The Yuan forces were instantly thrown into great confusion, while the hitherto hard-pressed anti-government forces immediately took advantage of the situation to regroup, consolidate, and expand their territory.
Not all Chinese who joined the fray were on the side of the anti-government rebels. Several Chinese landlords responded to the court's call to raise vigilantes to defend themselves, and to fight the insurgents. They fought against the Red Turbans, who were deemed 'lawless bandits', threatening the traditional social order from which they benefited. Some who joined up were opportunists, who took advantage of the general disorder to carve out territories for themselves as local or regional 'strong men', without necessarily obeying the command of the court. Although there were still areas held by Mongol military aristocrats in pockets of southern China, they were gradually taken over by the Chinese warlords or militarists, whom the Chinese referred to as qun xion, meaning a group of heroes or strong men.
In due course Zhu Yuanzhang emerged as the leader of the movement that had been fighting the Yuan, under the Song banner. In 1356, he took the advice of some of the learned men who joined him, to seize Jiqing (modern-day Nanjing) from the Yuan. After renaming it as Yingtian, he used it as his base. Its superb natural defences, with the Zijin mountain on one side and the great river Yangtze on the other, caused it to be known as the 'city where the dragon nestled with the tiger'. Its location in a rich agricultural area would ensure the supply of grain for Zhu's large army. It was no accident that it had served as the capital for many earlier dynasties in south China. In addition to the material benefits, the symbolic importance of taking possession of a city with such historical resonance lifted Zhu's confidence in himself, as the Son of
Heaven chosen to save the people from the chaos and disorder of their world. By 1363, having captured many important cities around Yingtian, Zhu was poised to lead a new empire.
Zhu found himself in a world in turmoil, where the reigning dynasty, the Yuan, could no longer maintain civil order. In fourteenth-century China, people would conclude that the Yuan had lost its mandate to rule, and that a new dynasty would rise to replace it. This was how it seemed to Zhu when he joined the local rebel group. To gain prominence among the armed bands of insurgents depended largely on an individual's personal qualities such as charisma, intelligence, courage, ambition, good judgement, capacity for leadership and so on, rather than on his status or class origin in the society. Zhu was amply endowed with such qualities. He was an exceptional soldier and military leader, who inspired loyalty and respect in his followers through his personal courage, his brilliance at strategic planning, and his mastery of the correct tactics to use in each military engagement. Although he worked for over a decade under higher authorities in his movement, he realized, not long after he joined, the importance of having his own personal power base, while remaining attached to the movement as a front. He wisely chose Yingtian (Nanjing) as that base, where some of his military staff developed into outstanding commanders, and where he recruited distinguished Confucian literati as advisors.
While Zhu came from a poor segment of the society, he was not a social reformer or a revolutionary with a plan to establish an egalitarian society, largely in the interest of the Red-Turbaned peasant supporters. He abandoned early on the outlaw style of seizing the properties of the landlords in the areas he occupied and forcing the people there to supply him with grain for his needs. Looking to the future, he and his politically minded advisors saw themselves as being on the side of law and order, and they organized a regular regime of tax collection. They did not see landlords as their class enemies. Zhu and those who threw in their lot with him had a simple conservative vision: that of uniting China under a new dynasty in the ConfucianLegalist tradition, with Zhu himself as emperor and his supporters as the new ruling elite.
With such a vision in mind, but before he became the actual head of a united empire, Zhu adopted a political strategy that would eventually help him realize his ambition. He promoted an image of himself as a model Confucian ruler, who exemplified the virtues of benevolence, kindness, and loyalty. He maintained very strict discipline over his troops: after capturing a city, the soldiers were forbidden to kill or rob the inhabitants or abuse the women. When Zhu's forces were poised to take over the cities in eastern Zhejiang, he exhorted his generals to keep a tight rein over their soldiers, with the following remarks:
"To capture cities depends on being martial and brave; to pacify disorder relies on benevolence and kindness. Previously when we entered into Jiqing (Nanjing), we wronged no one. That was why we pacified it at a stroke. Whenever I heard that you captured a city without recklessly killing people, I could not contain myself with joy. The army behaves like a burning fire; unless it is controlled, it could burn throughout the wilderness. A general should regard the absence of killing as being 'martial'. Not only would this benefit the country, [your] descendants would also benefit from the good karma."
Zhu kept taxation to a low rate on agriculture, commerce, and salt, exempted many distressed areas from taxation for limited periods, and provided some help to the very poor. These economic measures and his well-disciplined soldiers were popular with the people and helped to win them to his side. Several years before he enthroned himself, he was already taking up the role of the emperor in many ways. He gathered a group of well-educated and able civilian staff as advisors and officials, set up schools, re-introduced the examinations for the selection of officials, paid respect at Confucius' shrines, performed the rituals of ancestor worship, and carried out certain rites, such as the worship of heaven, that were normally the duty of an emperor. To finally realize his vision, more trials of strength on the battlefield were needed.
Zhu's campaign to unite China
During the 1360s, Zhu Yuanzhang began his military campaign to unite China by first eliminating his rivals in southern China one by one, and then marching north to put an end to the Yuan. One of his most powerful enemies was Chen Youliang, whose headquarters were located further along the Yangtze River above Zhu's base at Yingtian. In contrast to Zhu's high moral standing, Chen demonstrated disloyalty by killing the founder of his (Mongol) movement, whose position he had usurped. Many military commanders in this movement deserted Chen to join Zhu. Loyalty was a cardinal virtue in the Confucian code of ethics, and apparently morality still regulated behaviour, even when the political order had broken down. After his repeated attempts to annex Zhu's territory all failed, Chen decided on a naval showdown with Zhu on Lake Poyang, with an army of some 600,000 men and a flotilla of several hundred large three-storey high vessels, all painted red, and tied together into an imposing array stretching far into the distance. Though Zhu had smaller ships and fewer troops, his generals and soldiers were united in high spirits and with excellent morale. During the engagement, Zhu hit upon a winning strategy after witnessing the burning of twenty of Chen's vessels, when one of his generals shot fire cannons at them, When dusk fell after a day of intense combat, with the wind blowing strongly, Zhu called upon his bravest warriors to ram Chen's fleet with small boats packed with explosives and flammable materials. Soon the flames fed by the fierce wind engulfed many of Chen's warships, with fire and smoke rising to the sky, turning the water of Lake Poyang crimson from the reflection. Pandemonium broke out in Chen's camp with much shouting and screaming. Zhu's forces attacked, inflicting a decisive victory over Chen. Several hundred of Chen's boats were burnt, and many of his officers and fighting men were burnt to death, drowned, or killed. The battle of Lake Poyang made military history in term of its scale, use of fire, and the decisiveness of the defeat by an underdog of a much more numerous and better equipped adversary. Chen never recovered from this blow and died in battle a few days later. The Great Han regime, created by Chen, came to an end after his son, who succeeded him, surrendered to Zhu early in1364.
Zhu's next target was Zhang Shichen, the warlord of a large area in eastern China that included the rich lower Yangtze delta. Zhang, lacking any interest in providing proper governance, presided over a corrupt and exploitative regime of a self-indulgent officers' corps. A few months before Zhu began his military offensive against Zhang in 1366, he published proclamations castigating Zhang as a criminal, whose military activities had done a great deal of harm to the people and urging Zhang's subordinates to 'abandon darkness and turn to light'. Whether it was the result of Zhu's excellent military strategy or his hard-hitting propaganda, his forces rapidly captured many of Zhang's big cities, and some of Zhang's important generals went over to Zhu's side. After ten months of resistance, Zhang's stronghold was finally breached, and his warlord career ended with his death in October 1367.
Soon after destroying his strongest adversaries in southern China late in 1367, Zhu decided that the time was ripe to use the overwhelming force at his command to unite China. The two lesser independent militarists in his vicinity were eliminated within three months of his despatching troops against them. Greater deliberation was required for the conquest of northern China, where the fiat of the Yuan court no longer had any effect on the commanders of large armies, who jealously guarded their own turf and fought continually against one another. Zhu had a thorough grasp of who controlled which parts of northern China, and their relationship with one another and with the court. Having, like a chess master, worked out a grand strategy, before the end of 1367 Zhu launched the long-awaited northern expedition, with a force of 250,000 troops commanded by his ablest generals. The military campaign was accompanied a proclamation stating that the aim of the expedition was 'to expel the barbarians, restore China, establish laws and regulations, and relieve the people in distress'. It gave an assurance that the 'troops would not commit the slightest offences, and the Mongols and the Muslim Central Asians would receive the same treatment as the Han Chinese'.
The conquest of northern China went smoothly, very much according to the plan: cities fell one after another, or surrendered to Zhu's forces, clearing the way to the Yuan capital, Dadu (Beijing). In July 1368, as the army from the south approached Dadu, the alarmed Yuan emperor, Shundi, fled north from the undefended capital and died in the Spring of 1369. Shundi's successor, Ayushiridara, retreated to Karakorum, where the Yuan remnants regrouped.
When Yuan Shundi evacuated from Dadu, Mongol rule of China effectively ended. Although there were still some independent military regimes of various sizes needing to be eradicated before unification could be considered completely achieved, Zhu nevertheless decided, near the beginning of 1368, that the time was ripe for him to ascend the throne, which he did at Yingtian. Zhu named the dynasty he founded Ming, meaning bright, and called his reign period Hongwu, meaning Prodigiously Martial. He later changed the name of his capital, Yingtian, into Nanjing, meaning southern capital.
Characteristics of Zhu's rule
Although Zhu was dedicated to promoting various aspects of the Confucian tradition in governance, he did not rule as a passive Confucian emperor. He turned out to be a domineering ruler, who tried to supervise and control all aspects of government. During his reign of thirty-one years, from the first to the last year of Hongwu (1368-1398), he exemplified an extreme form of absolutist rule.
During the next two decades, the Hongwu emperor continued the drive for unification. His army speedily overthrew the warlord regime in Sichuan in 1371, and the control of Yunnan was seized from a Mongol prince in 1381. Between 1372 and 1388, several large-scale successful military campaigns against remnant Mongol forces in the northwest and northeast of China culminated in the demise of the Northern Yuan, and the splintering among the Mongols into separate tribal groups, who became less of a threat to the Ming.
While consolidation of the Ming empire was underway on the military front, Zhu also began to establish the political and administrative institutions of his dynasty with a view of making it a long-lasting one, first for the benefit of his own family, to maintain peace and order, and to ensure a sustainable way of life for the people of China, especially as regards their material well-being. As regards his family, he ennobled his twenty-three sons and his brother's grandson as hereditary princes and allowed each of them to have their own official staff and an army, varying in size from a few thousand to tens of thousands. They were positioned at strategic points of the empire to defend the realm. This system bore some resemblance to the Mongol military aristocracy, though the Mongol establishment was not restricted to the royals. When setting it up, Zhu rejected the warning of one of his officials, who had the temerity to point out that such empowerment of the princes might create trouble for the court in the future. Trouble indeed appeared soon after Zhu's death, but the institution survived in a somewhat attenuated form, as we shall see later. To make absolutely sure that the empire would remain with his family, he ruthlessly liquidated, on trumped up charges, a large number of his most senior and meritorious generals and advisors, whose support had enabled him to possess the empire. Probably for the sake of pre-empting possible vendettas, those who were related to these unfortunate officials to the ninth degree were also killed. Tens of thousands of people were killed in these fearsome purges.
Such cruelty formed a striking contrast with the Ming founder's frequently expressed pity for people suffering from famine, dislocation, wars, and other disasters, and for whom he repeatedly commanded his officials to offer food, or remission of taxes or land rent. At the beginning of the Ming, there were indeed many distressed people. Decades of civil wars heaped devastation on a China that had already become impoverished through the exploitation and misrule of the Mongol Yuan dynasty. Countless numbers of people became refugees, some to avoid intolerably high taxation and burdensome labour services, others to escape the dangers of war. They would end up as liu min, a floating population of dislocated people without means of livelihood. Death and depopulation turned large areas of China into wilderness, particularly in many regions in the north. Dykes, canals, and irrigation works fell into a serious state of disrepair. In addition to bringing peace and order to an exhausted people, the Ming founder had to find ways to restore the economic health of the empire, if he was to properly fulfil his role as the new Son of Heaven, Furthermore, he had himself witnessed how people without a livelihood became lawless bandits or rebels. The Hongwu emperor strongly subscribed to the Confucian view that the economic foundation of the Chinese empire rested on agriculture, and that increasing agricultural production should hold the key to restoring the health of the economy, not to mention its obvious connection with the sustenance of the people. Another compelling reason for strengthening the agrarian economy by helping the farmers was the government's need for taxes. A government could only raise revenue from those who could produce goods and earn income.
From the beginning of his reign, the Hongwu emperor pursued, for nearly two decades, a vigorous program of rebuilding the agriculture of his empire through a series of measures. He advanced a policy urging the dislocated people to return to their native places to grow crops. The poor or landless of many areas were re-located to farm uncultivated agricultural land. Volunteers from many densely populated regions were called upon to resettle in depopulated areas in the north, or to reclaim wasteland. The government provided food, seeds, agricultural tools, and the remission of taxes or land rent for a limited number of years, to help the people transferred under these schemes to get started. The massive resettlement program, involving an estimated two to four million people, continued for a period under the reign of the Yongle emperor (r. 14031424) The amount of land reclaimed was impressive: in four years between 1370 and 1380, 8,947,298 hectares were brought under cultivation. The success of the policy was also reflected in the increased collection of grain tax. For example, the grain tax collected by the Yuan amounted to around 7 million hundredweight, while the Ming, in 1393, collected almost 20 million hundredweight.
In connection with the restoration of the agriculture, an enormous effort was put into water control work, such as the building or repairing of reservoirs and irrigation systems. The growing of certain kinds of trees, such as mulberry trees for the silkworms, was often regarded as a subsidiary agricultural activity, but the Hong Wu emperor made planting trees into a major project. He issued an order in 1392, requiring each colonizing farming family in Anhui province to plant mulberry, jujube, and persimmon trees, 200 of each on their land holdings. In 1394, farming households of the whole empire were obliged to plant 200 mulberry trees and 200 jujube trees. Two years later, 84 million fruit trees were planted in today's Hunan and Hubei provinces. Some historians have estimated that about 1000 million trees were planted during the reign of the Hongwu emperor.
With peace and economic reconstruction under way, the Hongwu emperor set about organizing the empire's taxation in a systematic way. The Yuan household registration being unreliable, he started from scratch, in 1381, ordering the Ministry of Finance to compile 'Yellow Registers', which were records of the households of the people in their districts. The 'Yellow Registers' formed the basis of the labour service duty (corvee) which the people owed to the state. From early in his reign, measurements of the land owned by each of the households were made and graded according to the quality of the land, and the details were recorded, accompanied by drawings of the land units, which recalled the shape of fish scales. These volumes were called 'Fish-scale Registers', and they formed the basis for tax on land. These records were required to be updated every 10 years, but that requirement was not always met. The accuracy of the population records depended on how strictly the court command was executed, and the effectiveness and uprightness of the officials charged with the task. Because the Hongwu emperor was extremely strict, punishing severely those who did not carry out his orders assiduously, the population and land ownership figures were reckoned the most reliable by historians. The census figures were likely to have been understated, with tax evasion as one reason behind this situation. These records and future adjustments on them, though imperfect, formed the basis on which the bulk of the farming population of the empire was taxed.
In addition to registering the farmers and their lands for tax purposes, the Hongwu emperor also had separate registers made by the Ministry of Works for the households of various kinds of artisans. These people were required to offer the state free services as craftsmen at the capital, for periods of three months in every three years, or pay a tax instead. Those who produced items for the military were an exception. They would reside with the garrisoned troops and receive pay for their work. The registered craftsmen who were settled near the capital spent a third of their time working for the state, which compensated them with rice. Registering artisan households as hereditary occupational taxable units was a Yuan practice taken over by the Ming.
The soldiers represented another large hereditary occupational group, registered by the Ministry of Defence as such during the Ming. Since they were mostly stationed at the frontiers, the logistics of transporting large amounts of grain over long distances to supply them were enough of a problem without considering the cost of the grain. Letting soldiers grow their own food on military-agricultural colonies at the frontiers would solve that problem and save the state the cost of the food and the labour. (Earlier dynasties, such as the Qin and the Han, had already put such an idea into practice at various frontier regions.) Early in his reign, the Hongwu emperor enthusiastically adopted the use of military-agricultural colonies, especially in some frontier regions. He set up the framework and appointed officials to implement the policy on an unprecedented scale. The pragmatic system that was enforced achieved the goal of enabling the military to become self-sufficient in food, without further efforts or costs to the state. This institution, being actively supported by his immediate successor and the Yongle emperor, continued to flourish for some decades, before it eventually started to decline from government malfunction.
By registering the households of the farmers with their land, the Hongwu emperor made sure that the state had a regular source of income from the largest occupational group of the empire. Applying a similar system to the artisans enabled the emperor and his personal staff at the capital and the military bases to have skilled workers to produce everything they needed. Keeping records of the soldiers that the state deployed, and enabling them to produce their own food supply, were positive steps towards strengthening the security of the empire. These administrative measures and the policy of restoring agricultural production, partly by repairing damaged water facilities, and also through a programme of population resettlement and wasteland reclamation, helped the economic recovery, advanced the healing process, and the return to life's normal rhythm in a country ravaged by decades of war.
As regards the organization of the government, the Ming founder began by taking over the Yuan system, which he then set out to reform. He could tap his scholar-officials' vast store of knowledge on law and government institutions of the past, and adopt what he saw as appropriate, or he could set up new structures according to the requirements of his time. As regards the central government, he adopted a practical administrative division of Six Ministries, three of which were concerned with the affairs of the farmers, the artisans, and the military. As for the others, the Ministry of Personnel enforced the regulations pertaining to the officials of the government; the Ministry of Justice took care of judicial matters; and the Ministry of Rites managed official ceremonials and worship services. The arms of the central government reached out to the regions through the local officials, who were the emperor's appointees. The work of local officials was periodically assessed by supervisory officials sent from the court. To assist him in overseeing the affairs of the whole empire, he continued, early in his reign, the Yuan institution of the Imperial Grand Secretariat, together with a Left and a Right Prime Minister.
As already mentioned, the Ming founder had assumed the role of a Confucian ruler, paying respect at the temples of Confucius and performing the rites of the worship of heaven and earth, even before he became emperor. After founding the Ming, he was serious about the periodic performance of these rites, including the worship of his own ancestors, to whom he granted posthumous titles of emperors reaching back five generations. He ordered schools to be built, which provided the lucky few qualified students important instruction on traditional Chinese culture. He re-vitalized the regular government-sponsored examinations for official selection. Having witnessed rampant official corruption and lawless behaviour during the end of the Yuan, the Hongwu emperor placed great emphasis on law, and its enforcement, as a corrective. The
Great Ming Code was compiled with reference to the Tang Code but was more comprehensive and more severe in its punishments.
It was the intention of the Ming founder that the institutions, laws, and precedents he had established would be binding on his successors. He often ended his edicts with the clause 'let no changes be made'. He showed a strong desire for his empire to remain frozen through time, in the state in which he had ordained it. Even though that was not to be, his personal character and the actions and decisions he took during his thirtyyear reign would have a vital impact on the future development of the Ming, for good or ill.
On the positive side, Zhu restored peace, order, and economic prosperity to the Chinese lands. In external relations, China under the Ming was once more acknowledged as a dominant power in East Asia. However, he fell far short of the Confucian ideal. A model Confucian ruler was someone who ruled passively by his virtuous example. He would not concern himself with the practical details of the politics or administration, which could be taken care of by his subordinates. His role was to embody goodness or benevolence, and thus inspire his ministers to govern in a virtuous manner. The Ming founder, though he acted kindly towards ordinary people in distress, exhibited a malevolent streak towards powerful government officials who, rightly or wrongly, incurred his jealousy or suspicion. The merciless killing of the high officials and their families and friends who had helped him win the empire has already been mentioned. Being an extremely energetic and hard-driven autocrat, he wanted to actively manage and control everything, even the future if he could.
In 1380, he did away with the Grand Secretariat, and abolished the post of prime minister in perpetuity. But he soon found that governing the empire directly by himself, both the central and the provincial governments, which entailed having to read an average of over 200 reports and twice that number of items to deal with every day, was too much even for a workaholic like him. He tried to remedy this situation by selecting a few scholars of the Imperial Academy to assist and advise him, leaving the power of decision entirely in his own hands. This absolutist tendency for bypassing the regular bureaucracy and concentrating the power entirely in the hands of the emperor continued, and became even more pronounced, under his successors. What had been an informal arrangement of enlisting the assistance of imperial academicians by the Hongwu emperor developed, under his successors, into the powerful 'inner cabinet' (nei ge, literally meaning inner pavilion) that met inside the palace as distinct from the outer court. The members of the inner cabinet of around five to ten individuals had far greater access to the emperor than the officials of the Six Ministries, let alone the more distant provincial officials. The head of this 'inner cabinet' assumed the role of the prime minister at times. This system, which strengthened the power of the Ming emperors at the expense of their own officials, was sure to emasculate the regular government administration, especially when foolish men occupied the throne.
Another institution set up by the Ming founder also turned out later to be harmful to the Ming polity. This was the Brocade-Uniformed Guards, intended as a security organization not just for protecting the emperor and his household, but even more for subjugating, intimidating, and controlling the officialdom in case of disloyalty or wrongdoing, real or suspected. This institution also served to add colour, pomp, and pageantry on ceremonial occasions. These armed guards formed the palace police, led by those whom the emperor trusted. They eavesdropped, spied upon, and gathered intelligence on officials. Being responsible directly to the emperor, they had the power to arrest, investigate, imprison, torture, and sentence those suspected of serious crimes, such as treason. When the control of this or its successor institution fell into the hands of tyrannical eunuchs during the reigns of several later irresponsible or feeble Ming emperors, Ming governance suffered great damage.
The Accession and Reign of the Yongle Emperor
Yongle (r. 1402-1424)
According to the rule of succession decreed by the Ming founder, the eldest son of the empress would automatically succeed to the throne. If the empress had no son, the first-born of the emperor with another consort would become the heir apparent. Should the heir apparent die before his father, the eldest son of his principal consort would succeed. Since the heir apparent of the Hongwu emperor predeceased his father, following the rule of succession his sixteen-year-old son, Zhu Yonwen, was in line to succeed. In 1398, the Hongwu emperor died, and Zhu Yonwen (r. 1398-1402) ascended the throne. The young emperor felt uneasy about the military power wielded by his princely uncles, amongst whom Zhu Di, the most senior and powerful Prince of Yan, inspired most fear. Following the advice of his officials, he pre-emptively degraded the Prince of Zhou, Zhu Di's brother born of the same mother, to the position of a commoner, sending him into exile. He then waited for the Prince of Yan to make a false move and incriminate himself. Soon several other princes were convicted of wrongdoing and stripped of their ranks; some were imprisoned, and others exiled. When the news reached Zhu Di at Yanjing (Beijing), he was alarmed and feigned madness while secretly plotted an uprising. Soon he had raised an army to fight the court's forces sent against him, with the justification of 'cleansing the treacherous officials at the emperor's side'. After four years of a bloody war of succession, in which thousands had perished, a stalemate was reached. In 1401, after a disaffected eunuch informed Zhu Di that Nanjing itself was not strongly defended, he promptly marched on the capital. When his troops reached the vicinity of Nanjing, some of his supporters opened one of the city gates to let him in. A fire started in the palace which killed the empress, but the young emperor disappeared without trace.
In due course, the princes and officials at Nanjing presented Zhu Di with official documents and the emperor's seal and offered him the royal coach to ride to the palace to be enthroned. In 1402, Zhu Di, the Ming founder's fourth and most grandly ambitious son, who was a gifted military commander and strategic thinker like his father, ascended the throne with Yongle (Forever Happy) as his reign period.
One of the first acts of the Yongle emperor (r. 1402-1424) was to punish the 'treacherous' officials, who had given his predecessor the advice on curbing the power of some of the royal princes including himself, as well as those who would not submit to him on account of their loyalty to the former emperor. Not only were the principals killed in extremely cruel forms of execution, their relatives, even remote ones, were not spared from death. He also promptly released his princely brothers from prison or exile and restored their titles and estates to them. While not depriving the princes of the imperial line their wealth and lofty status, he curtailed their military and political powers to such an extent that they would cease to be a future threat to the monarch.
Despite those four years of destructive war, the Yongle emperor presided over a prosperous and powerful country. At the beginning of the fifteenth century, the Ming was still reaping the benefit of the founder's policy of letting the people and the economy of China recover from years of wars, exploitation, and misgovernment. On the foundation of a flourishing economy and strong military force, the Yongle emperor was able to embark on several ambitious projects and campaigns during his reign of twenty-two years. Although these undertakings were enormously costly in terms of financial and human resources, their successful achievement brought him honour and glory, and the empire greater prestige and security.
Almost from the beginning of his reign, the Yongle emperor decided to transfer the capital to Beijing. He had to remain in Nanjing, which would later become the Southern capital, while the new palace at Beijing was being remodelled at the site of the old Yuan palace. Although nostalgia for the city that had been his base as the Prince of Yan might have contributed to his desire for the move, the more important considerations were likely political and security. Since the empire was most at risk from the aggressive nomadic tribes outside its northern frontiers, it made sense to shift its nerve centre further to the north, to manage this threat better. For several years after this decision was made, around 300,000 people, including merchants and rich families from well-developed prefectures in both north and south China, moved to Beijing, thereby increasing the economic and population weight of the capital. Along with this migration, large quantities of wood were shipped to Beijing from the south as building material. The reconstruction of the palace complex at Beijing, itself the size of a small city 1 , took seventeen years. In 1408, when the rebuilding was still in process, emperor Yongle transferred himself and his government to Beijing, leaving
1 Indeed, it is called the Forbidden City.
the heir apparent to preside in Nanjing. Finally in 1420, when the rebuilding was completed, Beijing was formally declared to be the capital of the Ming.
Part of the Forbidden City complex, in today's Beijing (wendywutours: retrieved on 26 November 2023 from https://www.wendywutours.co.uk/blog/china/photos-of-the-forbidden-city-on-show-at-the-palacemuseum/)
Another great construction project under the Ming was the repair of the Great Wall, the massive defensive structure against the nomadic tribes. For a period of roughly four hundred years from the eleventh to the fourteenth century, while nomad dynasties ruled northern China and then the Yuan dynasty ruled all of China, the Great Wall fell into disrepair because it no longer served any purpose. But after driving the Mongols back to their homeland, the Ming empire of sedentary peoples was once more vulnerable to nomadic incursions from the north. In addition to keeping the nomads out by offensive military expeditions, the rulers of the Ming also decided on a defensive strategy of repairing the existing wall, making new extensions, and putting up inner walls in certain areas. The massive reconstruction work started with the Hongwu emperor, who built forts at strategic passes, which included the Jiayuguan fort that guarded the Silk Road at the western extremity of the Great Wall. The Yongle emperor sponsored the work on a long stretch of the wall in certain provinces north of Beijing. It took well over one hundred years and many reigns to complete the entire Ming Great Wall. It was roughly 17 to 35 feet high, 13 to 20 feet wide, and over 4000 miles long. It was made of pounded earth, faced with bricks or stones along certain sections, and dotted with watchtowers. Much of this imposing structure is still standing today.
Did it keep the nomads out? When the empire was strong, it probably protected the Chinese farmers at the border area from small raiding parties and kept larger invading armies at bay until rescue arrived. Near the end of the Ming, when it was severely weakened by peasant rebellions, it seems to have deterred the Manchus, until a disgruntled Chinese general let them in through the strategic pass at Shanhaiguan at the north-east terminus of the wall. The Great Wall might have served as a supplementary security shield for a Chinese empire during its period of strength, but a weak and declining Chinese dynasty could not rely on the Great Wall alone to keep its land and people secure.
The western extremity of the Great Wall, at Jiayuguan (playingintheworldgame: retrieved on 26 November 2023 from https://playingintheworldgame.com/2013/06/08/the-brick-story/)
Presiding over a strong and prosperous empire, emperor Yongle was not content with merely keeping a defensive posture. He energetically pursued diplomatic, political, and military actions to confirm the position of the Ming as the pre-eminent power in East Asia – a stance most of the preceding dynasties, when they ruled a strong and united Chinese empire, tended to assume. Although the three million or so Mongols 'north of the desert' had not been able to unite to threaten China as they had done a century before, the more actively aggressive tribal groupings, such as the Oirats in the northwest and the Tatars in the northeast, at times posed significant military challenges to the Ming. Emperor Yongle rose to the challenge, leading 5 military expeditions personally, and won overwhelming victories against them.
What was to be done with the Mongols who surrendered after being defeated? It was not feasible to govern directly the territories where nomadic herders roamed by setting up Chinese-style prefectures and administering them as such. Genocide does not appear to have been an option. The Ming resorted to the age-old 'tribute system', which characterized the relationship between a dynasty ruling a united China and its weaker neighbours. Applying this diplomatic and political device, the Ming bestowed (feng) titles like 'Righteous-Sagacious' Prince, or 'Happy-Peaceful' King, on the Mongol chieftains. This act gave the titleholders symbolically or actually the authority to rule over the territory and peoples concerned. This suzerain-vassal relationship would be maintained by periodic tribute embassies by the vassals to the court of the suzerain. The visitors would offer gifts such as horses and other native products and receive sumptuous gifts in return. Peace prevailed for a couple of decades until the tribes revived, and another aggressive Mongol khan rose to power.
The extension of the Ming empire
One of the Yongle emperor's major projects was to use tribute relationships to draw more and more overseas countries into the Ming fold. In fact, the institution had already been flourishing during the Hongwu era. For example, soon after emperor Hongwu ascended the throne, he sent an imperial edict to the King of Gaoli (Korea), a vassal of the previous (Yuan) dynasty, proclaiming the establishment of the Ming. The King of Gaoli responded by sending a delegation to congratulate the Ming emperor, with a request to be made officially the King of Gaoli. In 1370, Emperor Hongwu sent envoys, bearing a gold seal and appropriate documents, to invest him as the King of Gaoli. In 1371, tribute embassies arrived at the Ming court from many countries nearby that included present-day Japan, Thailand, Java, Vietnam, and Korea. When the Yongle emperor moved the Ming capital to Beijing, which was much closer to Korea than Nanjing, ties between the Ming and the Kingdom of Gaoli, which had by then changed its name to Chaoxian, became even closer, with annual tribute embassies and additional ones on special occasions. During the reign of Emperor Wanli (r. 1572-1620), Japan twice invaded Chaoxian, once in 1592 and again in 1597, but was repelled, largely due to military support from the Ming.
To the south lay the Kingdom of Annam with which a suzerain-vassal relationship was established between it and the Ming early in the reign of Hongwu. Soon after emperor Yongle came to the throne, a coup by Annam's prime minister, coupled with the new regime's expansionist drive into Ming territory, led Yongle to send troops to that country and eventually annex it. Subsequently, obstinate and prolonged local armed resistance rendered it very costly for the Ming to keep the territory as a Ming province. As a result, in 1426 the Xuande emperor (r. 1425-1435) decided to restore the earlier suzerain-vassal relationship, to which Annam was eager to return.
To the west lay U-Tsangang (Tibet), where Indian Buddhism took firm hold during the Chinese Middle Ages. It became a theocracy when the monks won the struggle for power between the secular and religious authorities. Unlike Korea and Vietnam, which were vassals, Tibet was incorporated into the Yuan empire. The Yuan acknowledged the power of the Tibetan Buddhist establishment by conferring a princely or kingly title on the head of the strongest Tibetan Lamaist sect. After founding the Ming, emperor Hongwu issued, in 1369, an imperial edict to the leaders of Tibet, requesting them to proceed to the Ming court, then at Nanjing, to be granted titles and offices by himself. Recognizing the fact that the dominant sect in Ming times had lost its monopoly of power, the Ming bestowed florid titles of respect on the leaders of all three of the most prominent Tibetan Buddhist sects, capping the titles with the addition of 'Princes of Law' (Fa Wang), indicating their level of authority. Of the three, the 'Yellow Hat' sect, which gave rise to the Dalai Lama of today, developed close relationships with the leaders of the Tatar Mongols as well as the Ming court. From the time of Emperor Yongle, the Ming supported the 'Yellow Hat' strongly. In the course of a few generations, the Dalai Lama gained ascendancy over the other 'Princes of Law.' He became revered as the 'Living Buddha' and the sole theocratic ruler of this region under the Ming.
The Ming retained the power of official appointments and dismissal for ranks below the level of the 'Princes of Law'. Since these latter officials were already the local ruling elite, the act of appointment had the symbolic meaning that the Ming had authorized them to rule on its behalf. The Ming court also appointed roving officials (liu guan) to supervise the local administration but left religious matters entirely to the Tibetan Buddhist church. The Tibetan Princes of Law and other officials regularly paid homage to the Ming emperor, bearing tribute items and receiving lavish gifts in return. The Ming kept garrisons overseeing the security of this region and endeavoured to keep the postal relay stations on the routes between Tibet and the Ming capital in good order. Commercial exchanges of Tibetan horses for Chinese tea flourished at several cities in the west designated for such trade. The way Ming governed what is now called the Tibetan Autonomous Region (TAR) did indeed give this region a certain degree of self-rule and autonomy. However, the sovereignty of this region still resided with the Ming. Even when the power of the Ming declined, Tibet remained an integral part of the Ming empire.
During the first sixty years that covered of the reigns of the two outstanding emperors, Hongwu and Yongle, the Ming reached the apogee of power and territorial extent. During the war of unification, the Ming founder's territorial drive seems to have been directed towards recovering the full extent of the Yuan empire, a goal he largely achieved, apart from the Mongol homelands in the north. In strategic areas along the empire's long borders, emperor Hongwu organized garrisons or military-agriculture colonies. In border regions populated mostly by ethnic minorities, he pursued a policy of appointing as Ming officials the existing local powerholders, who were required to pay homage periodically to the emperor with tributes, and who were supervised and checked by roving Ming officials from the central government. The situation in Tibet illustrated this policy, apart from the fact that the powerholders in other regions were secular, while those in Tibet were monks. Emperor Yongle continued the military drive and the consolidation of the border regions, using the same political and administrative policy as emperor Hongwu, except for Vietnam, which he annexed for a limited period. The territory of the Ming reached its greatest extent during the reign of Yongle and remained so for about a decade afterwards.
Map showing the Ming Empire, c. 1450 (TimeMaps: retrieved on 26 November 2023 from https://playingintheworldgame.com/2013/06/08/the-brick-story/)
Admiral Zheng He's Voyages to the 'Western Oceans'
In addition to using the wealth and military prowess of the Ming to enlarge the territory of the empire, the Yongle emperor devoted enormous resources to an unprecedented maritime enterprise: sending Admiral Zheng He with a fleet of 'treasure ships' (bao chuan) and other vessels on a major voyage to the 'western oceans' (xi yang), meaning oceans to the west of the South China Sea. Soon after Yongle came to the throne in 1402, he initiated an ambitious ship-building programme which doubled the capacity of the already huge Longjiang dry-docks near Nanjing, for constructing large numbers of ocean-going wooden sailing ships known in the West as 'junks'. By 1405, a fleet of 317 such vessels, the largest in the world in terms of the total number and size of the individual ships, was assembled for a mission to establish or consolidate diplomatic and commercial relationships with overseas countries, and to explore the world. A eunuch called
Zheng He whose surname, like many Mongol converts to Islam, was originally Ma (being the first syllable of Mahomet), was chosen to command the fleet, with 27,800 crew members, and to represent the Ming emperor as his chief representative to these countries.
Zheng He was captured as a child by the Ming forces fighting the Mongols in Yunnan. After undergoing castration, he became a eunuch attached to the household of the Prince of Yen who gave him the Chinese surname Zheng. He grew into a man with an impressive presence, towering in physique as well as in personal attainments. He served the prince loyally and distinguished himself as a military commander fighting for the prince in the war over succession. For his meritorious services he was promoted to be the Grand Eunuch. He was commonly known as the San Bao (Three Treasures) Grand Eunuch. This referred to his merit as a Buddhist, the Three Treasures standing for the Buddha, doctrine, and meditation. Like many Chinese, who were able to combine elements from different religious beliefs and practices to construct their own personal spiritual world, Zheng He, though a devout Moslem, worshipped the Buddha, and Ma Zu, the Daoist goddess of the sea, as well as Tianfei, the Celestial Consort and patron saint of sailors. When the prince became the Yongle emperor, he set aside the Hongwu emperor's injunctions that forbade eunuchs to become literate and participate in government affairs; many were given important posts, and some were sent on ambassadorial missions to foreign lands.
Zheng He was an eminently suitable choice for the role of the commander-in-chief of the Chinese armada, and to represent the Ming emperor in foreign states on the routes of his voyages. He had demonstrated his capacity as a leader of men on the battlefield, and as one of the Yongle emperor's inner circle of aides; he had acquired first-hand knowledge of politics, state protocol, and civil and military administration. The Yongle emperor was willing to give this thoroughly trusted aide the power to act as his plenipotentiary. Zheng He's Islamic heritage, combined with his faith in Buddhism, rendered him a wise choice to build friendly relations with the states in the Middle East and Southeast Asia, where Islam, Buddhism or Hinduism were the dominant religions. With these excellent qualifications for the post, his lack of experience in seafaring was apparently excused.
While Zheng He was a newcomer to naval command and sea voyages, Ming China was the most advanced sea power in the world, possessing the most sophisticated maritime technology and knowledge of shipbuilding and seafaring. This development was the contribution of some of China's coastal ethnic groups, who sailed their well-designed and strongly-built wooden craft over great distances along the coasts or into the open seas, using the power of seasonal winds such as the monsoon, with the help of the mariner's compass, an early Chinese invention, and their knowledge of the positions of the heavenly bodies, especially the Pole star, to direct their movements. Some of them seemed to have settled in many countries of Southeast Asia or further afield. Those who remained in China had accumulated knowledge and experience of shipbuilding, as well as ocean navigating, over many centuries. This heritage paved the way for Admiral Zheng He's successful voyages with his giant ships.
The Ming 'treasure ships', the largest and the most reliable ships of that age, were the culmination of these developments. Their name was derived from the enormous value and quantities of goods – 2,000 tons they could carry in their capacious holds. Each of these vessels, made largely of teak, was approximately 440 feet long and 180 feet wide, with nine to twelve masts to which were attached huge sails of red silk, a material noted for its strength 2 . Around this time in Europe, Venice had the most powerful navy. The biggest Venetian galleys, about 150 feet long and 20 feet wide, were built for rowing by oarsmen in calm waters. They had a cargo carrying capacity of 50 tons at most. Christopher Columbus' eighty-five feet long Santa Maria, which reached America in 1492, was tiny by comparison.
The large Chinese junks were ingeniously designed and constructed to give them the stability and robustness to survive severe storms at sea, such as typhoons. They could remain afloat even when partially damaged by a collision with an iceberg or punctured by hidden reefs, because they had watertight bulwark compartments – sixteen in the larger ships – that were built in sections, like the structure of a bamboo stalk,
2 The author took the figures from Ming Shi, volume 9, p. 6212, which describes these ships as 44 zhang in length and 18 zhang in width. Since 1 zhang equals 10 chi (feet), the dimensions are as given above. They agree with those given by Gavin Menzies in his book 1421 The Year China Discovered the World (Bantam Books, London, 2002). There is, however, some uncertainty surrounding the length of the Chinese chi used in building these ships.
within strong frames. One or two of these internal compartments might even be flooded on purpose for divers' use, or for trained otters, held on long cords, to herd shoals of fishes into nets for the ships' kitchens. They were equipped with reinforced bows to withstand the battering of the waves, and their 'balanced' rudders, centred at the sternposts, enhanced the vessels' stability and ease of steering. These flat-bottomed and wide-beamed vessels, with enclosed cabins on decks of four levels, were sufficiently commodious to accommodate over a thousand persons. Their sumptuously appointed grand staterooms and spacious apartments, with windows, balconies, and railings for looking out to sea, provided luxurious quarters for foreign dignitaries, who were regularly accommodated on these ships.
A fleet would be composed of many other types of vessels in addition to the 'treasure ships'. It would include somewhat smaller 'horse-ships' for transporting horses for the cavalry, and 'supply-ships' for carrying all kinds of necessary supplies, which included ammunitions for possible military actions, and materials for repair of the ships in case of damage, as well as medicine, food, and water for the health and wellbeing of such a large number of people on board. The variety of food carried by the ships provided a nutritious diet. It included rice (the brown kind also), soybeans, tea, a variety of dried, cured, and pickled meat, vegetables, and fruits, and also liquor and sauces produced by fermentation. There were even live pigs kept for meat. In addition to huge tanks holding the water for the ships' needs, the crew could use paraffin wax or seal blubber as fuel to make fresh water, by distilling seawater when the supply became really tight. Other ships included troop transport for the large body of soldiers on board. There were also small and nimble warships, 165 feet long with five masts, in addition to the even smaller patrol boats, 120 feet or 128 feet long, which were fitted with oars. The warships were organized into squadrons and equipped not merely with the conventional weapons of the time. They also had cannons of brass or iron, catapults and explosive firearms that were not commonplace in the armoury of many other nations, including the Europeans. The ships communicated and coordinated with each other through signalling with bells, gongs, drums, and lanterns. Such a well-equipped and provisioned fleet could navigate in the open oceans for more than three months, covering at least 4500 miles, without having to land for replenishment.
Successful command of such a fleet depended on Zheng He's leadership, but he needed the able assistance and support of others with a whole range of skills and experiences. Managing a large number of people on extended sea voyages, often lasting months or years, on missions serving various purposes, demanded a collaborative effort. Under him there were other eunuch admirals, military officers, and civil officials of different ranks, cartographers, skilled navigators, and artisans relating to ships' repair, in addition to medical officers, pharmacists, astrologers, geomancers, linguists, botanists, Buddhist and Daoist savants, and cooks, not to mention the soldiers and crew. For the diplomatic missions, the fleet took Ming envoys for various countries, linguists, historians, translators, and scribes. Foreign kings, princes, and ambassadors, accompanied by their family members and staff, were brought to Beijing and returned to their homeland by the treasure ships, which were laden with foreign tributes, Chinese gifts, and goods for trade such as Chinese silks, ceramics, and lacquer ware, in exchange for tropical spices, south-sea pearls, precious stones, and other marketable products.
The diplomatic missions were apparently not the only reason for despatching Zheng He to the 'western oceans'. The Yongle emperor had a more personal motive: to track down his predecessor, the Jianwen emperor, whose disappearance triggered rumours and suspicions that he had escaped overseas. Trade was another reason, since the Yongle emperor seems to have been more open-minded to the advantages of commerce than the Ming founder, who had the traditional attitude of disdain for trade. Prestige was also an important consideration behind this project. Yongle wanted to show the world the overwhelming might of the Ming that, together with its high cultural attainments, justified its position as the suzerain, presiding over a world order of subordinate states. During the early decades of the fifteenth century, the Ming was at the height of its power and prosperity. With vast resources at his disposal, and given his love of glory as well as other motives, the Yongle emperor did not hesitate to send Zheng He and his fleet on many expeditions.
Before a fleet was ready to leave, the ships would be arranged in a formation with the treasure ships in the centre, surrounded by the smaller vessels, and flanked by squadrons of warships. Such a powerful armada was well able to take care of any groups of pirates or likely military challenges from the states to be visited overseas. A fleet so composed, with brightly painted ships 'resembling great houses', together bearing a forest of masts that were topped with pennants, must have been an awesome sight when they unfurled their great sails of red silk, and glided on the waves with the curved eyes of dragons or serpents gazing watchfully from their majestic prows.
Zheng He's first voyage started in 1405 and lasted for over two years until 1407, during which time he took his fleet to several countries that included Champa (at the east coast of south Vietnam), Java, Sumatra, Siam, Malacca, Ceylon, and Calicut (at the west coast of southern India). On his return trip, he brought back the envoys of many of the countries he had visited, with tributes to pay homage to the Ming emperor. During the reign of the Yongle emperor until shortly before his death, Zheng He was sent overseas six times with a fleet of similar size as the first, at intervals of two years or less after each trip, with each expedition lasting two years or more. During some of the journeys, Zheng He split the fleet up into smaller groups and let his subordinates command these to cover other routes. The Ming fleets controlled by Zheng He alone, together with those commanded by his staff, visited over thirty different countries or kingdoms. 3 Their
3 The stone stele erected by Zheng He to commemorate his own voyages had 'over 3,000 kingdoms' written on it. Menzies (op. cit.) hazarded an explanation for the discrepancy and believed the figure of 3,000 was correct.
fleets landed at Hormuz in the Persian Gulf, and many cities along the coast of the Arabian Peninsula, including Muscat, Aden and Jeddah, from where Zheng He could easily reach Mecca for a pilgrimage, which he performed on one of his trips. Some of the fleets sailed across the Indian Ocean to the east coast of Africa, landing in places around Mogadishu (in Somalia) and Malindi (in Kenya) and covering over 6,000 kilometres on the round trip.
Map showing the voyages of Zheng He (Weebly
: retrieved on 26 November 2023 from https://patch.com/massachuse
tts/s
toneha m/zheng-he-whos-he
)
Menzies (op. cit.) claimed that some of the fleets commanded by Zheng He's subordinates went much further: that one reached Australia and Antarctica, that another sailed to Australia and the Americas, that a third left a settlement in North America and attempted an expedition to the North Pole, while another rounded the Cape – a century before Magellan. Menzies was a retired British submarine commander. He pieced together these epic voyages commanded by the other admirals of the Ming fleet like a detective, starting with the discovery of an old map, reconstructing the fifteenth-century world of Ming China and elsewhere, and suggesting how these voyages could have taken place. Realizing that his startling claim would upset those schooled in the tradition of the European maritime exploration and discoveries worldwide, he took great pains to collect evidence and authenticate his case. His fifteen years of diligent research, travelling to actual sites, visiting relevant scholars and experts all over the world, in addition to digging into manuscripts, maps, and various library sources, enabled him to put forward an impressive amount of evidence to support his narrative. Although the claim that 'China discovered the world' has been challenged, Zheng He's seven remarkable voyages are generally accepted as historical.
Although Zheng He never found any trace of the Jianwen emperor, he splendidly achieved the aim of enhancing the prestige and demonstrating the power and wealth of the Ming. His journeys greatly stimulated the tribute embassies from abroad. During the quarter century when Zheng He's treasure fleets roamed the seas, there was a steady stream of envoys and heads of state from the countries or regions where these fleets had visited, coming to the Ming court to participate willingly in the ritualized suzerain-vassal relationship. For example, in 1416 there were embassies from nineteen overseas countries. Even representatives of Mamaluke Egypt came to pay court. Kings from countries including Borneo and the Philippines boarded the treasure ships with their wives and large retinues, going to and fro between their kingdoms and China, some more than once; some even stayed sufficiently long that they died and were buried in China, with the appropriate ceremony. These people were normally honoured and lavishly entertained and provided for by their Ming hosts.
Why did the heads of foreign states and their representatives subscribe to this Chinese world order? The incentives most likely included tourism and material gain: the ships were comfortable, the Ming capitals were worth visiting, the royal banquets and entertainments were enticing, and the gifts of the Ming emperors were often more valuable than the tributes they offered. An added attraction was the opportunities for commerce. Furthermore, there was the comforting protection of the Ming's military might. They probably realized that the submission to a Chinese emperor as suzerain was more form than substance: while the benefits were many, the yoke was light. The kowtows and other signs of subordination were an acceptable price to pay for all the benefits.
In retrospect, it is a striking fact that although the Ming had the military capacity and the naval prowess to conquer many of the states Zheng He visited, it did not do so. Zheng He's instructions from the Yongle emperor were to 'proceed to the end of the earth to collect tribute' from the foreigners and 'to attract all under heaven to be civilized in Confucian harmony'. The Ming had no intention of carving out colonies overseas by wars of conquest, as some of the European colonial powers began to do about a hundred years later in the Americas. It was not aiming to subjugate other states by force, to extract their wealth and exploit their people. The spirit of the tribute system of international relations as promoted by the Ming was peaceful and friendly; the Ming Admirals were enjoined 'to treat distant people with kindness'. This soft power approach contrasts sharply with that of the Portuguese and Spanish empire-builders, who used their superior military power to dominate Mexico and South America by force, leading to massive death tolls, the enslavement of the indigenous people, and the destruction of the native cultures. Although Zheng He's fleets included warships and carried tens of thousands of fighting men and plenty of weapons and armament, these were there to protect the people and valuables carried by the ships, to inspire awe, to impress the rulers of other countries, and to fight only if a situation arose that warranted the use of force. These fleets were not primarily a collection of warships, unlike the massive armadas assembled by Khubilai Khan to invade Japan.
To be sure, Zheng He did use force on several occasions. Some of these incidents were in connection with local chieftains behaving like pirates, or rebels against a regime which China recognized, attempting to rob his ships by force. After defeating them in battles, he took them back as captives to present them to the Yongle emperor. On another occasion, he used force to settle a local succession issue. The lack of colonial intention was further borne out by the fact that Zheng He did not leave sizeable garrison forces in the lands he visited. In many cases, the exchange of documents and gifts, and the bestowal of kingships by the Chinese emperor to rulers of these distant countries, was a form of recognition of the legitimacy of these rulers, as the heads of the independent and sovereign states concerned.
Besides the diplomatic successes and the increased prestige of the Ming, the disappearance of the Japanese pirates during the first half of the fifteenth century was another positive consequence of the Ming naval dominance, through the activities of Zheng He's fleets. The surveys of the coasts, and the charts of sea routes and ocean currents recorded by members of these fleets, increased the knowledge of geography, cartography, and ocean navigation of the whole early modern world, not just for the Chinese, but also for the European explorers. Research carried out by Menzies (op. cit.) brought to light evidence that the Portuguese explorers, Vasco da Gama (1460-1524) and Ferdinand Magellan (1480-1521), and even Christopher Columbus (1451-1506) and Captain James Cook (1728-1779, did not sail into the unknown, but were equipped with the knowledge of world maps and navigational charts based on the information painstakingly gathered by these Ming seafarers who preceded them.
Other benefits of Zheng He's voyages included contributions to advancements in scientific knowledge, cultural exchanges, and the welfare of humanity through the propagation of fauna and flora from one part of the world in another. Two examples in the area of food may be instanced: the spread to Asia of maize cultivated in America, and the introduction to the Americas of a distinctive type of Asiatic 'melanotic' chicken that had black flesh, skin, bones, and curly black feathers, and that was considered a more nourishing food in China than the more common types of chicken. Exotic animals like zebras and giraffes from Africa were brought back as gifts to the emperor. A giraffe was fancifully identified by the Yongle emperor as the mythical qilin - an animal like a cross between a deer and a unicorn. But apart from the political advantage he gained by its being taken as a sign of heaven's approval of him, no lasting consequence came from importing such a creature. Other significant results of the voyages were the stimulation of trade, and the immigration of Chinese to Southeast Asia and India.
We may ask: was the Ming court pleased with the achievements of Zheng He and his fleets? The Yongle emperor was delighted that so many foreign heads of states and envoys came to honour him as their overlord, and many of their tributes, particularly the exotic, precious, or rare ones, must have had a more than purely symbolic appeal to him. He was also pleased with Zheng He's military triumphs abroad. As the sponsor and driving force behind Zheng He's maritime enterprise, he would not have sent Zheng He and his fleet repeatedly out to sea if he had not valued it.
The ending of the Ming fleet's expeditions
However, in 1424 the Yongle emperor died during Zheng He's sixth voyage. His son and successor, the Hongxi emperor (r. 1424-1425), disapproved of many of his father's costly projects, one of which was Zheng He's overseas missions with the enormous fleets. He listened to his Confucian advisors, who despised eunuchs and disparaged Zheng He's achievements. When Zheng He returned with his fleet at the end of his sixth voyage, instead of the triumphant receptions and rewards which he and his colleagues had formerly enjoyed, they were spurned and cold-shouldered by the new regime. The new emperor, who had no use for the treasure ships, ordered all the building and even the repair of them to be stopped. Zheng He was effectively retired from seafaring: in 1425, his was ordered to be stationed, with his troops, at Nanjing to guard the southern capital.
The Hongxi emperor died after a short reign of only two months, and was succeeded by his son, the Xuande emperor (r. 1425-1435). He continued to pursue his father's policy of retrenchment, but after several years on the throne, he noticed a decline in the tribute embassies from distant lands. In a bid to restore the Ming's sagging influence abroad, in 1431 he ordered the nearly sixty-year-old Zheng He to command a fleet of over 300 ships and 27,000 men and undertake one more major overseas voyage. Another, and a more narrowly targeted mission, was to persuade the King of Siam (Thailand) to cease hostile acts against the King of Malacca (in the present Malaysia), such as impeding the latter's passage to China. In connection with this, Zheng He brought an imperial edict from the Xuande emperor to the King of Siam stating:
'You, Oh king, should follow my orders and treat your neighbour well and instruct your officials not to invade and humiliate others without provocation. If you do this, we will regard you as one who respects Heaven and brings peace to people and makes friends with your neighbours. This is in accord with the benevolent principles I hold in my heart'.
This was Zheng He's seventh and last journey, for he died at sea in 1433 when the fleet was on its way home. This expedition was again a success, as it demonstrated once more the naval supremacy of the Ming and revitalized the tribute relationship and the official trade between the Ming and the coastal states, from the South China sea to the Arabian Peninsula and Africa. In addition to the large number of foreign envoys who came to Beijing on the fleet's return journey, visiting dignitaries from over a dozen countries sent tribute embassies to the Ming court during the years immediately following this voyage, the Malaccan king among them.
Two years after Zheng He's death, the Xuande emperor, who had sponsored Zheng He's last voyage, also passed away. It was the end of an era. The later generations of Ming emperors were no longer interested in the policy of pursuing prestige on the high seas. There were no more sightings of huge Ming fleets with cloud-like red sails in the Indian Ocean. Since the reopening of the repaired Grand Canal for grain transport from the south to north, Beijing in particular, the shipyards were producing more junks for river transport, while fewer and fewer ocean-going ships were being built. A regional rebellion in the southwest, and the resurgence of the Mongol threat in the north, led to the court to concentrate its resources for military campaigns against these foes, during the middle of the fifteenth century.
In 1477, a powerful eunuch named Wang Zhi, who headed a branch of the 'Brocade-Uniformed' palace police, made a last attempt to renew interest in a tribute voyage, and asked for Zheng He's logs. Tribute trade and palace procurement were a monopoly of the Ming eunuchs, which provided many opportunities for corruption and personal enrichment. Zheng He and his fellow eunuch admirals, who commanded the treasure fleets, were outstandingly upright and dutiful in their service to their emperors. They were unlike the later generations of manipulative eunuchs such as Wang Zhi, who deceived their emperors, amassed fortunes, and abused their power. A high official of the Ministry of War named Liu Daxia, after taking possession of Zheng He's documents, took it upon himself to hide and destroy them, and then reported to his superior that these records were 'lost'. In Liu's opinion 'the expeditions of San Bao to the West Ocean wasted tens of myriads of money and grain'. Referring to the shipwrecks and loss of lives, he said 'The people who met their deaths may be counted in myriads'. He considered the eyewitness accounts of foreign lands by Zheng He and his men to be 'deceitful exaggerations of bizarre things far removed from the testimony of people's eyes and ears'. Noting that the treasure ships brought back 'betel, bamboo staves, grape-wine, pomegranates, and ostrich eggs and such like odd things', he commented that 'these contributed nothing to the country'. As regards the 'wonderful and precious things' carried back by Zheng He, he asked 'What benefit was it to the state?' He condemned Zheng He's expeditions as 'an action of bad government for which ministers should be severely reproved'. He believed that the 'old archives should be destroyed in order to suppress [a repetition of these things] at the root'. Liu's opinion, thus expressed, was likely to be representative of the views of the Confucian bureaucrats, who were hostile to the eunuchs and feared their unbridled power. Zheng He's unique archives fell victim to the long-standing feud between the literati and the eunuchs. Fortunately, books relating to these journeys had already been published and remained in the public domain, so not all accounts were lost. But the bulk of the valuable information contained in the painstakingly kept logs of Zheng He's voyages did not survive this purge.
The Decline and Withdrawal of the Ming
While the official tribute trade was left to find its own level, ordinary maritime commerce between merchants of China, Japan, and other countries flourished as never before. A certain amount of such trade, conducted through the ports authorized to trade with the merchants of the countries concerned, was legal, but there was a large and growing clandestine trade, and much flouting of the very restrictive Ming regulations on such commerce. The Ming government's response was to revive the ban on overseas trade and travel (hai jin) that the Ming founder had resorted to, as a measure against the collaboration of Chinese smuggler and Japanese pirates, who were ravaging the Chinese coasts. By 1500, the building of boats with more than two masts was strictly forbidden. In 1525, the central government ordered the coastal authorities to destroy all ocean-going vessels and to detain the merchants who sailed in them. In less than a century, the most powerful navy in the world had been destroyed by imperial decree.
These measures did little to stop the illegal trade because it was lucrative for all those involved - rich Chinese merchants, desperately poor peasants, and the Japanese pirates who were known pejoratively as wokou, meaning 'dwarf bandits'. A different approach, more in keeping with the burgeoning commercial activities of the time, would have been to liberalize coastal trade with more opened ports, and at the same time strengthen coastal defence against smugglers and pirates. This would have had the additional advantage of enabling the authorities to collect more trade tax. This was not the way favoured by the ideologically anti-commercial Confucian literati, who persuaded some of the emperors of the post-Yongle era to issue edicts prohibiting Ming subjects from engaging in foreign trade and overseas travel. The ban made outlaws of those who dared to contravene it.
Because the Ming had allowed its strong navy to wither away and had neglected to keep its once vigilant coastal defence system in good order, the latent Japanese pirates, who were ever ready to pounce, became rampant and bold. During the middle decades of the sixteenth century, they ravaged the whole of the Chinese coast like invading forces, with hundreds of boats and thousands of men, causing enormous damage to the Chinese coastal towns and villages. Sometimes they even set up bases on the Chinese coast. For example, 20,000 of them once based themselves near present day Shanghai, from where they robbed and pillaged nearby towns. These Japanese marauders were aided and abetted by local lords in Japan, as well as by Chinese smugglers and outlaws. There were frictions between the authorities of the two countries, when the Ming suspended Japanese trade at a port where such trade had been permitted, on suspicion of complicity between the Japanese authorities and the pirates. These factors, in addition to commercial growth, led to a phenomenal increase in piracy. During the ten years between 1555 and 1565, the Jiajing emperor (r. 1521-151566) enlisted a number of outstanding generals, who made a determined effort, with the help of crack troops and ample material support, to deal mortal blows to the pirates and remove their threat permanently from the Chinese coast. The price the Ming paid for this success was an empty treasury. During the reign of the Long Qing emperor (r. 1567-1572), the court must have recognized some of the negative aspects of its restrictive policy on trade, and it began to lift the ban, at least partially.
The Ming provides a classic illustration of the phenomenon of the dynastic cycle. The founder and his capable adult son, the Hongwu and the Yongle emperors, were heroic figures, who arrived at the pinnacle of power by overcoming great obstacles. They were outstanding in their personal capabilities and leadership qualities, with outsized ambitions, great force of personality, and strength of will. Presiding over a strong and prosperous country, they greatly extended the territory of their empire. Their era fit the description of the genesis and growth phase of a dynastic cycle. But this state of affairs was not to last.
The Yongle emperor' successors pursued a conservative policy of preserving what their forebears had won, to save costly expenditures and give the people respite from the burdensome demands of the state. However, even just to preserve the status quo, the Ming authorities had to have the political will, and maintain sufficient military strength to resist foreign aggression and to prevent secession by a subject state. As we have seen, the Xuande emperor was prepared to let Annam secede, rather than prolong costly military actions in that area.
There were also threats from the Mongols. In 1449 the Oirat chief Esen emerged after a series of tribal wars as the new Mongol strongman, and he invaded the Ming with a large army. The young Zhengtong emperor (r. 1435-1449 and 1457-1464) was encouraged by his favourite, a vainglorious eunuch named Wang Zheng, to play the war game by himself leading a huge force, reportedly 500,000 strong, to fight the invaders. Esen outmanoeuvred the Ming forces and captured the Zhengtong emperor at Tumu, after inflicting a catastrophic defeat on the Ming. The battle of Tumu was significant because it changed Ming policy from offence to defence. The empress dowager Sun authorized the installation of a new emperor, the Jingtai emperor (r. 1449-1457), who empowered the new minister of war, Yu Qian, to strengthen the defence of the capital as Esen marched on Beijing, bringing with him the royal Ming captive. A series of military setbacks outside Beijing led Esen to retreat. He decided that his best interest lay in agreeing to return to the regime of tribute relationship with the Ming, provided that the Ming would again allow trade at certain designated market towns. He returned Zhengtong, by then a powerless deposed emperor, and peace was restored based on the trade agreement and through tribute embassies.
From the time of its defeat by the Mongols at the infamous battle at Tumu in 1449, the Ming gave up a large amount of territory in the north, retreating behind the inner Great Wall as a line of defence. By the mid-fifteenth century, a slow and gradual dynastic decline had already begun. Its lack of interest in maintaining a strong navy to ensure its position as a dominant maritime power provided further evidence of its waning vigour.
This was a turning point. There were major structural weaknesses in the political and fiscal system that needed to be addressed. Periodically, such efforts were made, but with limited success. One example was Zhang Juzheng's 4 Single Whip taxation reform of 1580 (to which we shall return). But without another strong leader at the top like the Yongle emperor, the Ming moderated its ambition, and withdrew into itself. The dynasty shrank into a passive defensive posture in its relationship with neighbouring and overseas countries and its territory contracted.
The Ming withdrawal was dramatically out of step with the European maritime expansion and exploration that would reach this part of the world a few decades later. This and other developments in Europe would usher in a new world of breath-taking changes, just when China had decided to turn inward and conserve its heritage. This choice was destined to leave China far behind the European powers, in the race to become wealthy and powerful modern nations. It also rendered China vulnerable, later in the Qing dynasty, to European imperial ambitions. In late Ming times, European development was still only a distant rumble, reaching the Chinese shores when the Portuguese established a foothold at Macau, and when the Jesuits arrived in China.
4 Senior Grand Secretary in the late Ming.
The start of European incursions
Towards the end of the fifteenth century, the Portuguese sea captains Vasco da Gama (1460-1524) and Ferdinand Magellan (1480-1521), through the foundation laid by Prince Henry the Navigator (r. 13941460), led the European drive to find a direct sea route to tap the wealth of the lands far to the east, and to trade in their spices, silks, porcelain, and other desirable products, so as to avoid having to operate through Arab middle-men. Following their success in rounding the Cape of Good Hope in Africa and in circumnavigating the world, the Portuguese set up a colony in Goa (on the west coast of India), from where the coast of China was within easy reach. In 1515, the Portuguese landed at an island near Guangzhou, and from then on they sought permission from the Ming authorities to trade. They were not successful, because Portugal was not among the states with a tribute relationship with the Ming, and Ming subjects were still forbidden to trade privately with foreigners along most of China's coast, except at certain ports opened to merchants of specified countries. The Portuguese then resorted to force, occupying and attacking many cities along the coast. The Ming forces successfully repelled their attacks and ejected them from the occupied territories. Despite having eliminated their own navy, the Chinese during the sixteenth century were able to repulse European invaders, and thus save themselves from the fate of the indigenous peoples of South America. Notwithstanding these setbacks over several decades, the Portuguese never abandoned their goal of establishing a foothold in China. In 1553, they bribed a Ming official to let them land at Macau, with the pretext of having to dry out their ships after encountering severe storms at sea. In reality, their plan was to establish a permanent presence after landing, build residences, set up administrative offices, and encourage the immigration of Portuguese people. Around 10,000 individuals did come to settle at Macau. When the Wanli emperor (r. 1572-1620) ascended the throne, he imposed a customs duty on the Portuguese at Macau, collecting more than 20,000 taels of silver annually. Since the Ming government was desperately short of money, it tolerated the Portuguese de facto occupation of Macau, on account of its income from the customs duty.
The Spanish followed soon after the Portuguese, with Magellan claiming the Philippines for Spain in 1521. The small overseas Chinese communities there acted as an interface, facilitating trade between the Spanish and continental China. The Dutch also arrived with their armed fleet. They tried to dislodge the Portuguese from Macau, but without success. The Ming stoutly defended its coast without letting the Dutch gain any foothold. The Dutch found a haven in southern Taiwan, where they defeated the Spanish, who had occupied the north of the island since 1626. In 1642, the Dutch took over the entire island, but only briefly.
The Catholic authorities in Rome strongly supported the overseas colonial expansion of the Catholic countries Portugal and Spain, since their thrusts helped to spread Catholicism to other parts of the world. Jesuit missionaries came to China on the heels of the Portuguese and used Macau as a beachhead to advance into China. The Jesuits were highly educated in the arts and sciences of a West which was on the eve of a scientific revolution. They acquired a high degree of proficiency in the Chinese language and became knowledgeable about Chinese culture, so that they could communicate with the educated Chinese at a sophisticated level on matters relating to both Chinese culture and Western science and technology; in this way they hoped to make them more receptive to the Christian gospel. After preaching for many years in southern China, an Italian Jesuit priest, Matteo Ricci (1552-1610), pioneered an approach that rendered Christian texts more understandable and acceptable to the educated Chinese. He linked Confucian 'ancient ethics' with Christian moral precepts, and accommodated Chinese ancestor worship as 'civil rites', while rejecting Buddhism and Neo-Confucianism. He began to make converts of scholar-officials, and he finally moved north to the capital. In 1601, the Wanli emperor gave him a stipend as a Western scholar and permitted him and his fellow Jesuit priests to stay and preach at Beijing. Other Jesuit missionaries adopted the same approach, and some also tried to reach the common people. By the end of the Ming dynasty in 1644, there were around 40,000 Catholic Christians in China.
The court officials valued the Jesuits' knowledge of science and technology. Some were employed by the court to work on chronology in the newly established Bureau of the Western Calendar to revise the calendar, and they, together with Chinese scholars, produced many books on astronomy and chronology. Others introduced western knowledge of physics, mathematics, mechanical engineering, and geography, as well as many arts subjects, to the educated Chinese through learned discourse, and by translating western texts. The Ming authorities even tapped the Jesuits' know-how on making 'western' cannons. It is noteworthy that the society that had invented gunpowder and firearms centuries earlier fell far behind in further development of these weapons until it was threatened by external foes. The next time the Chinese needed to import western technology on weaponry would be in the nineteenth century, when the Qing dynasty that succeeded the Ming was seriously threatened, by both internal rebellion and external aggression.
We may wonder why this early round of valuable transfer of western knowledge failed to make a lasting impact on the Chinese society. One reason was that the Jesuit mission in China was limited in scale, and its main objective was religious conversion rather than cultural transfusion. Perhaps the underlying reason for
China's imperviousness to foreign influence must be sought in its political structure, its economy, and its own deep-rooted cultural tradition.
There was transfer in the opposite direction too. The Jesuits brought back to Europe their knowledge of China, which inspired the appearance of 'Chinoiserie' as popular collectibles, found among ceramic products, furniture, and landscape design used in homes or for public display. The early European Enlightenment thinkers like Montesquieu and Voltaire, who were searching for a political model of ethical government founded on virtue without appeal to religion, saw Confucian China as the example they were looking for. This cross-cultural exchange between China and Europe appeared to have more impact on Europe, because of the receptive response of the great European philosophers to Confucianism, and the influence of their ideas on a Europe already in the throes of political change.
The Europeans were spreading by sea to distant shores, building colonial empires first in the Americas, and soon thereafter endeavouring to establish bases in East Asia and Southeast Asia. In contrast, Ming China, having destroyed its own navy, tried to steer clear of outside entanglements, and become self-contained within its own borders. Inside the empire, despite the weakening of the political superstructure, the society underneath showed plenty of vitality. The population nearly doubled from an estimated 70 million during the early decades of the Ming rule to around 130 million at the end of the dynasty. The Ming official population figures, collected for taxation purpose, were notoriously inaccurate, mainly because people tried to minimize the tax obligation, and also because the method of census-taking was not as rigorous as a modern census collection. Although there were more mouths to feed, there were also more hands to work. The economy expanded considerably in many directions: agricultural, commercial, and industrial. More labour-intensive farming, land reclamation, cultivation of new crops from the Americas such as sweet potato, peanut, maize, and tobacco, and improvements in agricultural machinery, technique, and irrigation, all contributed to significant increases in food and other farm products. The surplus of primary products and labour led to a boom in craft production, either as a cottage industry or in factories.
Economic and cultural developments
Trade, both internal and external, flourished. The commercial demand provided stimulus to industrial production. In the richer parts of southern China, factory production of various commodities for both the internal market and export thrived, as wealthy merchants and landlords used their capital accumulation as investments in both industry and commerce. Considerable advances were made in weaving, fabric dying, papermaking, metallurgy, and in the making of ceramics and lacquer wares, and cloisonné. Although there were domestic improvements in firearms, the European cannons made by the Jesuits were considered more devastating. A fourteenth century Ming official was the first person to experiment with a rudimentary rocket-propelled flying machine. Silver imported from abroad and mined by the Chinese replaced the everdepreciating paper money as the main currency of exchange and tax payment.
Some modern Chinese Marxist historians like to look at this type of economic development in the Ming as 'budding capitalism'. But in fact, there was no flowering of capitalism in Ming China. Among possible explanations, a modern economic historian, Mark Elvin, has suggested 5 that a 'high level equilibrium trap' kept the highly developed labour-intensive agricultural economy of China from being able to lift itself by its own bootstraps to achieve a capitalist market economy.
The dynamism of the Ming economy was reflected in its lively cultural scene. Popular literature, novels, and short stories flourished during the Ming, in response to the demands for culture and entertainment by the growing urban middle class. A similar phenomenon would occur in Europe much later. A booming printing industry and a brisk book trade helped to satisfy these tastes. Theatrical performances also grew in popularity. The traditional art forms such as painting, sculpture, music, and dance continued to find expressions among the gentry and the common people in diverse ways. The study of the Classics continued to attract those who wished to achieve higher social status or gain official posts, or for self-improvement. During the early decades of the Ming, the court favoured Song Neo-Confucianism. As time went on, prominent Ming thinkers did not feel bound by the Song interpretation of the Classical texts: their syncretistic brand of Neo-Confucianism was deeply influenced by Zen Buddhism and Daoism. They believed that moral knowledge or innate goodness (liang zhi) was inherent in the human mind, and they were concerned with recapturing this pristine state of the self before its corruption by egoistic thoughts and desires. They practised 'quietism' and stressed 'absolute spontaneity' and 'perfect accord between the mind and the world'.
Many works were published which presented practical knowledge on a wide range of subjects from medicine to dietetics, geology, the geography of China and foreign countries, encyclopaedias of agricultural techniques, and illustrated treaties on the technology of ceramics, iron, and steel. The Tiangong Kaiwu was one of the most comprehensive works on applied science and technology. The illustrated text covered mining with machinery, the building of boats and carts, the making of bricks, ceramic and metallic products, and many other industrial products. A remarkable book on botany and pharmacopoeia was Ben Cao Gang Mu. It was printed in 1596 with 'magnificent plates'. It had notes on over one thousand plants and one
5 The Pattern of the Chinese Past, by Mark Elvin (Stanford University Press, Stanford CA, 1973).
thousand animals, with medicinal uses. It recorded a method of smallpox inoculation, similar in principle to that developed in the modern science of immunology.
The seeds of governmental decline
There were many reasons for the Ming's decline, including poor leadership at the top, systemic weaknesses, and financial crises. The Ming governance suffered from too much concentration of power in the hands of the emperor. If such an absolutist ruler delegated his power to the wrong people, or let his power be usurped by them, or if he were himself incompetent, the polity could be harmed. The extraordinary concentration of power originated with the founder who, after abolishing the prime ministers' office, tried to govern the entire country single-handedly with the help of a small number of scholars working from the inner courts or pavilions inside the palace. He terrorized the regular bureaucracy by setting up a fear-inspiring palace police, the Brocade-Uniformed Guards, to exercise surveillance over his officials and bend them to his will. It is ironic that his less capable heirs strengthened this absolutist tendency, though they lacked the founder's capacity for work, or his talent for making the day-to-day decisions on the business of running a vast empire.
The Ming dynasty was unusual in allowing eunuchs to participate in every area of government, civil and military, and the abuse of power by eunuchs was a special feature of Ming autocracy. The founding emperor, mindful of the lessons of eunuch abuse of power in history, prohibited eunuchs from handling official documents and meddling in politics. He decreed that the eunuchs should be treated as lowly servants, doing merely menial tasks, and be kept in their place through fear of law and discipline. The Yongle emperor, who seized the throne from his nephew with the eunuchs' help, overturned this ancestral injunction. From then on, those eunuchs who gained their emperors' trust and affection could become members of the ruling elite. Many held high official positions, acquiring great wealth and exercising enormous power or influence. Although there were a few towering figures among the Ming eunuchs, such as Zheng He, who served their emperors and their country admirably, many others were prodigiously corrupt and notorious for their abuse of power. While there were established institutions to assess, check, and supervise the work and the conduct of the regular officials, no such controls existed as regards the eunuchs. The emperor was the only one who could curb the eunuchs. If an official called an emperor's attention to eunuch misbehaviour or abuses, he might well put his own live at risk, should the emperor side with the eunuchs.
Not all the Ming emperors were endowed with the wisdom and good judgement to enable them to exercise their autocratic power justly and benevolently. Many of them were not even interested in managing the affairs of the state. They regularly failed to hold court audiences or respond to official communications.
Their negligence led to usurpation of power by unscrupulous people close to them from inside the palace, who were either members of the inner cabinet or eunuchs. These people tended to be corrupt and to misgovern the country. The Chenhua emperor (r. 1464-1487) was exploited by his eunuch Wang Zhi whom he had appointed him to head a section of the palace police. The Jiajing emperor devoted himself entirely to practising Daoism during the later years of his reign, from which he did not wish to be distracted by his duties as the head of the state. Power fell into the hands of Yan Gao who, for many years as the head of the inner cabinet, was notorious for corruption and acting unjustly towards officials outside his inner circle. The personal servants of the emperors knew the likes and dislikes and personal weaknesses of their masters, whom they could manipulate to gain power, wealth, or official posts for themselves and their henchmen.
The Zhengde emperor (r. 1505-1521) and his eunuch Liu Jin illustrate fully the lethal combination of an irresponsible emperor and a tyrannical eunuch. This ruler came to the throne as a teenager of fifteen. He was so fond of hunting, fishing, and all kinds of amusements and games that he had no time for the official business of government. This gave an opportunity to Liu Jin, the leader of a gang of eight eunuchs, known as the 'eight tigers', to take over the job of receiving all official documents - letters, reports, and petitions from all parts of the empire, while keeping the young monarch intoxicated with entertainments. Liu Jin craftily presented these documents to the emperor just when he was most distracted. The emperor once waved him away irritably with the remark 'this is what am I using you for, yet [you] come to disturb me'. From then on Liu Jin made the decisions for the emperor, and sometimes even changed laws at will. After Liu Jin and his gang were put in charge of the palace police, and the East and West Depots, officials who opposed or offended Liu Jin either lost their jobs or their lives. Extremely cruel punishments that could led to death were meted out, even to high officials, on trivial offences. He put his supporters, or those who bribed him heavily, in key government posts. Offering or solicitation of bribes became the order of the day. Those who did not satisfy him in every respect would be accused of crimes and suffer imprisonment, torture, and even death. With Liu Jin in charge, rampant corruption and a reign of terror prevailed. When Liu Jin discovered an anonymous letter accusing him of misdeeds on a street where the emperor had just visited, he ordered all court officials to kneel in front of the Feng Tian gate for questioning. and to listen to his daylong tirade. It was a scorching summer day, and some officials died from heat and thirst on that occasion. Finally, the crimes of Liu Jin were exposed, and he was arrested and convicted of treason. After his property was seized, hundreds of thousands of gold and silver ingots, four thousand jade belts, and many precious stones and other treasures were found in his house. All these ill-gotten gains were obtained during only a five-year tenure as the emperor's surrogate.
The corruption and misrule served only to exacerbate the financial difficulties that the government began to experience, along with administrative decline, from the middle of the fifteenth century. The institution of self-sufficient agricultural-military colonies gradually disappeared. The land and population registry of the early Ming became less and less reliable. The land that belonged to small independent farming households, which provided the mainstay of the government's taxes, decreased alarmingly as time went on. The reason lay in the encroachment of peasant land by the wealthy merchants and landowners, a significant number of whom were royal relatives. The Ming founder had 23 sons; and his descendants that were recorded in the 'Jade Register' might have numbered about 300,000 by the end of the dynasty. They formed an unproductive 'super class' of powerful and privileged people, who tended to use their special connections or influence to take into their possession ordinary peoples' land. Land grabbing was also a common vice amongst greedy local elites and high officials, eunuchs included. This abuse impoverished the small farmers or turned them into landless labourers who might become rebels or bandits. It also removed a large amount of land from taxation, partly because the land that belonged to many special categories of privileged people was not registered for tax, and also because the mighty had ways and means of avoiding land registration and paying taxes. By 1529, the eighth year in the reign of the Jai Din emperor, the amount of land subject to tax had shrunk to less than half of that recorded at an earlier period. Even though the tax burden was increased on the remaining taxable land and farming households, the tax revenue was nevertheless drastically reduced. The government had trouble paying its officials, as well as supporting its military.
Feeble attempts at reform did not rectify the situation significantly until the early years of the Wanli emperor, who ascended the throne as a boy of ten. Still under the supervision of his mother and the dowager empress, he followed their advice to allow Zhang Juzheng to lead the inner cabinet, and to run the country. Zhang happened to be a capable and strong-willed leader of government. During the ten years, starting from 1573, when he wielded almost dictatorial power, he rendered the bureaucracy more effective through measures that promoted able officials, while weeding out the ineffective and corrupt ones. He greatly increased the amount of taxable land by having the empire's agricultural land measured district by district, without interference from powerful landowners. His 'Single Whip' reform unified the various categories of taxes, such as in labour or in kind, and commuted them all into silver currency, which was to be collected by the local officials directly. His tax reforms turned the government's financial deficit into a surplus, and reduced the tax burden on those who were least able to bear it. It appears that Ming decline could have been arrested, even at such a late date, if given effective leadership at the top. Because Zhang's reforms on taxation impinged on the interests of the rich and powerful, they did not last beyond his death in 1582, when the Wanli emperor dishonoured him posthumously.
After the Wanli emperor assumed control of the government himself, seizure of peasant land by the rich and powerful returned with a vengeance. He set a bad example by granting his imperial relatives unusually large estates, with land that had been seized from his helpless subjects. From the middle period of his reign at the beginning of the seventeenth century, the Ming state was in crisis, politically, economically, and financially. A loose-knit group of scholar-officials or ex-officials, who were deeply concerned about the critical situation the country had fallen into, started a political movement that stood for clean government. Because prominent members of this group met for political and philosophical discourses at the site of the old Song dynasty Donglin Academy in the city of Wuxi, they and others with similar views came to be known as the Donglin Party. They were so vehemently opposed to the corrupt and lawless behaviour of those in power that they were not afraid to criticize or attack high officials if their conduct did not come up to their standards of integrity or uprightness. Unfortunately, their political impact was limited by a system in which all power flowed from the monarch. They might have had some influence on public opinion, but unless the emperor gave them the authority to implement their ideas, they could only remain powerless bystanders. The Wanli emperor had no inclination to employ these people in key posts.
The Wanli emperor's actions served only to make a bad situation worse. To raise funds, he authorized a project to open up new mines by eunuch officials all over the empire, and to have the eunuchs collect taxes from these enterprises. From 1597 to 1605, although 3,000,000 taels of silver had been collected for the emperor, a large part of the profit went to the eunuch officials, their assistants, and the local bullies who became involved. The eunuch officials behaved arrogantly, with utter disregard of law, oppressing the local people in criminal ways, and exploiting them as free labourers in the name of the labour service tax. The mining enterprises, which gave rise to new opportunities for corruption and abuse of power by eunuchs, were deeply resented by the people in the localities concerned. Many rose in rebellions against the government.
Even with eunuch abuse of power, and the damages associated with it so much in evidence, the Tianqi emperor (r. 1620-1627) facilitated the rise of another lawless eunuch, Wei Zhongxian, who held dictatorial power for seven years. Wei was an illiterate gambler. He decided to neuter himself to improve his life's chances as a eunuch. He schemed his way into the heart of the emperor's wet-nurse, known as Madame Ke, of whom the emperor was particularly fond. Wei's close relationship with Ke helped him to become a favourite of the emperor also. Before long he was given the post of handling official documents for the emperor. This gave him the opportunity to write edicts, with the help of his more literate collaborators, in the emperor's name. Since his ambition knew no bounds, he murdered or sent into exile those who stood in the path of his rise. He trained a personal force of ten thousand armed men in the confines of the palace, without the emperor sensing any personal threat. After being put in charge of the palace police, he tried to subdue all opposition by using the terror tactics of secret spies, imprisonment, and torture. He dismissed many of the officials, including members of the Donglin Party, who dared to impeach him. Some were imprisoned and tortured to death. He put his followers and collaborators in power, while mercilessly persecuting members of the Donglin Party, which stood for all those who opposed him. Officials who petitioned the emperor to condemn Wei's crimes were liable to get short shrift. The Tianqi emperor was so prone to listen to Wei and his supporters' stories and excuses that in the end the accusers became the accused. Wei's crimes were not exposed until the beginning of the reign of the Congzhen emperor (r. 16281644), who finally put an end to Wei Zhongxian's tyrannical regime.
The raging misrule during the Tianqi period did nothing but aggravate the late Ming crises. Peasant uprisings that had been sporadic throughout the Ming grew larger, more persistent, and more difficult to quell. It was as if the dynasty was losing its mandate to rule. As it had been towards the end of the Yuan, ambitious rebel leaders tried to use secret religious organizations as a cover to appeal to people suffering from economic distress, social injustice, or political oppression, to gather followers and then foment rebellion. The White Lotus Society had a long lineage as a vehicle for this purpose. It made its reappearance during the Wanli period in 1514, and in 1622, during the reign of the Tianqi emperor, its leaders, with nearly 200,000 adherents, decided to raise the flag of armed rebellion. Although this anti-government movement was suppressed, violent peasant unrest spread like wildfire, particularly in the Shaanxi province in northern China where, in 1627, a severe famine occurred. By the 1630s, small bands of rebels grew into armies of two or three hundred thousand, sweeping across the countryside and capturing towns and provincial cities.
The Ming authorities tried both to fight the rebels and to win them over by offering inducements, but two resilient rebel leaders, Zhang Xianzhong and Li Zicheng, each controlling an independent army of his own, survived all the government's effort at suppression and pacification. Despite some military setbacks, by the 1640s each had successfully occupied several provinces. In 1643, Zhang made himself the Great King of the West, and set up an orderly administration to rule from the city of Wuchang in central China. The following year, after Zhang had captured Chengdu in Sichuan and transferred his capital there, he made himself an emperor.
Also in 1643, Li, calling himself the Heaven Serving and Righteousness Promoting Great Generalissimo, set up a government at Xiangyang, with the help of disaffected members of the scholar-gentry. Li's literati supporters also advised him to adopt policies which were calculated to win more peasant support for his regime, such as giving the land seized by landlords back to the peasants and getting rid of unreasonable and burdensome taxes. After capturing Luoyang, Li distributed the gold, silver, and grain from the store of an imperial prince to the people. These and other popular measures helped his movement to grow. In 1644 Li took Xi'an, which became the capital of his kingdom of Da Shun (Great Accord). Here he established an elaborate government administration, with laws and regulations.
When Li saw that the Ming was too weak to defend its realm, he marched with a large, well-disciplined force from Xi'an to Beijing early in 1644. All along the way, county after county surrendered without a fight, and he was able to capture Beijing within two months of the start of the march. After the fall of his capital, the Chongzhen emperor took his own life. At Beijing, Li sought to set up a central administration by recruiting lower ranking Ming officials to supplement his own. Higher officials, those above the Third Grade, were forced to contribute money to the new regime, because they were presumed to have become rich by corruption. At this point, the Ming seemed to have reached the end of its dynastic cycle. Evidently the time had come for the Ming to be replaced by a new dynasty, which was again to be founded by a rebel leader of underprivileged peasant origin, like the Hongwu emperor of the Ming. However, subsequent events showed that the mandate of heaven had passed Li Zicheng over, and his movement was soon to be swept away by a rising tide from the steppes.
References
1. General references:
A General History of China (in Chinese) by Bai Shouyi (Shanghai Peoples' Publishing House, Shanghai, 1999).
History of Chinese Civilization by Jacques Gernet (English Edition, Cambridge University Press, Cambridge, second edition 1996), chapters 18-21.
China: A History Volume 1 From Neolithic Cultures through the Great Qing Empire 10,000 BCE – 1799 CE by Harold M. Tanner (Hackett Publishing Company, Inc., Indianapolis/Cambridge, 2010), chapters 910.
2. The voyages of Zheng He:
1421 The Year China Discovered the World by Gavin Menzies (Bantam Books, London, New York, 2003).
When China Ruled the Seas: The Treasure Fleet of the Dragon Throne 1405-1433 by Louise Levathes (Oxford University Press, New York, Oxford, 1994). | <urn:uuid:8373bd27-aa31-4001-b68a-81c948b33186> | CC-MAIN-2024-26 | https://usachinaperspectives.com/content/A4%20The%20Ming%20Dynasty%20(1368-1644%20CE).pdf | 2024-06-19T16:36:15+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00027.warc.gz | 518,133,774 | 23,353 | eng_Latn | eng_Latn | 0.989287 | eng_Latn | 0.998764 | [
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175-YEAR MILITARY LEGACY
…from frontier soldiers to space frontiers & more
FACT SHEET
Fort Worth & the Civil War
The Civil War would take place from 1861 to 1865 – more than a decade after Fort Worth was founded in 1849. The State of Texas declared its secession from the United States of America on Feb. 1, 1861, and joined the Confederate States on March 2, 1861, after replacing Texas Gov. Sam Houston when he refused to take an oath of allegiance to the Confederacy.
As with the other secessionist states, the declaration wasn't recognized by the United States government in Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Fort Worth was most useful in providing soldiers, horses, and supplies for Confederate forces.
A little known fact is that Fort Worth is home to the largest Civil War museum west of the Mississippi River featuring weapons, uniforms, artifacts, and civilian clothing from the war. The museum has a 75-seat theater that shows videos about Texas's involvement in the conflict.
Texas Confederate soldiers returning home to Fort Worth from the Civil War found that in their absence, the herds of longhorn cattle they were raising before the war had doubled in size. In fact, their cattle were so plentiful, they had less value in Texas, but the industrial cities of the North were booming with immigrant labor and hungry mouths to feed.
So, Texas military veterans began the great cattle drives north to Oklahoma, Kansas, Missouri, and Wyoming. There they met the new railroad lines that could carry the meat to the east and west coasts.
# # #
Follow us on Facebook: Tarrant County Veterans Council - Home | Facebook
Website: https://www.tcovco.org Email: firstname.lastname@example.org | <urn:uuid:98a9bf8e-d63d-47b8-b351-a94138f415a8> | CC-MAIN-2024-26 | https://www.fw175parade.com/_files/ugd/b28057_c12ef6fbb57942eda44ef5754b958ef9.pdf | 2024-06-19T17:53:07+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00027.warc.gz | 677,129,528 | 376 | eng_Latn | eng_Latn | 0.998878 | eng_Latn | 0.998878 | [
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Going on a Camping Trip
A chant is like a song but you say the words instead of sing them.
Try this chant about camping. It is a repeat-after-me chant.
Here's how:
* The leader says one line, and then the others repeat it.
* Go back and forth until the chant is done.
* Copy the leader's actions, too.
Verse 1
Going on a camping trip.
Going on a camping trip.
Going with my family.
Going with my family.
Packing our bags.
Packing our bags.
I'm so excited!
I'm so excited!
Verse 2
Going on a camping trip.
Going on a camping trip.
Going with Grandma. *
Going with Grandma.
Going with Grandpa.*
Going with Grandpa.
And I'M going too!
And I'M going too!
Verse 3
Going on a camping trip. Going on a camping trip.
Setting up a campsite.
Don't forget the tent.* Don't forget the tent.
And don't forget ME!
And don't forget ME!
Pretend you're packing a bag.
Jump up and down. Lift and wave your hands.
Jump up and down. Pat or point to yourself.
Jump up and down. Pat or point to yourself.
*You can replace "Grandma" and "Grandpa" with the names of your family members or friends.
*You can repeat, replacing "tent" with other camping items: sleeping bags, flashlight, bug spray, marshmallows, hotdogs…
Verse 4
Going on a camping trip.
Going to go swimming. Going to go swimming.
Going to go hiking. * Going to go hiking.
And I'm having FUN!
Verse 5
Going on a camping trip. Going on a camping trip.
Going to have a campfire.
Going to have a campfire.
Look at all the stars.
Look at all the stars.
And I'm so tired! SHHHH!
And I'm so tired! SHHHH!
Act tired (after a busy day of camping). Lie down and pretend to go to sleep.
*You can repeat, replacing "hiking" with other camping activities: fishing, canoeing, swimming, roasting marshmallows….
Do the arm actions for swimming.
Do the stepping action for hiking
Jump up and down. Pat or point to yourself.
Look up to the sky.
More Fun Things To Do
* Do you know what an echo is? An echo is when a sound bounces off something such as a wall or cliff, so you hear it again even after the sound has stopped. The sound that comes back is a little quieter. Try imitating echoes with a friend. One person makes a sound and the other person repeats it back, but softer.
* Do you know other camp songs or action songs? Search children's camp songs online. Check YouTube to learn new action songs.
* Repeat the "Going on a Camping Trip" chant, but substitute other activities and verses, for example: "Going on a Picnic" or "Going to the Playground."
Take It Further
Learn more about camping from the Parks Canada website, www.pc.gc.ca, and searching for the "Learn to Camp" webpages. Also discover more about Canada's National Parks, and find out what campgrounds are located near you.
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Player name:
Character name:
Character pronouns:
Class: Warrior
What is your greatest strength?
What is your greatest weakness?
Background Questions:
Who taught you to fight, and why did they stay behind when you left home?
Somebody defeated you in battle years ago and left you to die. Who was it, and why did it feel like such a betrayal?
Quick Description:
Answer the given questions or add something that you make up on the spot. There’s room to doodle and draw as well!
What type of clothing do you wear?
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Bacteriological Contamination of Drinking Water – Advice Sheet
Private Water Supplies can become contaminated by bacteria or viruses which can cause illnesses, such as gastro-enteritis and dysentery. Hence, it is normal to test water for indicator bacteria called Escherichia coli (E.coli). This bacterium, from the coliform family, is found in the faeces of humans, warm blooded animals and birds. It is rarely found from any other source. The water is also tested for total coliform bacteria. These bacteria may be from an animal source, but can also be found in soil, rotting plant matter and on rusty surfaces, such as well lids.
A satisfactory result under The Private Water Supplies (England) Regulations 2016 (as amended):
Total Coliforms
0 per 100 ml
E.coli
0 per 100 ml
If coliform bacteria and especially E.coli are found in a supply it indicates the presence of harmful organisms from a human or animal source. As a short term measure it is advisable to boil all water before consuming it. A longer term method is to provide permanent treatment to your private water supply.
The Drinking Water Inspectorate recommend a multi-barrier approach to the protection of water supplies: This includes physical methods to protect the supply and disinfection.
(1) Structural Improvement Works
Contamination may be the results of incorrect construction of a well, borehole or other source and you are advised to make the following improvements where appropriate:
a) The spring, well or borehole or well should be protected by a fence at least 4 metres from the source where there is livestock in the immediate vicinity to prevent physical damage and protect the water supply to keep out grazing animals and chickens.
b) The access points to all sources and water storage chambers should be raised 150mm above ground level and diversion ditches or barriers installed where appropriate to prevent the ingress of surface water.
c) All cracks and gaps in chambers should be repaired. Essential openings such as overflows should be protected with a fine mesh to keep out birds, animals and insects. Coarse filtration may be advised at suitable intervals along the supply pipework.
d) Plants, whose roots could cause structural damage, should be removed and if they have broken through brickwork, this should be made good.
e) Overflow pipes should not be linked to other drainage pipes as this may result in back siphonage or contamination if drains are blocked. All animal water drinking troughs on the supply must have non-return valves or equivalent to prevent the risk of back siphonage in the event of ballcock failure.
f) Rusty components such as lids and pipes may make an existing problem worse by encouraging the growth and survival of bacteria. Where practical rusted ironwork should be replaced. In some cases components can be treated with rust proof coatings.
h) Indoor storage tanks should also be protected from contamination by mice, bats and other animals, through the application of an air tight lid.
(2) Disinfection of Water
It is unlikely that a wholesome water supply can be ensured by structural improvements alone. Filtration, and on occasion fine filtration followed by a disinfection treatment is recommended.
Ultra Violet Treatment: The recommended option for point of use of small supplies
Ultra violet is a powerful disinfectant. The light passes through the water leaving no residue to affect the taste or odour of the supply. The unit should be installed inside a building as it is prone to frost damage. Hence this method is more appropriate to smaller supplies. The unit should be installed such that it covers all the taps used for drinking, food preparation and for cleaning teeth and washing hands. It is also preferable to site the unit after any storage tanks which could be contaminated.
A 5 micron pre-filter is usually required to filter out fine particles that could impact on the efficiency of the unit. If the water contains suspended solids, these will act as a shield to protect the bacteria from ultra violet light. If the water supply has a history of being discoloured or turbid, a further coarse filter and also a 1 micron filter may be required. Certain organic chemicals which give the water a yellow colour can also absorb ultra violet light. This will reduce the effective dose of the unit. This problem may be dealt with by the installation of an activated carbon filter and further advice should be sought.
Chlorination
This is a chemical disinfectant which leaves a residue to continue to kill bacteria up to the tap. There are various methods available to add chlorine to a water supply.
Electric dosing systems are used to add chlorine in the form of sodium or calcium hypochlorite to a water supply in a controlled manner. In order to achieve effective disinfection, a concentration of 0.2 to 0.5 mg chlorine per litre of water is recommended by the World Health Organisation. This is also the level of chlorine found in mains water. A minimum contact time of 30 minutes is required for the chlorine to be effective; hence the dosing unit should be installed as near to the source as possible in a purpose built housing. The dosing unit is ideal for shared supplies as only one unit need be installed. Some pretreatment may also be required, e.g. for removal of suspended sediment or organic chemicals.
If the source is in a location where the quality of its water could be affected by livestock, chlorination on its own will be not address the risk of cryptosporidium and points of use systems such as pre-filter and UV are advised at individual properties.
3) Management
All private water supplies require proactive maintenance and management. Sources, distribution and storage arrangements should be checked at intervals and equipment checked and maintained in accordance with the manufacture's instructions.
Drinking Water Inspectorate
There is a wealth of information available on the Inspectorate's website in relation to private water supplies: http://www.dwi.defra.gov.uk/private-water-supply/index.htm
Also a technical manual for small water treatment supplies at:
http://www.dwi.defra.gov.uk/private-water-supply/installations/updated-manual-on-treatmentfor-small-supplies.pdf | <urn:uuid:c4eb0aee-2f35-4475-ab5a-e6cb625e9ab8> | CC-MAIN-2024-26 | https://www.herefordshire.gov.uk/downloads/file/1572/bacteriological-contamination-of-drinking-water | 2024-06-19T16:48:53+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00039.warc.gz | 720,067,687 | 1,270 | eng_Latn | eng_Latn | 0.997195 | eng_Latn | 0.997321 | [
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1
7
The Depredation of China by the Imperial Powers and Japan: The Fall of the Qing
Increasing Encroachments on China by the Imperial Powers
International settlements and foreign residents
The suppression of the rebellions brought the Qing a decade of internal peace, but the operation of the unequal treaty system which lasted one hundred years, from 1842 to 1943, and the endless intrusive activities and demands from the foreign powers, did not allow China to enjoy tranquillity for long. The period from 1842 to the early 1870s was a time when the western commercial and cultural interests predominated, and Britain, France, and America strove to enlarge the treaty provisions, to ensure their full enforcement, and if possible to enjoy the rights they had extracted from the Qing in a peaceful environment. The West's cultural penetration was mainly associated with the activities of the Protestant and Catholic missionaries, who did not limit their proselytizing to the treaty ports. International settlements began to be built, mostly on the waterfronts of various treaty ports, where the consular officials of each of the foreign treaty powers governed their own resident nationals, who were largely composed of merchants and missionaries. The foreign officials of the Qing MCS were also prominent members of the foreign society at the treaty ports.
As a treaty port, Canton (Guangzhou), to which all foreign maritime trade had once been confined, did not thrive, because the locals there remained hostile to foreigners and their commerce for many years after the Opium War. Instead, Shanghai rose to take its place and grew rapidly to become the most important entrepot in China. In 1844 44 foreign ships had entered Shanghai, but in a little over ten years the number had grown to 437 in 1855. The Anglo-American Shanghai International Settlement, with its own elected Municipal Council, and the French Concession, with its European architecture and Western way of life, resembled European colonial enclaves elsewhere in the world. The foreigners kept themselves socially apart, while relying on the services of the locals, such as shopkeepers, servants, and business agents to act as an interface between them and the world of the 'natives'. The residents in these foreign concessions were not limited to the British, Americans, and French. In fact, people of many different European nationalities settled there, as well as others, among whom were Canadians, Australians, South Africans, and Jews of various nationalities.
The international settlements and the French concession in Shanghai c. 1930
(The Asia-Pacific Journal: retrieved on 30 November 2023 from
https://apjjf.org/-Jeff-Wasserstrom/2980/article.html)
Mizrahi Jewish traders from Iraq and British India arrived in Shanghai soon after it became a treaty port, and before long a thriving Jewish community came into being there. Some, like the Sassoons and the Kadooris, made fortunes by developing their businesses and they joined the international social upper crust; others served their community as teachers, doctors, shopkeepers and so on. Because of its openness to immigration, Shanghai became a safe haven where Jewish people suffering persecution elsewhere could freely enter without visas or other troublesome documentation. In the 1900s, many Jews fleeing pogroms in Russian found shelter in Shanghai. There were many Jews among the 8,000 or so Russians who settled in the French Concession after the Russian Revolution of 1917. From the early 1930s to 1941, around 20,000 Jewish refugees poured into Shanghai from Austria, Poland, and Nazi Germany, some with the helped of 'protective' passports issued by Chinese diplomats. The number of Jews who came to Shanghai during the Holocaust was equal to the total who emigrated to all the British Commonwealth countries combined. Although some of these refugees emigrated to America or Australia, most of them stayed in Shanghai. In 1943, the Japanese occupation army in Shanghai moved the Jews into a ghetto in the Hongkou district, where many were accommodated in group homes known as 'Little Vienna'. The people there survived the war, despite the scarcity of food and the lack of amenities. After World War II, during the Chinese Civil War (1945-1949), or shortly after the establishment of the People's Republic of China, most of the Jews of Shanghai relocated themselves either to the West or to the state of Israel, which they helped to found.
In terms of numbers, the Chinese were the largest group in both the International Settlements and the French Concession, where the best residential and retail properties lay, but they had no say in running these foreigncontrolled enclaves. There were also a significant number of foreigners in Shanghai not residing in the international concessions. A new type of Chinese business agent, known as compradors, who specialized in foreign commerce, emerged in Shanghai and the other treaty ports. From the middle of the 1840s, starting with a couple of hundred thousand residents living in the Chinese walled city, and a hundred or so foreigners outside it, by 1930 Shanghai had grown into a major modern metropolis of over 3 million people, including nearly 50,000 foreigners of many different nationalities.
Early Western economic impact
Imports entered China through the treaty ports, especially Shanghai, at a rate of duty fixed at 5% of the value of the goods, for all products. They incurred a transit tax of 2% when passing into the interior. Of a large variety of items imported, those of the highest value were opium, cotton textiles, and yarn. During the five years from 1870 to 1874, the total imported goods had an annual average value of 68,869,000 Hong Kong Taels (HKT), of which opium accounted for 25,987,000 HKT (39.2%), and cotton textiles and yarn for 21,451,000 HKT (32.2%). Twenty years later, in 1894, total imports reached 144,233,000 HKT, an increase of 109%. The value of opium imported, though still a high figure at 29,947,000 HKT, decreased to 21.1% of the total. The import of cotton textiles and yarn increased to 49,653000 HKT, or 35.3% of the total. The damage done by the importation of opium to China has already been discussed. The expansion of the Chinese markets for cotton yarn and textiles from Britain and American was something new, for China had been self-sufficient using textiles produced by cottage industries in peoples' homes, or in small workshops or factories. This new development was partly connected with the industrial revolution of the textile industry in these countries, where machine production of textiles in modern factories rendered the end-products cheaper than the Chinese versions traditionally made by hand. Imports were also helped by the low import duty and transit dues. Spinning and weaving were long-established rural handicraft industries, the income from which formed an important part of the income of the farming families. The cheap imports damaged the fragile economy of the Chinese countryside and caused hardship. Other machine-made cheap imports led to unemployment of those engaged in manual fabrication of those products. Another rural industry that suffered was the production of oil and lamps for lighting. This was destroyed by the widespread use of imported kerosene, and lamps from America. All these imports increased rural impoverishment.
The most important Chinese exports were tea and raw silk. The demand for tea from China continued to decrease from the 1890s, due to the increasing export of Indian tea from the maturing tea plantations established under British rule. The export of Chinese silk was also hit by competition from Japan and France, where more modern methods were used in the processing of silk filaments. Although the export of Chinese raw materials and agricultural or craft products increased in volume over the years, they were not a significant source of enrichment for the Chinese, because their added values were low. Furthermore, their export was controlled by foreign firms, which forced the prices of these products down so low as to leave very little margin for the producers. The demands of international markets induced some Chinese farmers to switch to cash crops like tobacco and cotton instead of food crops. With greater exposure to the world market, the Chinese producers for export also became more vulnerable to the upswings and downturns of the globalized marketplace.
From the early 1860s, both the British and the Americans went into the business of transporting passengers and goods on the inland rivers and along the seacoast of China using modern steamships. The foreign companies involved soon monopolized this lucrative line of business. This development took away the livelihood of many Chinese boatmen and owners of junks specializing in this type of carrying trade, and it also hindered the emergence of a modern Chinese steamship business. The Chinese economy suffered under the British-led 'imperialism of free trade', with the Chinese participants becoming passive victims rather than active stakeholders under an economic regime which had hardly been designed for the benefit of the Chinese people. The Chinese government had compromised its nation's sovereignty and signed away its right to determine even its own import and export tariff rate. Its people could not rely on their government to protect them from foreign exploitation.
This initial contact with the Western powers was just a foretaste of worse things to come. During the second half of the nineteenth century, as industrialization gathered pace among the Western nations and in a rapidly rising Japan, the gap between the economic and military strength of these imperialist nations and China grew alarmingly large. Their initial goal of controlling Chinese trade had shifted to exploiting China's natural resources and its cheap labour, and to developing and controlling its modern industries, railways, and financial markets. They also sought to make colonies out of the independent countries on China's periphery, which had been within China's political and cultural sphere of influence for centuries past.
Ultimately, they aimed to carve up China into their separate spheres of influence, as a prelude to outright colonial domination of China.
The European colonization of China's tributary states
The Sino-French war over Vietnam (1883-85)
Unlike Britain, France's interest in China had been territorial and cultural (in connection with spreading Catholicism) rather than commercial. Instead of going straight for a piece of China in full view of other predatory nations also interested in China, it was easier for France to begin the process by threatening the territory of a smaller country at China's border. During the 1850s, France sent an army to Annam (Trung Kỳ) in the south of Vietnam, a Qing tributary. Since the Qing was preoccupied with fighting for its own survival against the Taiping, it was in no position to help Vietnam. Later, in 1862, France forced Vietnam to sign the Treaty of Saigon that effectively turned the southern part of Vietnam into a French colony. When France invaded Hanoi in the north in 1873, the king of Vietnam invited Liu Yongfu, who commanded the Black Flags, a remnant Taiping army active on the border between Vietnam and China, to join his own force to fight the French. This mixed force managed to hold the French invaders at bay and to kill their commanding officer, Francis Garnier. In 1882, the French government under Jules Ferry, pursuing more strongly the policy of colonial expansion in Vietnam, sent reinforcements and captured Hanoi. The king once more asked Liu for help and the French were again defeated. The French increased their force further and captured Thuận An. After forcing Vietnam to sign the Treaty of Hué (1883), and the later renewed Patenôtre Treaty (Treaty of Protectorate), making Vietnam a French protectorate, the French asked the Qing to recognize French rule of Vietnam, and withdraw the Qing army stationed in the north of the country.
At the Qing court, there was a debate between a party for war, whose leading spokesman was Zuo Zongtang, and another for peace, headed by Li Hongzhang. Recalling the time before the Opium War forty-one years previously, the present court, with Emperor Guangxu (r. 1875-1908) on the throne and with his aunt the Dowager Empress Cixi as the power behind the throne, wavered between the two policies. An army was sent from the provinces bordering Vietnam, but the commanders were told to be passive and not to make any move 'to give the French a handle', meaning not to provoke the French or give them an excuse to open hostilities. At the same time, Li Hongzhang was instructed to conduct peace negotiations with the French. This 'softly, softly' approach only encouraged the French to overrun the north of Vietnam in 1884, occupying the Red River Delta and advancing towards the Chinese border to attack the Qing army stationed in north Vietnam. This started the Sino-French War of 1884-85. The timid Qing court was again reduced to the familiar peace-at-any-price stance. In April 1884, Li hastened to sign a brief Sino-French Treaty in Tianjin. The terms required China to accept the French demands to agree to all existing treaties as well as any future treaties between France and Vietnam; to withdraw the Qing force from the north of Vietnam; and to open certain trading posts between Vietnam and China.
The French, however, were not ready for peace, for they wanted to weaken the Qing even further. They sought an excuse to drive home the lesson that the modern French naval force could seriously damage Qing China. In June 1884, the French army reached the spot where the Qing garrison was stationed in north Vietnam and issued an ultimatum to the Qing to withdraw within three days. The Qing representative explained that the order to withdraw had not yet been received from the court. The French killed the Qing representative and bombarded the Qing camp with their artillery. Forced to strike back, the Qing garrison fought strongly against the French force, which had to retreat.
The French immediately accused the Qing of breaking the new treaty, and moved their fleet to the Chinese coast, threatening Zhejiang Province, Taiwan, and especially Fuzhou, the capital of Fujian. Located at the port of Mawei in Fuzhou was a modern shipyard, built as a part of its programme of modernization by the financially strained Qing government using what precious resources it could command. The officers of the Chinese fleet, alarmed by the sight of the French fleet sailing straight into the Chinese naval base at Mawei, begged for permission to raise anchor and to prepare for action. The Qing court, desperate for the success of the peace negotiations then taking place in Shanghai, commanded all coastal defence forces to remain where they were and wait, and not make the first move. The officers of the modern fleet at Mawei were ordered not to raise anchor, and they were strictly forbidden to be the first to use their artillery. When the commander of the French fleet notified these officials that his force was going to attack, they had still made no preparations even to defend their own fleet. Instead, they asked the French commander to postpone the attack till the next day, but their request was refused. When the French started to bombard the Chinese fleet, which had prepared itself neither for war nor for self-defence, these senior officials fled. The remaining officers and men of the Chinese fleet fought bravely, but to no avail. Some of the ships were sunk even before they were able to raise anchor, and within half of an hour the entire Chinese modern fleet at Mawei was destroyed. Then the French proceeded to demolish the modern Chinese shipyard and coastal defensive positions at Mawei. At this point, the Qing court had no option but to declare war against the French. Outraged by the French invasion, Chinese people stormed and destroyed French churches along the coasts, overseas Chinese contributed money, and workers called a strike in Hong Kong.
The French success with their naval bombardment at Mawei was not matched by their military operations elsewhere, particularly on land. They met setbacks in Taiwan, Zhejiang, and especially when they invaded a border pass in Guangxi from Vietnam. The Qing troops guarding the pass, led by a seventy-year-old veteran commander, scored a major victory against the French. This disastrous defeat apparently brought down the government of French Prime Minister Jules Ferry. The Qing court, rather than taking advantage of the military success and the confusion in the French capital to take a strong stance, continued to pursue a pro-capitulation policy, but in the face of opposition from some high civil and military officials. Shortly after the armistice agreement signed in Paris on behalf of the Qing government by Robert Hart's London agent, James Duncan Campbell, Li Hongzhang concluded a new unequal treaty with the French Ambassador in Tianjin, the Treaty of Tientsin, in June 1885. The Treaty of Tientsin confirmed the main provisions of the brief Sino-French Treaty signed in 1884, in which the Qing had agreed to the French colonial rule of Vietnam, and the opening of trading posts on the border between Vietnam and certain Chinese provinces. In return, the French agreed to evacuate from certain ports which they occupied in Taiwan. As the powers were competing over the right to invest in building railroads and open mines in China during the closing decades of the nineteenth century, this treaty contained many details of French demands in connection with these new economic developments, as well as provisions on commerce and tariffs. With the French ruling Vietnam, the Qing government had to continually fend off French demands for more and more privileges, including altering the boundary of Vietnam at many points further into Qing China.
Britain, Burma, and China
The kingdom of Burma had a tributary relationship with the Qing, who expected a tribute-bearing embassy to come to Beijing once every ten years to pay homage to the emperor. This low frequency meant that Burma had not been very closely tied to the Qing. The small military skirmishes along the border between Burma and the Qing province of Yunnan were mostly local and easily contained, because both sides preferred peaceful co-existence.
Burma clashed with British-ruled India when Burma expanded westwards into Assam, which the British had deemed Indian. Having won three Anglo-Burmese Wars during the years 1824 to 1885, the British made Burma into a province of India in 1886. Subsequently, the Qing's Zongli Yamen signed a treaty with the British minister in China that endorsed the continuation of the decennial tribute embassy from Burma to the Qing court. The same treaty also called for the two sides to meet to discuss trade provisions, and to fix the previously amorphous boundary between China and Burma that had been left as a matter of jurisdictional history and precedents. The tribute embassy never arrived again from Burma, but there was a great deal of pressure from Britain on the Qing to develop trade, and a railroad, between China and Burma with a view to reaping economic benefits for the British. Over the years, during the repeated Sino-British negotiations over the boundary between Burma and China, the British persisted in trying to push this boundary deep into what had been regarded as Chinese territory, either by jurisdictional history or in terms of the natural separation of states by rivers or mountains. The British succeeded in gaining a large amount of Qing territory at the border of Burma in one negotiation, during which a weak Qing negotiator made huge unwarranted concessions to the British.
British and Russian encroachment onto territory on China's borders
Qing China's efforts to retain Tibet
The British control of India also had a destabilizing effect on Tibet. As mentioned earlier, during the eighteenth century the Qing destroyed the power of the Dzungar Mongols who controlled Tibet, and after making this region secure, established a system of governance for it. An Amban was appointed to rule, on equal terms, with the Dalai Lama primarily, and to some extent with the Panchen Lama, the less powerful of the two lamas. Short of ruling Tibet as a province, Qing China had established an incontrovertible claim to sovereignty over Tibet. During the nineteenth century, both Britain and Russia, especially the former through its Indian colony, were interested in pulling Tibet away from a weakened Qing dynasty, which for its part tried to use diplomacy to fend off these aggressors and retain sovereignty over Tibet. Trouble started when, in 1876, British India leased a part of Sikkim from its ruler for building a road from India through Bhutan for commercial purposes, without the permission of Tibet. The Thirteenth Dalai Lama and the people of Tibet felt aggrieved by this development, because both these countries were Tibetan dependencies in terms of tradition and history. Consequently, Tibet was preparing to go to war with British India. The Qing Amban tried in vain to restrain the Dalai Lama from taking military action. He was also unable to persuade the reluctant and hostile Tibetans to agree to opening Yadong and another city for trade with British India.
War broke out in 1887, and the Tibetan army, no match for the well-drilled troops equipped with modern firearms from British India, was defeated by the Anglo-Indian force, which, after having occupied all of Sikkim, was persuaded by the Qing Resident to stop the war and wait for the pending negotiations on border demarcation and other matters between the Qing and Britain. Negotiations soon took place between the Governor of India and the Qing Amban, supported by James Hart, a commissioner of customs and brother of the I. G. Robert Hart. In parallel with this, peace talks were also taking place between the Qing Ambassador in London and the British Foreign Office. Strongly desirous of peace and not powerful enough to oppose the British militarily, the Qing signed the first Indo-Tibetan Treaty in 1890 with the British, in which the Qing accepted the status of Sikkim as a British protectorate and fixed the boundary between it and Tibet largely on British terms. Later in 1893, the two sides agreed to extend the 1890 treaty to include a provision that opened Yatung across the border from India to British trade, and another that obliged Tibetan nomads grazing in Sikkim to observe British regulations. The Tibetans did not accept this treaty, largely because of the loss of Sikkim to British India. They were also incensed by the provisions that allowed the British to trade freely at Yatung, while they had to abide by British rules when grazing their livestock in Sikkim, where they had once been free to roam.
In 1903, Britain invaded Tibet over a boundary dispute. The Russians, who had approached the Dalai Lama previously, now saw an opportunity to advance their interest in Tibet. The Dalai Lama had been tricked into believing that the Russians, who had come to him dressed in the costume of Mongolian lamas, had the same faith as the Tibetans. He therefore decided to enlist Russian support against the British. The Russians, having trouble with Japan at that time, were not able to engage directly in any military conflict with the British from India. Instead. they sold arms to the Tibetans and encouraged them to fight the British themselves.
The Tibetans once more fought with an Anglo-Indian force, with the same result, partly because their army lacked discipline. The Qing Amban, unable to prevent the war, offered to negotiate with the opposition. The Dalai Lama, still unwilling to negotiate, had no plan other than empowering the lamas of his temple to conduct ritual cursing as a means of causing the deaths of the Anglo-Indian soldiers. As the enemies drew near, the Dalai Lama hurriedly escaped and went into hiding in the neighbouring province of Qinghai. Having occupied Lhasa, the British in 1905 forced the Tibetan official, who represented the Dalai Lama, to sign an agreement that compromised Tibet's authority to govern itself, as well as its relationship with the Qing. The Qing did not accept this agreement and sent officials to India to conduct new rounds of negotiations.
From 1905 to 1908, officials of the two sides met many times, in both India and Beijing, to thrash out additional terms to the Indo-Tibetan Treaty that would incorporate the vital interests and concerns of both. The British had new economic demands and a strong interest in keeping Russia out of Tibet, while China's greatest concern was the preservation of its own sovereignty over Tibet. The agreements that were arrived at during this period included, with some changes, the previous Indo-Tibetan treaties between Britain and China in 1900 and 1903, and the agreement Britain had forced on Tibet during its occupation of Lhasa in 1905. There was an important new provision in which the British agreed not to annex Tibetan territory or interfere in Tibet's political affairs. This was aimed at addressing the Sino-Tibetan concern regarding Britain's ultimate interest in Tibet. It also stated that China had agreed not to permit any other nation to meddle with Tibet politically or territorially; this was targeted especially at Russia. There were provisions for additional trading posts to be opened exclusively for British commerce. At those cities opened for British trade, Britain was to discuss with China regarding its interests in establishing telegraphic communications to India. China agreed to indemnify Britain the sum of 1,200,000 taels, on behalf of Tibet, for military expenses. China also agreed to buy back certain travel lodges, and a telegraph line between Gyantse (Jiangzi) in Tibet and the border of India. Even though the agreements did not explicitly state that Qing China possessed sovereignty over Tibet, the mere fact that Britain signed such agreements on Tibet with China implied admission of China's authority to govern Tibet, which was equivalent to acknowledging that China had sovereignty over Tibet. The detailed commercial provisions of the agreement in 1908 also bore the signature of a Tibetan high official, in addition to the Chinese and British negotiators.
These crises in Tibet prompted the Qing, during 1904-09, to change its existing governance of Tibet, and some areas in Sichuan where Tibetans had settled, to a well-tried policy known as Gaitu Guiliu (bureaucratization of native officers). This was a policy that replaced the local chiefs or petty rulers with roving officials appointed by the central government. During the eighteenth century, Emperor Yongzhen, and earlier rulers during the Ming, had used this method to govern many areas with large minority settlements. The introduction of this change stirred up many local powerholders concerned to resist it. The Qing sent a force from Sichuan that rapidly quelled the local rebellions. The Qing then allocated one million taels to open schools, build infrastructures such as roads and bridges, and support irrigation and farming as well as administrative reform in the pacified area, where a new province of Xikang was to come into being. However, a Tibetan invasion of Sichuan put this plan in jeopardy.
Qing officials believed that the Dalai Lama played a key role in fomenting the troubles in Sichuan. After his escape from Tibet in 1905, he remained in China until 1908, during which time he went to Ulan Bator (Ulaanbaator) in Mongolia, where there was a Russian Consulate, to seek Russian support. His disloyal behaviour did not prevent him from being received by the Qing court with the ceremony due to his station. During Dowager Empress Cixi's seventieth birthday celebration he was awarded a new honorific title, and received a gift of 10,000 taels, before being sent back to Tibet.
Having treated the Dalai Lama so courteously and benevolently, the Qing expected gratitude and cooperation from him. Instead, the court heard from officials in Sichuan that the Dalai Lama had bought Russian firearms and hired Russian instructors on his return journey, and they blamed the Dalai Lama for the Tibetan invasions in Sichuan. The Qing court ordered the Dalai Lama to withdraw the Tibetan troops. Receiving no satisfactory response from him, the Qing mustered a force of 3,000 elite troops from Sichuan to restore order. Early in 1909, when the Sichuan troops marched near Lhasa, the Dalai Lama fled to India under the cover of darkness. The series of Qing military campaigns in Tibet with its revitalized New Army from 1909 to 1911 was remarkably successful, conquering part of eastern Tibet and reorganizing it as the province of Xikang. Qing troops occupied Lhasa, removed certain uncooperative princes from power, and garrisoned several towns. They even marched to the borders of Nepal, Bhutan, and Sikkim to demonstrate their prowess to the British. The Qing moves, however, alienated the Dalai Lama, who had become better disposed towards the British. Relying on British support, the Dalai Lama adopted a more defiant and uncooperative attitude towards the Qing authorities after his return to Tibet in 1910.
Russian annexation of Qing territory
After the Russian expansion into the Far East during the middle of the seventeenth to the eighteenth century, the Russian empire and the Qing shared a land border traversing China from the northwest to the northeast, all the way to the sea. During the time of the Kangxi and Yongzhen emperors, equal treaties were made between the two countries on border demarcation from the far eastern end to Kiakhata, and on trade, as mentioned earlier. When the Qing military weakness was exposed during the Opium Wars, the Russians became very active and persistent in their drive to annex Chinese territory all along their common borders, not just in Tibet where the British presence curbed their ambition. Elsewhere, they were spectacularly successful at annexing Chinese territory. During the second half of the nineteenth century, Russia annexed approximately 1,510,000 square kilometres of territory from Qing China, using a combination of force, trickery and intimidation of the spineless Manchu court, and its negotiators, on the various Sino-Russian treaties and 'boundary surveys'.
In determining the borders between them, Russia and China did not use coordinates such as longitude and latitude to arrive at scientifically sound and accurate points and lines in fixing their boundaries: accuracy was not the point, especially from the Russian point of view. The Russian objective was to acquire as much land from their militarily weak neighbour as possible. To delineate borders the Russians favoured the use of mountain ranges, major rivers, and border checking points which were very infrequent, because this method enabled them to gain more Chinese land when a 'survey' or revision of certain sections of the boundary took place. In such an event, they might choose another mountain range or a river further into Chinese territory with non-existent border checking points, and demand to shift the new boundary there.
Starting in 1855, the governor of Russian Siberia revealed his ambition to encroach upon the Amur region of China's northeast. As a part of his plan to develop Siberia, he wished to use this river for transportation and to acquire the coastal land from the mouth of the Amur as a Russian possession. He therefore sailed along the Chinese Amur River with a fleet and demanded the Qing to give the left bank of the Amur River and its mouth to the sea to Russia. His demand was rejected. When the Qing court fled from Beijing to avoid the Anglo-French invading force, the Russians sent an army to occupy Sikhote-Alin, which lay south of the Amur River and east of the Ussuri River, a region that had been a part of the Chinese empire since the thirteenth century. This time they succeeded in forcing the Qing negotiator to sign the Treaty of Aigun, whereby the territory north of the Amur River and south of the Waixingan Ling (Stanovoy Mountains) was to be taken over by Russia, except for a tiny area of sixty-four settlements east of the river, where the Chinese retained jurisdiction and the right of permanent residence. This too was later taken away. The amount of territory involved here was 600,000 square kilometres. Another 400,000 square kilometres of territory at the east of the Ussuri River, including the island of Sakhalin, was to be under the jurisdiction of both Russia and China. The Qing court did not ratify this treaty.
In 1862, during the first year of Emperor Tongzhi's reign, the Russians wished to acquire territory in China's northwest, where Lake Balkhash and the land directly south of it had been a part of Qing China since the time of the Emperor Kangxi in the seventeenth century. The Russian negotiator Babukov insisted on demarcating the Sino-Russian boundary by internal customs checking points in Chinese towns, and two Chinese inland lakes. The talks broke down for a while because of Babukov's unreasonable bullying tactics. When the meetings resumed in 1864, Babukov threatened the Qing negotiator that the Russians were going to use force unless the Qing agreed to the boundary as drawn by the Russians. Soon afterwards, the Russians did send an army to occupy the Chinese territory they claimed. The broken-spirited Qing yielded once more to force, and concluded a Sino-Russian Northwest Boundary Survey Treaty that gave the Russians Lake Balkhash and the territory south and east of it, an area of 440, 000 square kilometres. This was not the only boundary survey treaty. Adding up the territory China ceded to Russia through the Treaty of Aigun, the Convention of Beijing, and a series of Sino-Russian boundary survey treaties up to 1881, the total reached the previously mentioned figure of 1,510,000 square kilometres. Later, Russia started to encroach deeply into China's northeast, until a rising Japan blocked her advance.
The rise of Japan and Japanese annexation of Qing territory
The modernization of Japan
Tokugawa Japan was as isolationist as Qing China before the Opium War, with its doors closed to Western trade and other contacts, apart from a small window in Nagasaki opened for Dutch commerce from Indonesia. Although several Western powers were pushing at the gates of Japan before the middle of the nineteenth century, it was the United States that led the pack in opening Japan for trade. The credit for accomplishing this went to a skilful American negotiator, Commodore Mathew Perry, whose cause was assisted by an array of gunboats aptly positioned outside Edo (Tokyo), the capital of the Tokugawa Shogunate. Although there was an emperor residing in Kyoto from whom the Tokugawa Shoguns derived their authority, he had been reduced to a figurehead centuries before. Since 1600, the Tokugawa Shoguns gained supremacy over all other hereditary feudal lords of domains in the whole of Japan; their government in Edo dominated Japan. The Shogunate made very limited concessions in this first treaty with the Americans in 1854: the opening of two isolated ports for provisioning of American ships, a little trade, and the stationing of a consular representative at one of these ports, in addition to the most-favoured nation clause. Soon after, the Japanese also made similar treaties with the British, the Russians, and the Dutch.
Not satisfied with such small gains, Townsend Harris, the American Consul, succeeded in persuading the Japanese to sign a fuller commercial treaty with provisions similar to the Chinese unequal treaties. His task was made easier by the Japanese awareness of the Opium Wars, and the unequal treaties the Western powers had imposed on China by force. The Harris Treaty, signed in July 1858 between Japan and America, opened six Japanese ports for American trade, fixed low tariff rates for imports and exports, and granted extraterritoriality to the Americans. In addition, foreigners were to be allowed to reside in Edo and Osaka. Shortly afterwards, Japan signed similar treaties with Britain, Russia, France, and Holland. In contrast to China, the powers had not waged wars on Japan, nor had there been payments of heavy indemnities or cession of territories.
This forceful opening of their country to foreign trade by the Western powers sent a shock wave through the 265 autonomous Han or feudal domains of this insular island nation under the overlordship of the Tokugawa Shogunate. Although, unlike China, the Japanese did not suffer from the ruinous imports of opium and exports of silver, the foreign menace roused the well-educated and politically active segment of the population into a heightened state of awareness of the peril their nation was facing, and the need for action. This social segment included the samurai, the Japanese hereditary military caste, which was relatively large, accounting for about 6% of the population in Japan (as compared with about 1% for the scholar-gentry and officials). Even though the Japanese ships and weapons were obviously no match for those of the foreign intruders, there were still many trigger-happy Japanese extremists, who were itching to try to 'expel the foreigners' by force, to keep their homeland pure. Others saw that the only way to save Japan was to learn from the foreigners, to transform Japan into as strong and rich a country as one of the European powers. Caught between these two policy poles, the Shogunate government retreated into inaction.
Faced with the government paralysis, the more militant members of outlying domains invoked the emperor's authority to execute their own impractical but desperate agenda for driving out the foreigners by force, without the sanction of the Shogunate. Their actions led to retaliatory foreign naval bombardments of certain Japanese cities, and punitive financial reparations imposed on the Shogunate government. These sharp lessons persuaded patriotic and politically engaged samurais that the only way for their nation to escape the fate of China and other Asian countries was to learn the secret of Western wealth and strength and use Western technology to create a rich Japan with a strong military. It was significant that the samurai were not the top echelon of powerholders like the daimyos and the Shoguns, who had far greater vested interests in preserving the status quo. Before the samurais could implement policies to realize this vision for Japan as a whole, they needed a unified national government, not the decentralized domains governed by the daimyos and Shoguns. What better and speedier route towards forming a unified national government than to revive the ancient and yet still current imperial authority under the emperor?
With few exceptions, such as in countries with lawful democratic elections, existing rulers of governments do not normally give up their position and power without violent struggles. The Shoguns and their supporters fought for the survival of the old regime, but they were defeated in the civil wars that started in 1864, against forces marshalled by the visionary samurais from two outlying domains, Chōshū (Hagi) and Satsuma, who were bent on restoring the imperial government. The restoration of imperial rule in 1868 under Mutsuhito, better known in connection with his reign period as Emperor Meiji (r. 1867-1912), did not mean that Japan was to come under the personal rule of an autocratic emperor. The Japanese were accustomed to their emperor being a national symbol, a titular head of state, or the source of 'all legitimate authority', rather than the person actually exercising this authority. It did mean that a centralized national government was to replace the decentralized Shogunate, and that local prefectural administrative authorities were to take the place of the domains of the daimyos. It also meant the beginning of modernization of Japan with Emperor Meiji standing as the personal symbol of this movement. The emperor and his court were soon moved to Edo, renamed Tokyo, meaning 'Eastern Capital'. On its way to modernity, the Christendom of Europe had developed, through centuries of wars, into nation-states with their citizens imbued with a sense of self-conscious nationalism. The Meiji Reformation of 1868 was a most remarkable political revolution that accomplished within fifteen years, since the opening of Japan by Commodore Perry in 1854, the ending of centuries of feudalism and the beginning of Japan as a modern nation-state, its citizens consumed by a nationalism that must have been lying dormant.
With the authority of the imperial government behind them, the modernizers, who were mostly the young samurais responsible for the revolution, pushed through a series of major political, administrative, economic, financial, legal, and educational reforms with the goal of transforming Japan into a Western style military and industrial power. Having acquired important aspects of its high culture from ancient China, Meiji Japan, unlike Qing China, had no deep reservations about learning from the West. While the Chinese initially focused their modernization projects narrowly on the military and technology related to it, the Japanese adopted a more broadly receptive approach to things Western, because it was sometimes difficult to distinguish between what was idiosyncratically Western and the modern ideas and innovations that empowered the Western nations' military and economy. Despite the existence of Western models, and because of its different historical, cultural, and social conditions, Japan was launching itself into uncharted territory. Inevitably, engineering appropriate changes involved a process of trial and error, of discarding the unproductive, and of fine-tuning the more successful approaches. Fortunately for Japan, its new leaders were pragmatic, flexible, and goal-orientated rather than doctrinaire or ideological.
Without a tradition of democracy, there had not been significant pressure for popular participation in the political process in Japan until almost a decade after the Meiji restoration. Believing that representative government was a part of the secret of Western strength, the Japanese oligarchs introduced, in 1889 and 1890 respectively, a constitution and a twin-chamber parliament called the Diet (of Anglo-Saxon inspiration). From this beginning, Japan evolved into a democracy in its own fashion. To strengthen its military, the new government brought in universal conscription following the French example, established a separate Navy modelled on the British, and adopted a German-style independent chief of staff answerable only to the emperor. Its centralized modern education system was modelled on that of the French. The government was willing to pay a high price for the expertise of various foreign advisors before they had their own Western-trained students returning from abroad.
Before the financial and economic reforms bore fruit, the Japanese imperial government was severely short of funds. Having to pay compensation to the feudal lords and their samurais as well as bear the cost of modernization, the government was forced to finance itself largely on credit. Except for a small amount of foreign loans, most of the money was raised internally as loans from rich Japanese merchants and as government bonds. Before long, by the mid-1880s, financial reform, changes in land tenure and its taxation, as well as an increase in income from agriculture through technological improvements and by bringing more land into cultivation, especially in Hokkaido in the north, improved the financial position of the government. In Qing China, by contrast, the cost of the suppression of rebellions, large-scale natural calamities, the cost of combating foreign invaders and the increasingly heavy burden of indemnities levied by the imperialists, left the Qing with hardly any financial resources to spare for modernization.
In the process of industrialization, the Japanese government, unlike its Chinese counterpart, took the initiative in investing not only in the military and related fields, but in many other areas of modern manufacturing. Because the government-managed modern enterprises that covered most sectors of the economy did not thrive during the early years, for reasons including lack of experience with modern machinery, the lack of a modern transportation system, and bureaucratic inefficiency, they were sold off as financial liabilities very cheaply to private companies with close links to government during the 1880s. However, the government kept in its own hands the strategic enterprises, such as shipbuilding and the making of ammunition and armaments. The Japanese government also developed modern transportation infrastructure such as roads, ports, and railways, and established telegraphic and postal services. It set up a
European-style central bank - the Bank of Japan - to implement its monetary policy, to maintain a sound currency. After initial difficulties had been successfully addressed, the small number of privileged private enterprises that had purchased from the government most of the modern industries took off and grew, through the Japanese way of cartel formation, into the industrial giants of the twentieth century.
The industrialization of Japan was a spectacular success story in which her central government played a vital role in providing political stability, law and order, sound monetary institutions, accessible credit and risk reduction for the private participants, as well as personal encouragement and many other kinds of support for entrepreneurs from different walks of life, so as to establish private enterprises in a range of modern sectors, and to thrive economically in a unified Japan free from internal trade barriers. The impoverished Qing government in China did not have the financial means to play such a role. The modern enterprises sponsored by the Qing government used capital and management provided by the merchants. This category of business that was labelled as Guandu Shangban, meaning 'official supervision and merchant operation', was too much hampered by bureaucratic control to flourish. Had Japan remained under the decentralized feudal Tokugawa Shogunate that restricted business and foreign trade, the modern economic transformation would likely not have taken place. Although massive imports of cheap machinemade cotton textiles from abroad led to large trade deficits for a couple of decades from 1869, the trend was reversed after the Japanese adopted foreign technology and formed large cartels in this industry in the 1890s, when the native cotton textile boom began. The much gentler opening of Japan to foreign trade provided the stimulus for the revolutionary changes, and its consequences, on balance, did Japan more good than harm. The impact of the much more violent 'opening of China' was largely negative, particularly in the short term.
In just half a century after Japan's fateful encounter with Commodore Perry, this island nation was well on its way to achieving its dream of building a rich country with a strong military through modernization, and thereby attaining its goal of national security against possible foreign subjugation. No longer willing to be bound by the unequal treaties forced on her, Japan, after having demonstrated her military prowess through wars against China and Russia, was able to negotiate new treaties on terms of equality with the Western powers concerned between 1894 and 1911. By 1905, the Japanese economy had expanded enormously through industrialization, almost stretching credulity, and its population had also increased from 30,000,0000 half a century before to above 45,000,000. Japan was the only country in East Asia, or in the world outside Europe and the United States of America, to modernize during the nineteenth century. From that time onward, on the foundations she had laid, Japan continued to develop, politically and economically, in parallel with the modern nations of the Western hemisphere.
Having leapt into the modern age by learning from the West, Japan also embraced whole-heartedly the Western ideology of imperialism, building empires at the expense of militarily weaker nations. Security from, and equality with, the Western powers no longer seemed to satisfy the ambition of the new militantly nationalistic Japan. Apart from the activities of Japanese pirates along the Chinese eastern seaboard, and the Japanese invasions of Korea during the Ming period, the Japanese had not been in the habit of attacking their neighbouring countries. But in the late nineteenth century, Japan seemed to be in a hurry to get in on the act of imperialist exploitation using her newly strengthened military forces, targeting Korea, Taiwan, which had been a part of the Qing province of Fujian since the eighteenth century, as well as China itself.
In 1874, Japan invaded Taiwan with 5,000 troops, but met stout resistance from the locals. At that time, Taiwan was still administered as a part of Fujian province, before its upgrade into a province itself after the French invasion in the mid-1880s. In response, the court sent an official to Taiwan to organize defensive measures. However, the easily intimidated Qing government, yielding to the advice of the British and American mediators, agreed to a Special Treaty of Beijing with Japan, whereby the invaders were paid 500,000 taels to withdraw their troops.
At about the same time, the Japanese also started focusing their expansionist drive on Korea, which had closed her doors tightly against foreign trade, as China and Japan had once done. Half-hearted Western efforts to open Korea earlier in the nineteenth century came to nothing. In 1875, emulating Commodore Perry, the Japanese anchored several warships off Incheon, a Korean city near Seoul, and demanded that Korea open certain ports for trade. As a tributary of the Qing, the matter was referred to the Zongli Yamen, which urged Korea to settle with Japan directly. In 1876 Korea signed an unequal treaty with Japan that opened three ports for trade and declared Korea to be an 'independent state'. Under the guidance of Li Hongzhang, the most powerful Qing foreign affairs official, Korea also signed similar treaties with other Western powers from 1883 to 1886. This strategy was aimed at letting the powers keep each other in check and giving Korea time to modernize through 'self-strengthening' on the Chinese model.
Meanwhile, inside Korea conflicts at the court between the pro-Chinese faction, and the pro-Japanese one sponsored by Japan, sometimes led to military intervention from both countries. Because Japan was not ready for serious military engagement over Korea during the 1880s, she signed the Li-Ito Convention (also known as the Convention of Tientsin) whereby both China and Japan were to withdraw their armed forces and military advisers from Korea, and each was to notify the other before sending them back if trouble recurred. By 1894, Japan felt sufficiently strong to carry out its long-nurtured 'continental policy' of expansion by plunging into an aggressive war against China over the control not just of Korea, but of parts of China also.
The Sino-Japanese War and its consequences
A peasant insurrection early in 1894 prompted the Korean court to ask the Qing for help. Li Hongzhang promptly sent a small force of about 1,500 soldiers and informed Japan of this fact, with a promise to withdraw as soon as the trouble was over. Using the excuse of accompanying the Japanese ambassador to Korea and protecting the Japanese residents there, Japan sent an army to occupy certain strategic points in Korea. Soon the rebellion subsided, and the Qing, preparing to move its soldiers home, proposed that both countries withdraw their troops in accordance with the Li-Ito Convention. The Japanese not only refused to do so but increased the number of their soldiers in Korea to over 20,000, several times that of the Qing, and moved them to Seoul so as to dictate policy to the Korean government through the appointment of a 'regent' amenable to their wishes. Without declaring war, on 25 July 1894 the Japanese suddenly attacked Chinese ships, sinking a transport vessel leased from the British with over 700 soldiers on board. With its hand thus forced, the Qing declared war on Japan on 1 August, when the Japanese also declared war on China.
Although the Qing did declare war, the court was split between a party for war and one for appeasing the Japanese, with the powerful Li Hongzhang, who was a favourite of the imperial powers as well as of the Dowager Empress Cixi, strongly advocating peace. Li had concluded many pro-capitulation treaties that satisfied the desires of the foreign powers for annexing Chinese territory, for exploiting China economically, and for paying compensation by China for the aggressive wars the powers waged against China. Li pleased Cixi because he helped her regime to survive many crises of foreign diplomatic pressure or military intervention, through his adherence to the Qing policy of peace-at-any-price with the foreign intruders. Even when war was imminent, Li refused to send more troops to the Korean front to support general Ye Zhichao, who had wired him an urgent request for reinforcements. Putting his faith in the intervention of the Western powers to rein in the Japanese, Li commanded Ye to make no move until he gave the order to fight. Li, the chief appeaser, controlled both the Huai Army and the modern Beiyang Fleet that could engage the Japanese. This made it almost impossible for these forces to pursue the war, both defensive and offensive, with the energy and initiative required, since they were under Li's orders to avoid military combat.
Ill-prepared and outnumbered, the Qing forces resisted but could not withstand the Japanese onslaught, first on Asan and then on Pyongyang, and the demoralized general Ye Zhichao fled with his troops to China across the Yalu River during the latter part of September 1894. Shortly after taking Pyongyang, the Japanese attacked the Beiyang Fleet on the Yellow Sea near the Yalu River. This fleet was a centrepiece of Qing military modernization under Li Hongzhang's initiative. The opposing fleets, twelve vessels on each side, were similar in tonnage, but the Chinese fleet, being inexperienced in sea battles came out lined up abreast like cavalry troops ready to charge and was outmanoeuvred and encircled by the Japanese vessels. After battling fiercely for five hours, the Chinese lost five vessels, but they inflicted such serious damage on five Japanese ships, including the enemy flagship Matsushima, that the Japanese had to withdraw from the scene of battle. Through the courage and determination of the wounded Admiral Ding Ruchang and his subordinates, the introduction of the Beiyang Fleet and its officers to naval warfare was by no means a disaster. There were still four battleships remaining intact, and ready for the next engagement.
After this naval encounter, Li Hongzhang, for the sake of saving the military base of his political power, ordered all the Beiyang Fleet to anchor in the harbour of Weihaiwei and keep the vessels safe by avoiding the enemy. He instructed the fleet's officers 'not to engage the enemy under any circumstances'. Li failed to foresee that instead of finding a safe haven, the Beiyang Fleet in Weihaiwei were herded together like lambs ready for the slaughter. He had no reason to assume that the Japanese would not attack Weihaiwei. This situation was reminiscent of the Chinese modern fleet anchored in Mawei that had prepared itself for neither defensive nor offensive warfare against the French, because Li Hongzhang and the Qing court were afraid of provoking the French who, indeed, had needed no provocation to make war on China.
Japan's next move was to invade China on land with a two-pronged attack: one across the Yalu River from Korea to capture Jiulian and Andong (present Dandong), and the other to land on the Liaodong Peninsula to occupy Jinzhou, with the aim of taking Lushun and Dalian. The Japanese achieved these military objectives by late November 1894 with relative ease, partly because of the lack of fighting spirit of the Qing military, and partly because Li Hongzhang was, as usual, more ready to sue for peace than to pursue the war. Li refused Admiral Ding Ruchang's plea to aid Lushen with the Beiyang Fleet. Li's once formidable Huai Army, which had suppressed the Nian Rebellion two decades earlier, had become as feeble as the Manchu Banner and the Chinese Green Standard forces when it was deployed against the Japanese. Administrative decline and corruption had sapped the strength of the military force of the Qing.
In January 1895, the Japanese were ready to advance against Weihaiwei. To attack the Beiyang Fleet from behind, the Japanese army landed on the Shandong Peninsula to occupy the shore surrounding its harbour, against which their navy had already imposed a blockade. Then they turned their big guns both from the shore and from their ships on the entrapped Beiyang Fleet. Under fearsome artillery bombardment, Admiral Ding Ruchang and several patriotic officers fought courageously. Refusing to surrender when urged by the Japanese to do so, he ordered his subordinates to break out of the blockade but was unsuccessful. In desperation, he ordered his officers to sink their ships to prevent them falling into enemy hands. All but one of his officers refused to do so. Seeing the hopelessness of the situation, he and some other officers of the fleet committed suicide. After his death, a foreign employee surrendered the remaining eleven vessels of the fleet to the Japanese. Faced with the ruin of its modern fleet, continuing defeats on land, and the desire of Empress Dowager Cixi to avoid having her sixtieth birthday celebration spoiled by a continuation of the fighting, the Qing court desperately sued for peace. America, which had been friendly to Japan throughout the latter's aggression against China, acted as a mediator.
As a newcomer to the imperialist club, the Japanese made up for their belated entry by showing a voracious appetite for devouring their prey. Jaspan had exposed how weak Qing China's military forces, both army and navy, had become despite China's modernization projects in the 'Self-strengthening Movement' since 1861. Now, Japan was to lead the other imperialist powers in starting a new era of more intense penetration of China for economic exploitation and political control - the era of 'scramble' for partitioning China into foreign 'spheres of influence'. The defeat by Japan was a great catastrophe for China, which was soon to be reduced to a quasi-colony of the Western powers and Japan, with the Qing government sinking into the position of an internal peacekeeper and tax-collector for its oppressors.
The Treaty of Shimonoseki that brought the war to an end in April 1895 obliged Qing China to cede Taiwan, the Pescadores (Penghu) and the Liaodong Peninsula to Japan, to pay Japan an enormous indemnity of 200,000,000 taels of silver, and to open seven cities including Shanxi, Chongqing, Suzhou, Hangzhou, and Wuzhou to Japanese trade, in addition to allowing Japan to trade in all the existing treaty ports. This treaty ended China's suzerainty over Korea, whose 'independence' China was to recognize. An important new concession Japan extracted from China involved the right to establish industrial and manufacturing facilities in China's opened ports. The other treaty powers had Japan to thank, as the most-favoured-nation clause enabled them also to enjoy the same right to build factories in all the treaty ports, and to trade in the additional opened ports in China. Soon, not only the right to build factories to take advantage of the cheap Chinese labour, but also the rights to operate mines, construct railways, and to set up banks, were to be conceded to all the treaty powers by China. These concessions signified a new phase of heightened foreign economic exploitation of China. This type of new development enabled the rich industrialized or industrializing countries to extract large profits from investing their surplus capital in China, whereas previously the focus was solely on trade, which continued as before.
Since Russia also had territorial ambitions in China's Donghai (the Northeast region of China), she was not happy with Japan's occupation of the Liaodong Peninsula. (The terms Dongbei, and Dong San Sheng – the Three Northern Provinces - were used by the Chinese in reference to what the Japanese later called Manchuria. The Japanese invented the term Manchuria to justify their detaching this whole region from China.) After being pressured by the 'Triple Intervention' of Russia allied with Germany and France in April 1895, Japan was obliged to give up Liaodong in exchange for a compensation of 30,000,000 taels from China. But China was not allowed to keep Liaodong for very long. A total of 230,000,000 taels, amounting to 3 years of the total income of the Qing, had to be paid to Japan within 3 years.
Because the Qing was financially exhausted by the war, between 1895 and 1898 it raised three loans of 16,000,000 GBP each, at punitive terms from foreign banks, one from a Russo-French syndicate of six banks, and two from an Anglo-German syndicate, composed of the Hong Kong and Shanghai Banking Corporation (the present-day HSBC) and the Deutsch-Asiatische Bank. These loans were secured on the maritime customs service (MCS) revenue. Owing to the insufficiency of the customs revenue from foreign trade at this point, the income of seven Lijin stations was to be dedicated to the repayment of these loans. These stations were to be placed under the control of the Inspector General of the MCS. The contracts of both Anglo-German loans contained an article stating that the status quo of the MCS was to be preserved during the duration of the loan. This meant that the MCS was to be managed and controlled by a British I.G. until 1943.
Modernization in nineteenth century China and Japan
The Sino-Japanese War brought out the stark contrast between China's failure to modernize and Japan's success. Although both were East Asian countries with considerable similarities in culture, there were important differences, in addition to their obvious disparity in size. One should be cautious when making comparisons between them regarding modernization, and attributing reasons for the success of one and the failure of the other. Nevertheless, we shall suggest some possibilities. One important reason certainly lay in leadership. Although the centralization of the Qing might have appeared to be an advantage, unfortunately there was decay at the top. Japan was fortunate in that when the foreign threat appeared, she was ruled by the decentralized regime of the Tokugawa Shogunate, which though too corrupt and incompetent to provide resolute leadership against the foreign menace, left room for some of the outer domains to experiment with different strategies for meeting the foreign challenge. When the winning strategy emerged, the modernizers from the outer domains had the good fortune to awaken a dormant imperial authority, which could be used as a rallying point to overthrow the decaying Shoguns and the feudal lords. With the dead wood at the top removed, Japan was able to start afresh to modernize Japan, with a strongly centralized imperial authority and with the modernizers at the helm backed by the authority of the Meiji emperor. Alerted by the example of China's defeat in the Opium Wars, but without being so badly battered by the foreign invaders and being also relatively free from China's cultural pride and deep attachment to old traditions, the Japanese leaders were able to pursue modernization single-mindedly, without having to compromise on account of criticism from colleagues or adverse public opinion.
Leaving quality of leadership aside, the Qing government, since the 1840s, had been continuously troubled by domestic insurrections and foreign pressures that left it with neither any breathing-space of prolonged peace, nor financial resources to focus on systematic modernization, even if it had had the will to do so. Apart from a short period of civil war, Japan had been free from serious and prolonged domestic rebellions since its opening. Considered much less of a target for economic exploitation, Japan had not been under such continuous and relentless pressure as China from the imperial powers. The Japanese did not have the bitter experiences of the Chinese and could be persuaded more easily by their leaders of the advantages of modernization, and to change, even in revolutionary ways, by adopting whatever seemed to be needed from the West for the sake of making their nation strong and wealthy.
With China's rural economy largely ruined by wars, cheap imports, and the outflow of silver, the government had to exercise restraint in collecting taxes from the impoverished and restless peasants to meet its increasing financial needs. To make up for the shortfall, the Chinese authorities resorted to foreign loans with high interest rates, which had to be repaid, and the income from the Lijin transit tax on Chinese goods, which rendered the domestic products less competitive against similar imports. Japan, on the other hand, could rely on taxing her peasants to support her early modernization projects, and her fiscal policy encouraged and protected her young modern industries, which could be expected to provide government revenue from taxes when they matured. The privatized Japanese industrial enterprises provided a much more successful model for modern industrial growth than the Chinese type of industrial operations supervised by government officials, which were not reliable as a regular source of tax revenue, though they lined the pockets of those in charge of them. Although the Japanese under the Shoguns had to pay reparations to certain foreign authorities for killing their nationals, these limited sums were nothing in comparison with those the Chinese had to pay.
The example of Europe seems to suggest that successful modernization requires the unifying force of nationalism or of national identity. The emergence of modern Chinese nationalism was a result of imperialism, but the process was relatively slow when compared with Japan. Most of the people under Qing rule, including those who wished to restore the Ming and destroy the Qing, such as the members of the Triad society, and even the Taiping rebels, were not able to make the leap in identifying themselves fully as members of a Chinese nation, and recognizing what nationhood stood for, until after China's transformation from the Qing empire into a nation-state.
In fact, the name Zhongguo Ren (literally a person or people of the central or middle country or state) as applied to a Chinese person or people became current only during the twentieth century. Earlier, it was common for the Chinese in the West to describe themselves as Tang Ren, Han Ren, or Hua Ren (a person or people of the ancient dynasty of Tang or Han, or the even older Huaxia cultural area). From the start of the imperialist encroachments in the 1840s to 1911, there were various kinds and degrees of a consciousness that grew and developed into Chinese nationalism of the twentieth century, but the maturity of this nationalism in China appeared more slowly than that in Japan. When Sun Yat-sen strove to unite and restore China as a nation starting from the late nineteenth to the early decades of the twentieth century, he described the Chinese people as a 'sheet of loose sand', out of his frustration. Japan's reaction to the Western threat was intensely nationalistic soon after Western intrusion began. It was easier, it seemed, for a compact island nation like Japan, which had a relatively homogeneous people sharing the same language, culture, and historical experiences to develop nationalism under aggressive foreign impact, than for a vast multi-ethnic country like China, with striking regional differences and greater diversity among her peoples.
The 'scramble' for concessions
After China's defeat in the Sino-Japanese War in 1894-5, it was obvious that China's efforts at modernization had borne little fruit. Since this was a time when the technological changes in the capitalist countries of the West were gathering momentum, the gap between China and the industrializing nations in terms of military power and economic development became even wider. As a result, China was bound to be on the receiving end of a new phase of heightened imperialist drive to carve China up into 'spheres of influence', where the powers commandeered leased territories to extract inordinate returns through exploiting China's natural resources and cheap labour, through developing railways and steamship transportation, and establishing banks and other modern enterprises in these territories. The rivalry among the powers prompted them to aid and abet their allies, or to exercise checks against the advancement of a competitor. They closely watched each other's moves, jostling and competing in a chain of frenzied onesided negotiations with the defenceless Qing, with results that resembled a vulgar scramble for concessions. Within a short period of four years, the most economically desirable parts of China had become the 'sphere of influence' of one European power or another and Japan, as we shall shortly see. This development further impinged on China's sovereignty and administrative integrity, as the Qing were forced to give to the power concerned the right to station troops and to administer the leased territory in its sphere of influence. China sank more deeply into the position of a semi-colony of all these powers, the competition between which, however, prevented China from becoming the colony of any single one.
Soon after the Sino-Japanese War ended, France, a participant in the `Triple Intervention' in April 1985 which forced Japan to relinquish Jiaozhou, asked the Qing, as did Russia and Germany later, for further concessions. Having control of Vietnam, the French were interested in extending their power and influence into Chinese territories adjacent to Vietnam in China's south and southwest. In 1895, the French began to press the Qing for the right to build a railway from Tonkin to southwest China, and to open mines there. In 1897, France requested the Qing to provide a guarantee not to cede or lease to another power the provinces of Yunnan, Guangxi, and the island of Hainan. At the same time, France also asked the Qing for a 99-year lease for Guangzhou Bay in Guangdong province. France got what she desired: in 1899, the Qing signed a treaty with France, whereby Guangzhou Bay was leased to France together with the right to build certain railway lines to southwest China. These three provinces in China's south and southwest thus became the sphere of influence of the French.
Russia, a French ally, was greedier. In 1896, the Russians requested Li Hongzhang to represent the Qing at the coronation of Czar Nicholas II in Moscow, with the intention of getting this powerful official to agree to a premeditated Russian scheme. Since Russia was one of the powers that had forced Japan to return Liaodong, it did not take much persuasion, in addition to a substantial bribe, for Li to sign in Moscow a secret mutual defence pact between Russia and China against Japan. This pact allowed the Russian navy to frequent all Chinese ports and gave Russia the right to build a 950-mile-long Chinese Eastern Railway across Heilongjiang and Jilin in China's northeast, to connect with the Trans-Siberian Railway, which was in the process of being built, and would extend to Vladivostok. In 1897, Russian naval forces in China flexed their muscles in support of the Russian demand for leasing Dalian and Lushun (which had been renamed by the Westerners as Port Arthur to make it sound less Chinese). Yielding to the Russian threat, Li Hongzhang signed a new protocol, this time with the Russian representative at Beijing, which leased these two port cities for 25 years to the Russians, as well as the right to build a 650-mile north-south railroad line, the South Manchurian Railway, which would connect the Chinese Eastern Railway to these two port cities. On the land adjacent to all these railway lines, the Russians were given the right to log, to build factories, to open mines, to enjoy either reduction or exemption from customs and transit duties, to station troops and police forces, and to have local jurisdiction during the leased period. These protocols allowed Russia to make China's northeast into her sphere of influence. The Russians designated this region as their province of Guangdong (east of Sanhai Pass). Since Japan was desperate to get hold of this region also, the seeds for a Russo-Japanese conflict were sown.
Germany, a latecomer on the imperial scene like Japan, was also in a hurry to make up for her tardiness. In 1897, Germany used an unfortunate incident involving a German mission in China as a pretext to send troops to occupy the Jiaozhou Bay in the southeast of Shandong Province. Then in 1898, with Russian support, Germany was able to force the Qing to sign a treaty to lease Jiaozhou Bay including Qingdao for 99 years, during which time this region would be under German jurisdiction. Germany also obtained the right to build two railways and to open mines within 15 kilometres along these lines. As a result, Shandong became a German sphere of influence.
Britain, the most senior of the imperialist powers, still dominated China's foreign trade. Although remaining deeply interested in maintaining the treaty system it had introduced, Britain was not going to be left behind in the scramble to divide up the spoils in China. Having a strong navy and the control of the land frontiers from Burma and India to China, the British were well placed to develop spheres of influence in the different regions of China. To balance the French influence in south and southwest China, Britain obtained the right to build a railway in 1897 from Burma to southwest China, and to trade along the Xi (West) River to Guangzhou. Britain considered the region along the Yangtze River as her primary sphere of influence and decided formally to stake her claim by forcing the Qing to guarantee, in February 1898, not to alienate the entire Yangtze Valley and Delta to a third party. A few months later, the British forced the Qing to lease an area around Kowloon, a peninsula near Hong Kong, for 99 years. This could be viewed as another balancing act against the French, this time in southern China. Soon afterwards, Britain leased Weihaiwei, an important north China port city in Shandong, opposite Lushun that had been leased to Russia, to check the southward advance of Russia. In western China, Britain's designs on Tibet and her rivalry with Russia led to her using persistent military and diplomatic pressure on the Tibetans and the Qing, especially from the late nineteenth to the early twentieth century, to exclude Russian influence from this region and to pry Tibet away from Qing China.
Watching how other powers were rapidly dividing up China, Japan became dissatisfied with possessing only Taiwan. In 1889, she forced the Qing to agree not to cede or lease Fujian, the Chinese province opposite Taiwan, to any other country. Thereafter, Fujian effectively became a Japanese sphere of influence.
America did not participate in the 'scramble' in China, because she was preoccupied in 1898 with a war against Spain over Cuba, though the main military contest took place in the Philippines, which was taken over as a colonial possession by America from Spain, which lost the war. In 1899, the United State was free to turn her attention to China, but the desirable regions had all been taken. In order not to be handicapped by the spheres of influence of the other imperialist powers, America proposed the 'Open Door Policy', the acceptance of which by all the powers would ensure equal and impartial trade in all parts of China, and protect the rights guaranteed by treaty to them all. When most of the powers except Russia agreed with the American proposal, America proclaimed it as an operative principle, even though there was no provision to back it up by force, should it be violated. For it to operate, China needed to exist as an integral unit to collect the duties and enforce the customs provisions, as well as to guarantee the rights and privileges she had given away. The Open Door Policy was therefore partly intended to help Qing China to continue to exist, rather than to be broken up into colonies of the imperialist powers. But it is more likely that what saved the Qing at this point was the result of the rivalry of the powers, and their realization that there was more to be gained by letting the Qing remain viable.
Imperialism in China towards the end of the Qing (Pinterest: retrieved on 30 November 2023 from https://www.pinterest.com/pin/561261172290490415/)
The 'Hundred Days' reforms
When the news of the Sino-Japanese Treaty of Shimonoseki with its harsh terms reached Beijing, where the candidates were gathered to take the metropolitan exam for the highest Jinshi degree, these promising young Confucian scholars and potential government officeholders became deeply alarmed. With two outstanding patriotic activists Kang Youwei (1858-1927) and his pupil Liang Qichao (1873-1929) as prime movers, in May 1894 over 1,300 of these scholars put their names to a long petition to Emperor Guangxu (r. 1875-1908) urging him to reject the peace terms, move the capital to a less vulnerable region, strengthen the military for determined resistance against aggression, and implement a programme of wide-ranging and radical reforms to make China strong and prosperous. Although the petition was blocked by conservatives in the office responsible for its transmission and never reached the emperor, it had an impact on society because it became widely known to the educated public through its printing and circulation.
Portraits of Kang Youwei and Liang Qichao (The China Project: retrieved on 30 November 2023 from https://thechinaproject.com/2018/10/15/kuora-kang-youwei-or-liang-qichao-for-president/)
Soon afterwards, Kang passed the exam and was given an official post at the Ministry of Works. He continued to write impassioned memorials to Emperor Guangxu, making a cogent case for radical reforms using Meiji Japan as a model. In contrast to the earlier 'Self-strengthening Movement', this generation of reformers not only wanted to acquire Western gunboats, guns, and other technology of material production; they also espoused institutional reforms and changes at a much deeper level. Although some of Kang's memorials did reach the emperor, others were intercepted by the anti-reform conservative officials.
Without any power to influence the actions of the government, Kang Youwei, Liang Qichao, and other patriotic reformers, such as Tan Sitong (1865-1898), endeavoured to inform the public and to gather support for their drive to change and save China by organizing study groups and meetings, and by publishing journals and newspapers in Beijing, Shanghai, Changsha, Tianjin, and other big cities. Also notable among these was Yan Fu (1854-1921), who had been to England and devoted much effort to publishing his translation of Western works to promote radical ideas, such as peoples' rights and constitutional monarchy. His translation of Thomas Henry Huxley's 'Evolution and Ethics' (1893) was to serve as a warning that unless the Chinese made themselves strong, they would not be fit to survive. This was an age when social Darwinism went hand in hand with imperialism. Yan's works were influential among the educated, particularly the reformers. Although there were enthusiastic public responses all over China to the reformers' call, with a mushrooming of patriotic study groups and journals, the political impact of the public support was not immediately felt, because China was not a democracy. And, unlike their counterparts in Japan, the Chinese gentry reformers lacked the power of the modernizing samurais. Indeed, they had powerful enemies among the recalcitrant conservative officials. The latter opposed them strenuously and attacked them vehemently with the support of Empress Dowager Cixi.
In 1897, through the good offices of Weng Tonghe, the personal tutor of Emperor Guangxu and a Grand Minister of the Privy Council, Kang's reforming ideas, with which the emperor had some previous acquaintance, were made known and elucidated more fully to him. Kang wanted Guangxu to emulate Peter the Great, who introduced Western advancement to Russia. Kang was not aware that, unlike the Russian Czar, Guangxu had little real power, even though Weng Tonghe tried to make Kang realize how manipulative the empress dowager was, and how ubiquitous were her informers in the palace.
By 1897 Emperor Guangxu had been on the throne since the age of four for twenty-two years after the death of Emperor Tongzhi, the son of the Dowager Empress Cixi, but political and military power still resided largely in the hands of his aunt, the dowager empress. Cixi had chosen him and put him on the throne as a minor so that she could continue the tradition of presiding at court, while sitting behind a curtain (Chui Lian Ting Zheng), and running the country as she had done for many years during Tongzhi's minority. Taught by his aunt since the age of four to fear and obey her as his father, mother, and sovereign all rolled into one, Guangxu had difficulty escaping the fate of being Cixi's puppet, even though by 1887 Cixi had to keep her promise of letting the sixteen-year-old Guangxu start managing the affairs of state himself, as an adult at the court (Qin Zheng). To retain the reins of power, she placed her own trusted officials in key posts, made her own niece Guangxu's empress, and required the young emperor to see her daily and report to her all important matters that came up at the court before acting on them. This situation still prevailed in 1897, notwithstanding that Guangxu had already ruled as an adult for ten years and had managed to appoint a few men who were loyal to him to important posts. During this period, Cixi kept herself busy pulling strings at court and monitoring Guangxu's activities, while living outside the palace in Yiheyuan (the Summer Palace), ostensibly in retirement. Today this beautiful scenic spot with its famous marble, built with money diverted from funds for China's modern Beiyang Fleet, has become a popular tourist attraction.
https://www.popmatters.com/180025-empress-dowager-cixi-by-jung-chang-2495676757.html)
During the Sino-Japanese War, the emperor supported the war party, but he was out-manoeuvred by the peace party led by Li Hongzhang and supported by Cixi. He was deeply unhappy about having to put his seal on the Treaty of Shimonoseki, and the subsequent 'scramble for concessions' compounded his unhappiness. Kang Youwei's ideas on reinvigorating China through reform, transmitted through Weng Tonghe, were received by Emperor Guangxu like rain falling on a parched desert. When Guangxu wished to see Kang himself, he was thwarted by prince Gong, who reminded him of the rule that only officials of Fourth Grade or above were allowed to have an audience with the emperor; Kang, being only Second Grade, was too junior. At the beginning of 1898, Guangxu decided to invite Kang to come to an office of the Zongli Yamen where, using Weng Tonghe as an intermediary, he and Kang were able to have a conversational session without coming face to face. Then he ordered the officials concerned to transmit all Kang's memorials to him without delay. Soon after, Kang presented more memorials exhorting Guangxu to promulgate edicts on reform, emulating the modernization of Meiji Japan, and using his royal prerogative, like Peter the Great of Russia, to force through a slate of reform measures. Kang used Poland, which had suffered the fate of being partitioned (by France, Russia, and Austria), as an example of what might befall China, unless Guangxu acted quickly.
Feeling an urgent need to advance the reform measures, Emperor Guangxu had asked a royal relative to transmit to Cixi the message that 'if the Empress Dowager would not give him the authority to act, he would prefer to give up his throne than to be the monarch who lost China'. In view of the grave situation in China, Guangxu made up his mind to strike out on his own, even without Cixi's prior blessings, and he embraced reform with an edict on 11 June 1898. A few days later, he arranged to meet Kang, who was promoted to work in the Zongli Yamen to focus on matters concerning reforms. Several of Kang's fellow reformers, with Tang Sitong among them, were given official posts with ranks above Fourth Grade to work with him and the emperor. During the three months between 11 June and 21 September, Emperor Guangxu, with the help of the reformers, flooded the country with around 180 edicts, promulgating a wide range of reforms covering educational, economic, and military fields, in addition to political and cultural institutions.
The reforms on education included changing the contents of the state-sponsored examination, setting up a modern school system and a university in Beijing, sending students to study abroad, and establishing translation bureaus. On the economy, the state was to set up bureaus to protect and encourage agriculture, commerce, and industry, and to develop railways and mines. There were to be rewards for innovations. The old government postal relay stations were to be replaced by a state-wide post office. Changes were to be introduced in government administration, and a budget office was to be established in connection with financial reform. The old military organizations were to be replaced by a new-style army and navy, with the forces trained and drilled along modern Western lines. On political matters, the people were to have the right to publish and to form study societies, and to send memorials to the government to express their opinions. For understandable reasons, Guangxu's decrees did not include the reformers' proposals for a parliament and a constitutional government.
These decrees electrified the country and galvanized the diehard conservative officials to rally around the empress dowager for support. There were even suggestions of her returning to take over the reins of state again. They insisted on adhering to the ancestral ways, and feared the harm these radical changes might do to China. Many of them ignored or resisted the reform decrees. Soon after the appearance of the first reform edict, Cixi demonstrated her power and displeasure by forcing Guangxu to dismiss Weng Tonghe and to appoint Ronglu, a staunch supporter of hers, as the governor general of Zhili and the supreme commander of the Beiyang Army. Since Beijing was situated inside Zhili, she was sure of military support if her power were challenged. Despite this setback and warning, Emperor Guangxu went ahead with his plan, and he even fought back, dismissing Li Hongzhang, Cixi's protégé, and some other high officials who obstructed the reforms. Since Cixi repeatedly sent emissaries to Tianjin to have secret meetings with Ronglu, who made certain alarming troop movements, rumours began to spread, both in Beijing and Tianjin, that the empress dowager and Ronglu were conspiring to force the emperor to abdicate during the time when she and the emperor were due to review the new troops in Tianjin.
For many years previously, the empress dowager had balanced her support for both the self-strengthening type of modernizers and the recalcitrant conservatives in her government, and she played one side against the other to bend both to her will; but this time she came down strongly against the reformers. In addition to her own conservative sympathies, the empress dowager must have felt threatened by Guangxu's new assertion of independence, and his attempt to control his own and the country's destiny, instead of remaining an instrument of her will. At that point they were opposing each other on the most critically important issue of the day. It became a struggle not just of whose policy was going to prevail, but of who had the power to rule. It was an unequal power struggle, because most of the top military and civil officials owed Cixi their loyalty. Guangxu did not have many powerful supporters among the high officials, and the reformers were inexperienced neophytes in government.
As the day for the review of the troops drew near, the deeply worried Guangxu sent, on 13 September, a secret message to the reformers, alerting them to the fact that his own position had become insecure. He wrote that unless the reforms were carried out, China could not be saved. To go through with the reforms, the conservatives with the contrary outlook had to be removed and the open-minded, courageous, and outstandingly able officials must be put in charge. He informed them that the empress dowager did not see things this way, and that his repeated appeals to her only angered her more. Revealing his fear and anxiety, he urged them to find a way to save the situation quickly. At first, they were at a loss as to what to do. As a last resort, they staked their hope on a military man, Yuan Shikai, who had attended a study society they had organized in the past. They approached him on the assumption that he was sympathetic to their aims. They also went to the Legation Quarters in Beijing to enlist the support of foreign ambassadors, who expressed sympathy but declined to interfere. They then worked out a plan in which Yuan, who commanded a modern army of over 7,000 soldiers stationed near Tianjin, was expected to play the key role. According to this plan Yuan was to kill Ronglu during the review of the troops, and then use his troops to surround the Summer Palace. Being an opportunist, Yuan agreed enthusiastically to support the emperor, who promptly promoted him to a high rank.
Unfortunately for Emperor Guangxu and his supporters for reform, Yuan was not worthy of their trust. Having been a subordinate of Ronglu, and a calculating politician by nature, he placed his bet on the side the empress dowager. Yuan promptly revealed the reformers' secret plan to Ronglu. The latter lost no time in warning the empress dowager, who hastened to return to the Forbidden City on 18 September to keep Guangxu in check. On 21 September 1897, Cixi staged a coup: she imprisoned Emperor Guangxu in the palace, and then declared in an edict that she was returning to the court to manage the affairs of the state as she had done before Emperor Guangxu began to rule officially. Discovering that they were betrayed, Kang Youwei and Liang Qichao escaped abroad. Tan Sitong, refusing to flee, was willing to face martyrdom in the name of reform. He and five other leading reformers were soon arrested and executed, and other officials, who supported the reform, were dismissed. Thus, the Wuxu Bianfa (the `Hundred Days' Reform) came to an abrupt end.
Despite the political setback, the seeds of reform had been sown. The efforts and sacrifices of the reformers marked another halting step on China's long road towards modernization. Although Tan Sitong's life was tragically cut short, he is still remembered by many, particularly in his province of Hunan, as a hero and martyr. His best-known work, Ren Xue (On Benevolence), that denounced autocratic monarchs and advocated peoples' rights, contributed to the revolutionary current that was soon to engulf China. The failure of this movement politically did not prevent it from having a profound impact on Chinese culture, rendering it more open to modern influences.
With Cixi's return to power, Guangxu's reform edicts were shunted aside for the time being, apart from the one creating a modern university in Beijing. However, during the next few years, the court found it necessary to enact many measures contained in Emperor Guangxu's reform edicts, because of the pressure of public opinion. It was China's great misfortune that someone like Cixi dominated China during the long period of forty-eight years, from 1860 to 1908, when China was seriously menaced by imperialism. This was a crucial time, when strong central leadership was desperately needed to steer China onto a course of modernization much like Japan, and to join the West in earnest in the deployment of capital and in industrial development. Because Cixi's central concerns were focused on her own personal pleasures and her desire to hold on to the reins of power, rather than the fate of her country and the distress of her people, a government controlled by her did not and could not provide such leadership. When her nephew, the nominal emperor, and the young, innovative gentry reformers had ventured, in a desperate bid, to put China on the path towards modernization, she had promptly put an end to it. Japan, on the contrary, had the good fortune that, during the reign of Emperor Meiji, the old regime under the Togugawa Shoguns, who might have undermined efforts at reform, were out of the way when the new regime, led by the dynamic young samurais under the banner of the reinvigorated imperial authority, was ready to go ahead with implementing their policy on the modernization of Japan.
The Boxer Rebellion (1899-1901)
After her coup, the empress dowager wanted to force Guangxu to abdicate, but Britain, Japan, and America were against it. She then declared that the royal physician had found Guangxu seriously ill, whereupon the
British Ambassador warned the Zongli Yamen that the Western powers might act in way detrimental to China should the emperor die at this juncture. When the British sent a well-known physician to check up on Guangxu's state of health, he was found not to be ill. Cixi's next abdication ploy was to set up an Heir Apparent to replace Guangxu in due course. Although this was against ancestral rule, because Emperor Kangxi had abolished this institution, Cixi managed nevertheless to select a fifteen-year-old royal prince and instal him as the Heir Apparent. Again, the imperialist powers expressed their disapproval and refused to attend the installation ceremony. The powers favoured Guangxu, not because he wished to make China strong, but because of his expressed intention to open China more to the West. They wanted to avoid China returning to the closed-door era, under the leadership of the diehard conservatives. Although Cixi was incensed by the imperialist interference, she dared not force Guangxu to abdicate. She saw her chance for revenge in the militant anti-foreign peasant uprisings - the Yihe Quan or Tuan (the Righteous and Harmonious Fists or Society) - that began to draw the authorities' attention in 1898 in Shandong Province. The foreigners called them the Boxers because they practised Chinese boxing to improve themselves physically and morally. Their adherents superstitiously believed that they could render themselves invulnerable to bullets through magical powers.
The Boxers were groups of peasants attached to various secret societies such as Gelao Hui (Brothers and Elders Society), Dadao Hui (the Big Sabre Society) or even some branches of the ancient White Lotus Society, that perennially lurked under the surface in rural and sometimes even urban China. The resurgence of these militant self-help and grievance-filled groups was often a sign of rural economic distress and a precursor to insurrections. Sometimes social or political issues or injustices also spurred the growth of these societies. During the closing years of the nineteenth century, the Chinese economy was indeed in dire straits, as we have seen.
Groups of Boxers first broke into open rebellion in Shandong, attacking foreign churches and properties and driving away missionaries, with the slogan of 'support the Qing, destroy the foreign'. Parts of Shandong had already been laid waste by the Sino-Japanese War, invaded by the Germans and the British, and devastated by floods and famine. The Boxers' slogan and attack on all things foreign demonstrated Chinese patriotism or even nationalism, though not of a fully developed and conscious kind.
Christianity and the missionaries
Why did the Boxers target the Christians and Christian churches as objects of their hatred? It was likely the result of the countless conflicts and disputes that sometimes erupted into violent incidents, which had occurred over the years between the missionaries and Chinese people of various localities.
Had China being mistress of her own house, Chrisitan missionaries in China would not have had the privilege of extraterritoriality and the protection of foreign gunboats; they would have had to exercise far greater circumspection operating in the Chinese environment, where the culture and traditions were very different from their own. In the context of the unequal treaties, the Westerners were placed in a privileged position without being bound by Chinese law, and the Chinese were often at a disadvantage should disputes arise between them and the Westerners. In the treaty ports, the Westerners kept themselves to their own communities, while enjoying the services of Chinese inside the international settlements, and the cooperation of the local officials and merchants outside. Friction between the foreign and Chinese communities seldom occurred in the treaty ports. But after the French wrested the right to buy land and establish mission stations not just at the treaty ports, but also in the interior of China in the 1840s, the spread of Christian missions, especially the Catholic ones, into the interior of China led to countless conflicts and disputes between local Chinese and missionaries and their Chinese converts, who became effectively extraterritorialized under the protection of the foreign missions. If the missionaries and the Chinese Christians rode roughshod over the local Chinese from their privileged positions, Chinese officials were often reluctant to protect the interest or to redress the wrong of the Chinese parties, for fear of provoking foreign military intervention, or the threat of it. Many incidents involving missionaries did result in the intervention of foreign governments, leading to the Qing having to indemnify, apologize, or give more privileges to the foreigners. Furthermore, some Chinese found it difficult to understand and accept that the foreigners who came to reside in their midst not only rejected the culture, tradition, and usage of the Chinese, but made their Chinese converts do the same. Over the years, grievances and resentment built up among the Chinese, with the literate resorting to anti-foreign propaganda while the illiterate took to rioting and violence. Later, by the 1920s, when the tide of modern Chinese nationalism reached a high point, the foreign missionary movement came under attack as a form of cultural imperialism.
To be fair to those who came to China primarily to spread the Christian Gospel and save souls, it was not their purpose to stir up social unrest in China. When considering the overall missionary efforts and activities in China during the treaty century (1842-1943), one should not forget the missionaries' pioneering work in bringing to China modern education, medicine, and knowledge of the West, as well as their charitable activities, such as famine relief and caring for the sick and the poor. In addition to the Chinese who believed that their souls were saved, all those who benefited from the missionary efforts in doing good works in the secular society were likely to look upon the missionary movement more favourably.
While the Catholic missionaries, mostly French, concentrated their efforts on conversion and on doing pastoral and charitable work among their flocks, many of the Protestant evangelists established educational and social institutions in addition to churches, because they valued improving the prospects of their living communicants as well as the salvation of their souls. There was a strong belief among some of the Protestant missionaries, as exemplified by Timothy Richards, that humanity could be brought closer to the Kingdom of God through improving earthly institutions. For this reason, some of the British and American missionaries established many modern schools, some of which later became colleges or universities, set up hospitals and dispensaries of medicine, and campaigned against Chinese institutions of which they disapproved. They also published journals, notably the Wanguo Gongbao, translated as the Globe Magazine or the Review of the Times, which provided news of Western countries and spread ideas, information, and knowledge from the modern West to the interested Chinese. This journal was a source of Western knowledge to the Chinese reformers of 1898. Many of the modern institutions pioneered by the missionaries of this period endured and contributed to China's modern transformation.
As regards making Christian converts, it was a slow and uphill struggle, especially for the Protestant missionaries. Though their number doubled every decade, from a tiny trickle in the 1840s to over 1,300 in 1890, the number of Chinese communicants reached only 37,000 during half a century. Although the number of Catholic missionaries was half as many as that of the Protestant ones at that time, there were half of a million Chinese Catholics in China. Considering this rather small number of Christians scattered among China's population of well over 400 million in the late nineteenth century, the friction and hostility between local Chinese communities and the foreign missionary communities, which included Chinese Christians, led surprisingly often to serious ill consequences for China. The Boxers' rampage against Christian churches was an example of such a phenomenon. Since their hostility was directed not only against the Christians and the foreign armies of occupation, but to all things foreign, their patriotism was mixed with xenophobia.
The Boxer rebellion erupts, and the powers intervene: the defeat of the Boxers
As the violent disturbances of the Boxers spread rapidly in Shandong in the late 1890s, some of the officials like Yuan Shikai were for suppressing the movement. With his modern army of about 7,000 and the support of the local forces, he moved against the Boxers energetically, and succeeded in restoring order in Shandong province. Others, like Yuxian, the governor of Shandong, preferred appeasing them and organizing the more cooperative ones into militia, although he also fought against the recalcitrant ones. Officials at the court in Beijing were similarly divided. The British and Americans, whose interests in China remained largely commercial, pressed the Qing to suppress the Boxers and restore a peaceful and stable environment favourable to trade. The Qing Court's vacillation between suppression and appeasement only helped the movement to grow.
Early in 1900, some of the Boxer insurgents, driven from Shandong by Yuan Shikai, moved to Zhili, where they joined forces with local Boxers. With the support of some of the gentry and officials there, they spread like wildfire, threatening both Beijing and Tianjin, where foreigners were concentrated. The foreign communities became alarmed. The British, American, French, and German ambassadors all warned the Qing court in April 1900 that their governments were considering military intervention, unless the Qing put an end to the Boxer menace within two months.
In the spring of 1900, with the Boxer Rebellion gathering enormous momentum, some conservative royal princes and other high officials at the court counselled appeasement, or even making use of the Boxers against the foreigners. The insurgents' rallying cry of 'support the Qing, exterminate the foreigners' aroused a sympathetic chord in them, for they desired nothing less than to drive out the foreigners and regain control over China. If they thought they could rely on large mobs of ignorant and superstitious peasants without military training to accomplish what their army and navy could not, as some indeed did, they must have allowed despair and despondency to overrule their better judgement. The empress dowager had her own grudge against the imperialists because they had thwarted her attempts to dethrone Emperor Guangxu, and given shelter to the escaped reformers, Kang Youwei and Liang Qichao, enabling them to continue to promote Guangxu's cause in Japan. She decided to listen to the voice of the appeasement party and to channel the energy and power of the insurgents against their common enemy, the imperialists. With the collusion of the court, the Boxers, no longer treated as outlaws, streamed into Beijing and Tianjin, where they harassed foreigners and destroyed their properties. The phenomenal growth of the Boxers inspired disaffected peasants in other provinces in the north, and in parts of the south, to rise up under the banner of 'support the Qing; exterminate the foreigners'.
Towards the end of May until early June 1900, as their deadline to the Qing approached and the situation further deteriorated, the representatives of the foreign legations in Beijing moved several hundred soldiers from the more than 2,000 stationed in Tianjin to Beijing, to protect themselves and their headquarters. Meanwhile, two dozen warships from various imperialist nations assembled at Dagu, the port near Tianjin, ready for action. After having received the go-ahead from their home countries, on 10 June 1900 over 2,000 troops from eight different nations - Japan, Russia, Britain, America, Germany, France, Italy, and Austria - formed the Eight Nation Alliance and landed at Dagu, under the leadership of a British officer, in the name of 'rescuing embassy officials' in China's capital. Even with their primitive weapons, the Boxers supported by Qing soldiers forced the Eight Nation Army to find shelter in the international settlement in Tianjin, instead of proceeding to Beijing. Around that time, the foreign fleet at Dagu demolished the Qing shore batteries and landed more troops, including 2,000 Russians, to invade Tianjin. Despite having cannons, these foreign forces also sustained heavy casualties at the hands of the Boxers, the Qing army, and the Red Lanterns, a young women's brigade. The news of foreign forces coming to Beijing emboldened the foreign soldiers and staff at the Legation Quarters, an area of about three-quarters of a square mile, to attack the Boxers. The German minister, Clemens von Kletteler, was particularly provocative in firing on Chinese soldiers and militias. On 20 June, he was killed when they returned fire, and from that date angry Boxers and Qing soldiers began to surround the Legation Quarters, which accommodated, apart from the foreign embassy officials, their families, their Chinese employees, and several hundred foreign soldiers, in addition to many foreign missionaries and some 3,500 Chinese Christians who were sheltering there.
On 16 June, about a week after the landing of foreign of forces in Dagu, and the start of armed combat between the Boxers and Qing soldiers on one side and the Eight Nation Army on the other in an undeclared war, the empress dowager began to hold daily meetings on the question of war or peace, and how to deal with the Boxers. On the one side were the revenge-seeking conservative officials, including two royal princes, who made a case for appeasing the Boxers and using them to fight the foreigners with their 'magical prowess'. Opposing them were the advocates for suppressing the Boxers to achieve peace with the powers, and to stop their forces from advancing to Beijing. Permitted to attend these meetings, Emperor Guangxu spoke strongly for peace. Pointing out that China had lost a war fighting Japan alone, he questioned how China could possibly oppose the military strength of the combined forces of the imperialists. He was also sceptical of the magical power of the Boxers. As regards sending them out to battle, he asked: 'Why play games with peoples' lives?' The empress dowager hesitated between the two options and temporized. She did not move to suppress the Boxers on the one hand, but on the other hand she sent soldiers to protect the Legation Quarters. She was politely rebuffed when her officials tried to persuade the foreign ambassadors to stop the advance of the Eight Nation Army.
Her inclination towards war increased considerably after she received a notice, allegedly from the imperialist powers, which demanded her retirement and the restoration of Emperor Guangxu to power. Even though she later discovered that some members of the war party had forged the notice, the trick achieved its purpose. On 17 June, at an audience at court she rehearsed a drama in which she took a warlike stance. On 21 June, after the news of the foreign destruction of Dagu reached her, and war could no longer be stopped, she decided to declare war with an edict in Emperor Guangxu's name. As soon as war was mooted, the Zongli Yamen asked the foreign officials, their families, their staff, and their guards at the Legation Quarters to leave for Tianjin within twenty-four hours. This was not a demand that they could practically obey, and on 20 June the Legation Quarters once more came under attack. She then ordered the 'righteous' - meaning obedient - Boxers in Beijing to be registered and organized into official units; those who resisted orders were to be treated as criminal or bandits. After war was declared, the Boxers in some northern provinces carried out attacks on foreign missions and Christians, both foreign and Chinese, without official restraint. In Shanxi Province, the pro-Boxer governor Yuxian treacherously initiated the Taiyuan massacre in July 1900, which killed forty-four missionaries and members of their families to whom he had promised protection.
The court's declaration for war was strongly opposed by most of the heads of provinces south of the Yangtze River, and along the eastern seaboard. These included Li Hongzhang, Zhang Zhidong, and Yuan Shikai, and many wired their objections to the court. With the British anxious to keep the commerce of the Yangtze Valley from being damaged by the war spreading south, the foreign consuls in Shanghai and local Qing officials produced an agreement that the Chinese authorities were to protect southern and eastern China from anti-foreign violence, while the powers were to keep the Shanghai international settlements secure. This kept the provinces south of the Yangtze and along the eastern seaboard out of the war, and the authorities there strenuously suppressed the Boxers and similar movements. The regional leaders felt sufficiently strong to defy the central government, because after the Taiping Rebellion the balance of power between the centre and the regions had shifted in favour of the latter. The senior regional officials' staunch anti-war and anti-Boxer stance weakened the Empress Dowager's resolve and swayed her to their side. Instead of reprimanding these officials for objecting to her declaration for war, she praised them for their prudence, and asked them to prepare for war, nevertheless. She also pointed out to them that China did not start the hostilities. Four days after she declared war, she started a peace overture to the ambassadors in the Legation Quarters, promising them protection and stating that she was looking for opportunities to punish the Boxers. However, in the absence of a peace accord, the attacks on the legations were resumed.
Meanwhile the war proceeded inexorably from the imperialist side. By early July, the number of foreign troops had increased to 18,000, and they started to besiege Tianjin, where the Boxers and Qing defenders put up a stout resistance. At this point, the court ordered a strongly anti-Boxer military commander to fight, not against the foreign invaders, but to annihilate the Boxers. Attacked from both sides, the Boxers lost their ability to defend Tianjin, which was captured by the Eight Nation Army on 14 July. After Tianjin fell, the empress dowager made fruitless appeals to the German Kaiser and the Presidents of America and France to stop the fighting. She also ordered Ronglu to stop the attack on the Legation Quarters and instead sent fruits, vegetables, and other foodstuffs to each of the eleven legations. The off-again and on-again attacks on the Legation Quarters did result in some foreign fatalities, but the unit with modern weapons under Ronglu did not coordinate with the Boxers to press the attack home, sparing the lives of most of the residents until the end of this calamitous episode.
Despite the empress dowager's appeals and friendly gestures, the war did not stop. International rivalry slightly delayed the march of the multi-nation expeditionary force that had been built up to around 20,000 (about half of which were from Japan) to Beijing until 4 August. Because a single German, Clemens von Ketteler, had lost his life, the Kaiser won the right to put a German, Alfred von Waldersee, in overall command of this force. Neither the Boxers nor the Qing army were able to withstand this mixed modern foreign army, competing to enter Beijing. On 14 August, the British-led Indian troops, who entered Beijing through the Water Gate under the city wall, were the first to relieve the siege of the Legation Quarters. Early next morning, the empress dowager fled hurriedly westward in disguise, with Emperor Guangxu and several other royals in tow, accompanied by some 2,000 guards.
After the foreign expeditionary force overran Beijing, there was a mad rush by the invaders and other foreigners there to kill the Boxers and plunder the city. They emptied the Forbidden City and the Summer Palace of their treasures and took away priceless books and historical and cultural relics accumulated there since the Ming. The Japanese robbed the Ministry of Finance of more than 3,000,000 taels of silver. A total of approximately 60,000,000 taels of silver were taken from other offices of the government.
From the Forbidden City, then doubling as the foreign command centre, the commanders of the imperialist powers continued sending their armies out, all the way to the Shanhai Pass in the northeast of China. The Boxer episode gave the Germans an opportunity to demonstrate their military prowess, and they continued military action for another six months. Under Alfred von Waldersee as commander-in-chief, the Germans continued to increase the number of their troops and conducted punitive expeditions against some two dozen cities in north China. They also attempted to occupy the city of Yantai and strengthen German control of Shandong Province. In the name of protecting their railways, the Russians also took advantage of the Boxer episode to send 150,000 troops to occupy almost the entire Northeast of China. As Japan also aspired to expand into this region, the Russian action sowed the seeds of future military conflict between these two imperialist powers.
Since the landing of the soldiers of the Eight Nation Army 1 in Dagu, there had been many atrocities: burning, pillaging, and indiscriminate and unrestrained killing of civilians in the cities and countryside, where the imperialists conducted their campaigns. Since the Russians sent 150,000 troops spreading all over Heilongjiang, Jilin, and Shengjing (present-day Liaoning Province), the inhabitants of this region suffered severe depredations, countless villages were burned to the ground, and people there were massacred en masse. Far from driving out the foreign aggressors, the anti-foreign Boxer movement, and the folly of the Qing Court in using this rabble against modern well-drilled armies, equipped with artillery and guns, merely invited further foreign aggression. The insurrection of the Boxers, and the foreign invasion in connection with it, was yet another calamity for China, which had fought five wars against foreign
1 Actually, it became an army of eleven nations after Spain, Italy, and Belgian, each of which had an endangered legation in China, also joined the fray.
invaders and four prolonged domestic rebellions during the sixty years since the 'opening of China' in the early 1840s.
Soon after the imperialists took over China's capital, the empress dowager, still on the move, issued an edict blaming the Boxers for the disastrous events and ordering their eradication. Before she left Beijing, she had already appointed Li Hongzhang and a Manchu prince to start peace negotiations with the eleven powers involved. The negotiations were somewhat prolonged, not because the empress dowager could not accept the harsh terms, but because of lack of agreement among the powers, each of which wanted to get the maximum benefit out of this invasion for its own country. On condition of the Qing agreeing to Russia's sole control of China's northeast, Russia was willing to support the Cixi's return to rule the country and end the war with troop withdrawals. The British favoured restoring Emperor Guangxu to power under their tutelage and without interference from Cixi. The Germans wanted to punish her, in addition to a list of high officials, whom the powers collectively found culpable for their support of the Boxers. The Germans would not settle for peace until they had taught the Chinese a lesson on anti-foreign violence by spilling more blood on Chinese soil. The French supported the Russians because of their rivalry with the British in southern China. After a year of contentious negotiations among themselves, the powers settled once more for America's 'Open Door' proposal of preserving China's nominal territorial and administrative integrity. To avoid open hostility with each other over what each of the imperialist nations wanted out of China, they agreed to let the Qing continue to exist so as to serve their collective interests. It was in their common interest to let the Qing maintain the treaty systems, collect the taxes that were channelled into paying indemnities to them, and strike down Chinese rebels, so that they did not have to bear the cost of stationing many soldiers in China to keep peace and order, without which commerce and industry could not thrive. They agreed to allow the empress dowager to continue to rule, because she accepted their onerous demands without demur.
Peace was formally achieved by the Boxer Protocol concluded in September 1901 between Qing China and the eleven countries that participated in the invasion of China in 1900. Among its provisions were apologies to the foreign governments, the erection of monuments in memory of the over two hundred deceased Westerners, the execution of the leading Qing official supporters of the Boxers, and the prohibition of Chinese anti-foreign movements in perpetuity, with the death penalty for those who violated the ban. Defensive armaments and foreign guards were to be placed permanently to protect the foreign Legation Quarter, where Chinese were not allowed to reside. The Zongli Yamen was to be replaced by a new Foreign Ministry, which was to take precedence over all the other ministries in the Qing government. The defensive artillery emplacements in Dagu were to be removed. The powers were allowed to station troops on strategic spots along the railways from Tianjin and Beijing to the Shanhai Pass in the Northeast. The powers extracted a crushing indemnity of 450,000,000 taels of silver, which was to be paid in annual instalments over a thirty-nine-year period in gold, with an interest of 4% until the debt was extinguished on 31 December 1940. At the end of this period the total amount paid by China would have amounted to 982,238,150 taels. This was a colossal sum, considering that the total Qing annual tax collection around that time was estimated at 250,000,000 taels.
How was China to pay this enormous debt? The powers saw to it that all available maritime customs revenue, which had grown into a major source of Qing revenue on account of the increasing Sino-foreign trade, was to be earmarked entirely for the payment of the Boxer indemnity. They knew that they could rely on the security of payment from this source, because the Qing MCS in 1901 was a foreign-managed organization and was likely so to continue in the foreseeable future. But more money was needed than the maritime customs collection. The revenue collected from several local regular customs and salt gabelles were also committed to pay the Boxer indemnity. These tax offices were transferred from the normal Qing system, to be placed under the oversight of the foreign MCS's Inspector General who, in 1901, was still Robert Hart.
The Boxer Protocol imposed additional infringements on Qing China's already seriously compromised sovereignty and administrative integrity. China sank further into the quagmire as a quasi-colony of the imperialist powers. The massive indemnity meant greater hardship on an already impoverished people and obliged the financially straitened Qing government to levy miscellaneous fees and taxes. When these highly damaging terms of the Boxer Protocol were presented to the empress dowager, she was only relieved that she did not find herself on the list of the guilty Qing officials, against whom the powers demanded punishment for their crime of supporting the Boxers. She was grateful that the victors did not force her to hand over power to her nephew Guangxu, who was still nominally the emperor. She therefore accepted the foreign-imposed peace terms willingly, stating that she was ready 'to win the good graces of the powers to the limit of China's material resources.' As regards any of the Boxers who might have survived and continued their agitations, she ordered their destruction without any equivocation. As long her own position was intact, she seemed to accept her role willingly as an instrument and tool of the foreign imperialists. After concluding the peace protocol in January 1902, the empress dowager returned with Emperor Guangxu to the Forbidden City, where she presided over two unprecedented receptions, one for the members of the foreign diplomatic corps, and another for their ladies, as gestures of reconciliation.
Russo-Japanese Hostilities
While all the other powers were withdrawing their invading armies, the Russians, pursuing their ambition to annex the whole of China's Northeast, refused to do so. They even managed to force the Chinese governor general there to sign a draft agreement that implied the Russian annexation of this region. When its terms became known, Britain, Japan, and America protested strongly against it. As a result, the Qing found the strength to resist its ratification. In April 1902, a Sino-Russian Agreement obliged the Russians to withdraw their troops within sixth months. When the time arrived, instead of withdrawing their forces, they put forward further demands, which the Qing regarded as unreasonable and with which they refused to comply. The Russians then decided to disregard China and negotiated with Japan. As an imperialist power straddling both Europe and Asia, Russia could make a deal with Japan, the rising East Asian empire, on sharing out some of the spoils in East Asia.
Japanese power had been growing steadily after the Sino-Japanese War in 1894. Her military expenditure in that war was more than paid for by the hefty indemnity of 230,000,000 taels of silver, the payment for which the impecunious Qing government had to borrow from European banks at a high rate of interest secured, as already noted, on the maritime customs revenue. The injection of this fund brought Japanese economic prosperity and allowed the country to go on the gold standard in 1897. To support her imperialist ambition, Japan had been rapidly building up her army and navy with huge increases in military expenditure. With so many other ambitious imperialist powers in East Asia competing for economic or territorial advantages, or both, to achieve her expansionist goal Japan had to play the game not only militarily, but also diplomatically, building alliances or making bilateral agreements so as to strengthen her hand against an opponent, or to neutralize a third party.
A veteran Japanese statesman, Ito Hirobumi, favoured a Russo-Japanese agreement, whereby Japan would recognize Russia's special position in China's Northeast, which the Japanese named Manchuria, in exchange for Russian recognition of Japan's special position in Korea. Other prominent Japanese politicians believed that Russia had to be stopped by military means, so they proceeded to strengthen Japan's military. With the memory still fresh of having to give up Liaodong on account of pressure from Russia, France, and Germany acting in concert, the Japanese would need an ally if they were to tackle Russia.
Britain appeared the most promising candidate because of her rivalry with Russia in Tibet and other parts of the world, and her objection to Russia's attempt to annex China's Northeast. If Japan needed Britain as an ally, would an alliance with Japan suit the British? With a global empire to defend, the British found their military resources stretched too thin if simultaneous military actions were required in different parts of the world. For example, between 1899 and 1902, with 250,000 troops tied down by the Boer War in South Africa, the British found themselves not in a position to take strong action against Russian aggression in East Asia, if they had so wished. Furthermore, Britain was concerned about the rapid rise of an aggressive
Germany as a rival in global imperialism. Although Japan was also a rapidly rising and imperialist nation, she was not competing for empire with the British globally. Consequently, Britain ended her 'splendid isolation' to sign, in January 1902, the Anglo-Japanese Alliance with Japan to counter Russian expansion in East Asia, to pre-empt a possible settlement between Russia and Japan along the lines proposed by Ito Hirobumi, to secure Japan's support for the treaty system in China, and to make up for any British military shortfall in Asia. For Japan, the Anglo-Japanese Alliance had the advantage of isolating Russia, should she go to war against the latter. According to the terms of the alliance, Britain would be obliged to come to Japan's aid if another party joined the war on Russia's side. Another benefit of the alliance was British recognition of Japan's special position in Korea.
With Britain as an ally, in August 1903 the Japanese were able to negotiate with Russia from a position of strength. Although Russia would accept Japanese domination of Korea in exchange for Japanese recognition of Russian domination of Manchuria, Japan, using the preservation of China's integrity as a justification, would only accept Russia having rights along the railways developed by the Russians. As the negotiations stalled, the movement of 7,000 troops per month by the Russians into this region using the Trans-Siberian Railway prompted the suspicious Japanese to terminate the talks and torpedo the Russian fleet in Lushun on 8 February. On 10 February, Japan declared war against Russia.
The Qing declared neutrality. The weak court let its own territory, Liaodong, become the battlefield, where many innocent people suffered death and other disastrous consequences of a year-long war between the two foreign powers. Constantly outflanked by the Japanese on land, the Russians evacuated Shenyang (Mukden) to the north. Hoping to gain victory at sea, the Russians had despatched their Baltic fleet of a motley collection of 45 vessels in October 1904. They had to take the long route of rounding the Cape in Africa because the British would not let them through the Suez Canal. Finally, in the Spring of 1905, the fleet reached a safe haven in French Indochina before proceeding to Vladivostok. En route, it was waylaid by a Japanese fleet ready for battle at the Straits of Tsushima, where the Japanese sank 32 out of the 35 ships that got there. This naval battle effectively brought the Russo-Japanese War to an end. In the prevailing climate of racial consciousness, Japan's defeat of Russia, of a white power by an Asian one, was considered a remarkable feat. This striking victory made Japan a fully-fledged member of the imperialist club. Britain renewed the Anglo-Japanese Alliance for another five years, and this time the two powers agreed to join together to fight any third party, with India included in the area covered.
Through America's diplomatic efforts under President Theodore Roosevelt, Japan and Russia signed the Treaty of Portsmouth on 5 September 1905 that restored peace between them. This treaty gave the Russians a sphere of influence on the Liaodong peninsula, which included Lushun and Dalian, and the South Manchurian Railway built by Russia to Japan. It also recognized Japan's 'paramount interest' in Korea. It awarded the southern half of Sakhalin to Japan, which was not able to extract an indemnity. In 1907, Japan and Russia secretly divided China's Northeast between them, with Russia taking the north and Japan the south, while they continued to declare themselves publicly as supporters of China's integrity, and America's 'Open Door' policy.
Late Qing Reforms, and Moves Towards a Constitution: The End of the Qing
After the dust of these wars settled, China was in an even deeper grip of imperialism. Although the country had survived outright partition, the powers intensified their encroachment, especially in connection with their spheres of influence. They coerced the Qing for railway rights inside their spheres of influence and vied with each other to build railways elsewhere in China. Within a certain distance from these railway lines the foreign power or powers concerned would normally obtain the right to exploit the natural resources, such as mining and logging. They also wrung from the Qing the right to transport and station troops. Foreign establishments controlled the production of over 90% of the coal from mechanized mines, and 100% of iron. In an age when railways became the new arteries of popular transportation and communication, it was easy to see that the power that controlled the railways of a given area effectively dominated that area.
To the educated Chinese, the ringing of the alarm bells that had alerted the Hundred Days of Reform in 1898 continued to ring even more loudly during the first decade of the twentieth century. Amid growing pressure for reform from the educated and local elites, the court introduced, from 1901 onwards, a limited number of new measures borrowed from Kang Youwei's programme, insisting that the changes it was making were orderly, while Kang's were disorderly.
These measures included abolishing the government examinations for official selection, setting up modern schools, sending students abroad, reorganizing the military, setting up a police force for maintaining public order, creating new government offices, promoting new Chinese industries, and preparing for a government constitution. To win its subjects' support, the Qing was willing to adjust some of its institutions, but not the essentially autocratic character of the regime. To ensure the powers' support, the Qing pointed out to them that the changes introduced should enhance friendly relations with them and help them to enjoy boundless benefits from China in perpetuity. The court also responded positively to foreign demands to lay down regulations to protect foreign investments in railways, mines, and other sectors in China. While the purpose of Kang's reforms was to make China strong and prosperous to free her from foreign domination, those of the late Qing were aimed at keeping the Manchus in power.
Instead of strengthening the embattled dynasty, many of these measures produced the opposite results. Modernizing schools and sending students abroad bred revolutionaries. In military modernization, the Qing established local war boards in the provinces to train and equip with modern weapons a 'New Army' with 36 divisions of 12,500 men each. When it tried to bring this New Army under central and Manchu control, through establishing a new Ministry of War in 1906 with a Manchu official, Yinchang, at its head, the provincial ties, personal loyalty, and revolutionary ideology of the officers and men rendered central control difficult to achieve. This army did succeed in restoring Qing control of Tibet, but it would play a crucial part in toppling the dynasty in 1911.
In September 1906, the court proclaimed its willingness to prepare for a constitution, after the high officials it sent to Japan, Europe, and America to investigate the subject, in 1905, declared on their return that such a move would help the Qing to perpetuate the monarchy, and lessen internal disorder. The provincial elites, and some Chinese abroad, among whom were the famous reformers in exile, Kang Youwei and Liang Qichao, received the court's announcement with enormous excitement, and promptly proceeded to organize committees to prepare themselves for political participation. They became known as the constitutionalists, as they networked with one another inside and outside their provinces to pursue this goal actively. Since the abolition of the official examination in 1905 removed the traditional path for the educated to enter officialdom, a constitutional monarchy would open up a new route for them to become members of the ruling elites, through participating in the provincial assemblies, or as representatives of their provinces at the capital. Pointing to the ignorance of the people, and its own need to work out the regulations and institutions in connection with the introduction of a constitution, the court enjoined the public to accept some inevitable delay.
Nearly two years passed, owing to the lack of action on the part of the Qing on this matter, and in August 1908 the constitutionalists sent a joint petition to Beijing, urging the court to convene a National Assembly. In response, the court proclaimed its 'Outline of the Constitution', stating that the rule of the Qing emperor was sacred and supreme, and all powers of the government were to be concentrated in his hands. He controlled the legislative, executive, and judicial branches of the government, and the appointment of civil and military officials, together with the institutions and laws to govern them. He was the commander-inchief of the armed forces with power to declare war, make peace, and sign treaties with foreign countries. He had the authority to convene, to close, and to dismiss the National Assembly, which had no authority to interfere in matters concerning the military, appointments, and foreign relations. Provincial Advisory
Bureaus were to be set up to take part in the preparation for the Constitution. The preparatory phase was to take nine years, at the end of which a National Assembly was to convene.
Not long after the court's pronouncement, on 13 November 1908 Emperor Guangxu died, ending his thirtyfour years' reign as a figurehead. The day after, Empress Dowager Cixi, who had already celebrated her seventy-fourth birthday, also passed away. She had been the actual ruler of China for 44 years, during the reigns first of her son and then of her nephew. Before their deaths, she had already chosen, as Guangxu's successor, his three-year old stepbrother, Puyi, who was to rule as Emperor Xuantong (r. 1909-1911) upon Guangxu's death. Since Xuantong was a minor, his father, prince Chun, assumed power as the regent.
Wishing to win public support, prince Chun encouraged the speedy formation of Advisory Bureaus in the provinces and at the capital to continue the preparation for the constitution. Although the Qing 'Outline on the Constitution' said nothing about limiting the emperor's power, many of the provincial constitutionalists threw themselves into setting up advisory bureaus. They joined together to petition the Qing on three occasions, pressing the court to shorten the period for the preparation of the constitution, and to convene the National Assembly in 1911, when they expected the formation of a cabinet. The court agreed to convene the National Assembly in 1913, rather than the original plan of 1917. In May 1911, it announced the establishment of the Cabinet. This new office was composed of 13 members, 9 of whom were Manchu aristocrats, including 5 who were members of the imperial clan. It was dubbed the 'Imperial Cabinet'. Instead of limiting the power of the monarchy, and establishing a more broadly based government, the court used the constitutional movement to affirm its autocratic control and consolidate the power of the Manchus. The constitutionalists and other local powerholders felt cheated. They considered the Qing approach a violation of the principle of constitutional monarchy and demanded the court to form another cabinet. Upon the court's refusal, the Provincial Advisory Bureaus joined together to publish a 'Declaration to the Entire Country', in which they painfully admitted their 'utter despair of the Qing'.
The Qing dynasty was finally brought to an end in 1912 by Yuan Shikai, who forced Emperor Xuantong to abdicate, and his regent to resign. Yuan held the essential lever of power – the control of the entire Beiyang Army. He became president of a reunited Republican China but would soon reveal his preference for an imperial system.
49
References (for chapters 5, 6, and 7)
1. General sources:
A History of Chinese Civilization by Jacques Gernet (English Edition, Cambridge University Press, Cambridge, second edition 1996), chapters 22-29.
The Search for a Modern China by Jonathan D. Spence (W. W. Norton & Company, New York and London, 1990), chapters 2-11.
East Asia: The Modern Transformation by Edwin O. Reischauer, John K. Fairbank, and Albert M. Craig (George Allen & Unwin Ltd, 1965).
China: A History Volume 1 From Neolithic Cultures through the Great Qing Empire 10,000 BCE – 1799 CE by Harold M. Tanner (Hackett Publishing Company, Inc., Indianapolis/Cambridge, 2010), chapter 11.
2. The Taiping:
The Taiping Heavenly Kingdom: Rebellion and the Blasphemy of Empire by Thomas H. Reilly (University of Washington Press, Seattle, 2014).
The Taiping Revolutionary Movement by Jen Yu-Wen (Yale University Press, New Haven, 1973).
3. The Chinese Maritime Customs Service:
The Chinese Maritime Customs Service in the Transition from the Ch'ing to the Nationalist Era: An Examination of the Relationship between a Western-style Fiscal Institution and Chinese Government in the Period Before the Manchurian Incident by Jean Aitchison (Thesis, University of London, School of Oriental and African Studies, 1983).
4. Aspects of the British Empire in Asia:
Empire: How Britain Made the Modern World by Niall Ferguson (Penguin group, London, 2004). | <urn:uuid:2e53a135-ec56-41df-a3f2-f8027e0ae737> | CC-MAIN-2024-26 | https://usachinaperspectives.com/content/A7%20The%20Depredations%20of%20China;%20the%20Fall%20of%20the%20Qing%20(1870%20-%201912%20CE).pdf | 2024-06-19T17:54:37+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00039.warc.gz | 529,291,439 | 28,325 | eng_Latn | eng_Latn | 0.994109 | eng_Latn | 0.998693 | [
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Pio Peep Rimas Tradicionales En Espanol Tradtional
Handbook of Effective Literacy Instruction
Diez Deditos and Other Play Rhymes and Action Songs from Latin America
Treasury of Quotes
William and Grandpa
On Location in Cuba
Tortillitas Para Mama
Sweet Violence
Skip Across the Ocean
Aleksandr Deineka (1899-1969)
Pio Peep!
Surprising Sharks
Gathering the Sun
Miss Rumphius
Purposeful Play for Early Childhood Phonological Awareness
Building a Culture of Literacy in Your Community Through Día
Literacy Instruction for English Language Learners
Educational Materials Catalog
The Bilingual Family
Stormy Isles
The Penguin Book of Modern Verse Translation
California English Language Development Standards
Purposeful Play for Early Childhood Phonological Awareness, 2nd Edition
The Visionary Director, Third Edition
Dog's Colorful Day
Musical Aesthetics: The nineteenth century
The Intentional Teacher
Muu, Moo!
Ten Little Puppies/Diez perritos
Merry Navidad!
Head, Shoulders, Knees and Toes
After Babel
Eager to Learn
Libros Esenciales
Still Sane
Pio Peep!
Purposeful Play for Early Childhood Phonological Awareness
Talking Book Topics
Purposeful Play for Early Childhood Phonological Awareness, 2nd Edition ebook My Name is María Isabel
Celebrate Kwanzaa with Boots and Her Kittens
Pio Peep Rimas Tradicionales En Espanol Tradtional
Downloaded from ftp.bonide.com by guest
COHEN KARLEE
Handbook of Effective Literacy
Instruction Pendragon Press Offers general guidelines for collection development in the area of bilingual and Spanish language materials for children, recommends specific titles, and lists review sources, publishers, and vendors. Diez Deditos and Other Play Rhymes and Action Songs from Latin America Puffin Literacy Instruction for English Language
Learners turns hundreds of ELL studies into dozens of strategies for regular classroom instruction. Nancy Cloud, Fred Genesee, and Else Hamayan have examined the research evidence to determine what works for ELLs. They recommend best practices for teaching English learners to read and write from emergent literacy to primary school and on through middle school and include helpful features that make the research directly accessible to all teachers.
Treasury of Quotes Macmillan Introduces many different species of
sharks, pointing out such characteristics as the small size of the dwarf lantern shark and the physical characteristics and behavior that makes sharks killing machines.
William and Grandpa Harper Collins Interact with language in a fun and meaningful way! This book provides students with over 80 early childhood activities that focus on engaging with the sounds of language. From singing songs to participating in role-playing games, students will have fun and develop important language skills. Students will gain quality speech and listening practice while learning about individual words, syllables, rhymes, phonemes, and graphemes. The book also contains helpful teacher and family resources and tools to support diverse learners. Build phonological awareness for pre-K through first grade students with this exciting product! On Location in Cuba Rayo Resuenen con alegría los cánticos de mi tierra que viva el Niño Jesús que ha nacido en Nochebuena. It's time to sing out with joy the songs that are sung in my land in praise of the precious Child born this holy Christmas evening. Come share the joy of a Hispanic Christmas! In this warm and vibrant collection of traditional Spanish Christmas carols, or villancicos, noted authors Alma Flor Ada and F. Isabel Campoy bring to life the holiday traditions of Latin America and Spain. The creative English adaptations by Rosalma Zubizarreta both capture the spirit of the originals and add a new dimension to the songs. And Spanish
illustrator Viví Escrivá's spirited illustrations are perfect backdrops for the lyrics, adding rich holiday flavor. Come sing along! ¡Feliz Navidad! and Merry Christmas!
Tortillitas Para Mama Teacher
Created Materials Singer-songwriter José-Luis Orozco has assembled a collection of finger rhymes and other action songs from Latin America. Including favorites such as "The Wheels on the Bus" as well as folk songs from a variety of Spanish-speaking countries, Diez Deditos is a treat for the eyes, ears, and fingers. Lyrics are presented in both English and Spanish, and easy-to-follow musical accompaniment and diagrams for the corresponding actions are also provided. As in the companion volume De Colores, bright collage illustrations by Elisa Kleven complete the appeal of this funfilled book.
Sweet Violence Baby Rhyme Time Amazon.com Review : Still Sane is a catalog of an exhibit by Persimmon Blackbridge and Sheila Gilhooly about how lesbians have been considered mentally ill by psychiatric establishments. Full-page photographs of Blackbridge's clay forms of partial female bodies convey the anguish of isolation and abuse, then the exhilaration of self-discovery and freedom. Gilhooly's texts refer to her own experience of being in and out of mental hospitals in the 1970s after she was diagnosed with Lesbianism. Essays by lesbian and Mad Movement writers describe the progress both communities
have made in protecting women from diagnoses of deviance. This book is about refusing to be what others label you, about surviving undiminished, about reclaiming yourself. Skip Across the Ocean Penguin A celebration of children, families, and reading held annually since 1996, Children's Day/Book Day, known as Día, emphasizes the importance of literacy for children of all linguistic and cultural backgrounds. In anticipation of Día's fifteenth anniversary, the Association for Library Service to Children (ALSC) presents a collection of the best of its Día programming ideas, offering * A wealth of ready-to-use programs, easily adaptable for a variety of cultures * Cultural competency training tips to encourage outreach to minority populations * Interviews with library directors about the best ways to heighten awareness of cultural and literacy issues Complemented by numerous bilingual book suggestions, this resource is perfect for collection development, early literacy storytimes, and year-round program planning.
Aleksandr Deineka (1899-1969) Conran Octopus
Terry Eagleton's Tragedy provides a major critical and analytical account of the concept of 'tragedy' from its origins in the Ancient world right down to the twenty-first century. A major new intellectual endeavour from one of the world's finest, and most controversial, cultural theorists. Provides an analytical account of the concept of 'tragedy' from its origins in the ancient world to the
present day. Explores the idea of the 'tragic' across all genres of writing, as well as in philosophy, politics, religion and psychology, and throughout western culture. Considers the psychological, religious and socio-political implications and consequences of our fascination with the tragic.
Pio Peep! Cambridge University Press Includes audio versions, and annual titleauthor index.
Surprising Sharks Harper Collins A messy dog wanders around the neighborhood picking up spots of color everywhere he goes to teach kids about colors and numbers.
Gathering the Sun Shell Education Oh, I had ten little puppies, Ten little puppies had I . . . Count along in Spanish and English as each one of the ten adorable puppies disappears from the
pages—it's a bilingual bonanza! Colorful and playful illustrations by artist Ulises Wensell, a vibrant rendition of the classic Spanish nursery rhyme by Alma Flor Ada and F. Isabel Campoy, and a delightful English adaptation by Rosalma Zubizarreta will make this edition an instant family favorite. And you can find more information at the back of the book about the puppy breeds featured. Puppies have never been so irresistible! Yo tenÍa diez perritos, diez perritos tenÍa yo . . . Ahora puedes contar, en inglÉs o en espaÑol, cada uno de los diez adorables perritos mientras van desapareciendo de las pÁginas. ¡Una verdadera joya bilingÜe! Las originales y divertidas ilustraciones del artista Ulises
Wensell, la vibrante versiÓn de la rima
clÁsica de Alma Flor Ada y F. Isabel Campoy, y una excelente adaptaciÓn en inglÉs de Rosalma Zubizarreta harÁn que este libro sea indispensable en todos los hogares. Puedes encontrar mÁs informaciÓn acerca de las razas de los cachorros en la parte posterior del libro. ¡Nunca has visto perritos mÁs irresistibles!
Miss Rumphius John Wiley & Sons Build phonological awareness in a fun and meaningful way! This book provides pre-K through first grade students with over 80 research-based early childhood activities that focus on detecting, manipulating, and engaging with the sounds of language.
Purposeful Play for Early Childhood Phonological Awareness Lincoln Children's Books
All over the world parents entertain and comfort children with play rhymes and lullabies and every country has a unique store of them. Floella Benjamin has selected the best of these from six continents and 23 countries, some familiar, some never before written down. This rich diversity and Sheila Moxley's stunning, vibrant illustrations make this a special collection for parents and children to enjoy together. Building a Culture of Literacy in Your Community Through Día American Library Association This charming series has been specifically designed for babies. A great introduction to books through wellknown nursery rhymes and interactive text. Singing songs and rhymes is the perfect way to bond with your baby and
share quality time. It also aids language development by introducing them to the natural sounds and patterns of speech. Combining these with actions also stimulates the brain and helps muscle development.
Literacy Instruction for English Language Learners Guilford
Publications
Aleksandr Deineka (1899-1969): An Avant-Garde for the Proletariat is the first exhibition and publication to present this outstanding figure of socialist realism - and, by extension, the historical period from which his work was borne - in a twofold context: the end of the avant-garde and the advent of Soviet socialist realism. It covers Deineka's entire oeuvre, from his early paintings of the 1920s to the twilight of his career in the 1950s, when the dreamlike quality of his first works gave way to the harsh materiality of everyday life, the life in which the utopian ideals of socialism seemed to materialize. Combining Deineka's graphic work, extraordinary posters and celebrated contributions to illustrated magazines and books with his imposing monumental paintings, this catalogue displays a variety of subjects: factories and enthusiastic masses, athletes and farmers, the ideal and idyllic image of Soviet life.
Educational Materials Catalog Penguin
Clearly babies come into the world remarkably receptive to its wonders.
Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and
learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the
field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. The Bilingual Family Lothrop, Lee and Shepard Books
Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The
Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both childguided and adult-guided experiences.
Stormy Isles Bellis Azorica
A third grader realizes the importance of her name in this classic story of heritage and self-identity. For María Isabel Salazar López, the hardest thing about being the new girl in school is that the teacher doesn't call her by her real name. "We already have two Marías in this class," says her teacher. "Why don't we call you Mary instead?" But María Isabel has been named for her Papá's mother and for Chabela, her beloved Puerto Rican grandmother. Can she find a way to make her teacher see that if she loses her name, she's lost the most important part of herself?
The Penguin Book of Modern Verse Translation Alfaguara
Purposeful Play for Early Childhood Phonological Awareness provides 70 activities designed to help students detect and manipulate the sounds of language. Whether through singing songs, engaging in role-playing games, or tossing balls of yarn, every activity provides fun ways for children to interact with language and one another while
offering explicit support for developing phonological awareness. Use fun, engaging activities, grouped according to phonological skills, that build sequentially and reinforce previously learned skills while introducing new skills. Address how to isolate sounds in words so young children can hear and recognize individual words, syllables, initial sounds, rhymes, and phonemes. Pronunciation guides give explicit instruction so that all sounds are correctly articulated. | <urn:uuid:761b22ca-8ae1-42e0-8f68-b4744a2e3736> | CC-MAIN-2024-26 | https://ftp.bonide.com/IDtrack?racknumber=Z18h954&FilesData=Pio-Peep-Rimas-Tradicionales-En-Espanol-Tradtional.pdf | 2024-06-19T17:32:24+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00035.warc.gz | 229,199,877 | 3,300 | eng_Latn | eng_Latn | 0.938079 | eng_Latn | 0.993537 | [
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From The Rightful Place of Science: Citizen Science (D. Cavalier, Ed). A series by the Consortium for Science, Policy, and Outcomes. 2016. Arizona State University Press.
2
TWO MEANINGS OF CITIZEN SCIENCE
Caren B. Cooper and Bruce V. Lewenstein
An Initial Story of Citizen Science: Democratized Citizen Science
In 1981, AIDS was recognized as an epidemic. In 1985, the HIV antibody test became available to the public. Before there were effective treatments, people without symptoms were learning that they were infected. Seasoned activists in the gay community came to realize that the future of their health required a close working relationship with immunologists, virologists, molecular biologists, epidemiologists, and physicians.
These AIDS activists took a four-pronged strategy to gain credibility and authority. First, by attending conferences, critiquing research papers, and receiving tutoring, activists learned the language of researchers and pharmaceutical companies, and the culture of medical science. Once activists were able to talk about viral assays, reverse transcription, cytokine regulation, and epitope mapping, scientists were receptive to discussions. Second, activists represented people with HIV/AIDS and helped ensure that enough people would enroll in treatment trials and comply with protocols to make the trials scientifically
useful. Third, activists shifted the discourse away from historic abuses of clinical trials tainted by lack of informed consent, moving instead to a conception of experimental treatments as a social good to which everybody should have equal access. They argued for the right of human subjects to assume the risks of experimental therapies and to be informed partners in research. Finally, activists and researchers who believed drugs should be tested in real-world situations with heterogeneous groups changed the protocols for clinical trials.
Ultimately, research improved as treatment activists— members of the lay public—influenced not only the design, conduct, and interpretation of clinical trials, but also the speed with which they were carried out. On the basic premise that AIDS clinical trials were simultaneously research and medical care, the timeframe for testing the safety and efficacy of AIDS drugs was reduced to months, rather than years (adapted from Epstein, 1995).
A Second Story of Citizen Science: Contributory Citizen Science
eBird is a free, online citizen-science project that began in 2002, within which a global network of bird watchers contribute their bird observations to a central database. Well over three million people have engaged in eBird: in 2015 alone, over 1.5 million people engaged with eBird via the website or mobile devices. Over the years, 270,000 participants have submitted data (<10%) and an estimated 1% have submitted 99% of data. The 1% includes the world's best birders as well as less skilled but highly dedicated backyard bird watchers. Since 2006, eBird has grown 40% every year, which makes it one of the fastest growing biodiversity datasets in existence. It has amassed more than 280 million bird observations from almost two million locations, with observations from every country on the planet.
The most frequent use of the eBird database is through handheld apps that people use to figure out where to go birdwatching. In the early years, 2002-2005, with the slogan "BirdTwo Meanings of Citizen Science
ing For a Purpose," the project failed to engage a sufficient number of birders. In 2006, project managers changed their strategy, and introduced the tagline "Birding in the 21 st Century." The shift in philosophy, as illustrated by the shift in slogans, made the project successful. eBird moved away from appealing to a birder's sense of duty, succeeding instead by helping birders embrace the excitement of getting better at their hobby while simultaneously impacting the future.
The project leaders showed other birders how using eBird makes them better birders. And better birders make better science, because they provide better data. For example, they submit complete checklists. Initially, 75% of submissions to eBird were incomplete checklists; now over 80% are complete. The last two State of the Birds reports (created by a coalition of conservation organizations) relied on eBird data to examine species occurrence, habitat types, and land ownership at a level of detail never achieved before. These reports inform decisions of the U.S. Fish & Wildlife Service and the U.S. Forest Service. The Nature Conservancy uses eBird data to identify which rice farmers in the Central Valley of California they should ask to flood their fields at just the right time for migrating waterfowl. Researchers have written more than 100 peer-reviewed publications using eBird.
The examples above can both be described as "citizen science." The first fits a use of the term introduced in the mid-1990s by British sociologist Alan Irwin (1995) to describe a more democratic, participatory science. The second fits a use of the term that can be traced back to Rick Bonney (1996), then a program director at the Cornell Laboratory of Ornithology, as he tried to describe projects where nonscientists contributed scientific data. Below we explain these two meanings of the phrase citizen science, give a brief account of how they emerged, and explore the sweet spot where the two overlap.
Alan Irwin: The Citizenship of Science
In the late 20 th century, historians and sociologists of science increasingly understood that science is embedded in the fabric of society. Consequently, some aspects of science are shaped by major threads in that fabric. For example, institutional forces (such as military and corporate interests) may dominate scientific agendas, instead of the agendas representing the needs and desires of broader publics. One can see this in the way that interests of the pharmaceutical industry drive much research on cures for cancer, even though some public interest groups suggest that we need more research on the environmental causes of cancer. Irwin's work—in a 1995 book titled Citizen Science—addressed the varied social pressures shaping science by seeking to reclaim two dimensions of the relationship of citizens with science:
1. Science should address the needs and concerns of citizens, and seek to meet those needs.
2. The process of producing reliable knowledge could be developed and enacted by citizens themselves. People bring into science such things as local contextual knowledge and real-world geographic, political, and moral constraints generated outside of formal scientific institutions.
Though Irwin's idea of a more democratic science has been widely used by scholars in the sociology and politics of science, his use of the term "citizen science" did not itself acquire scholarly cachet. Instead, researchers came to use terms like "activist science" or "public engagement."
Rick Bonney: Contributing Observations to the Scientific Method
The second meaning of citizen science developed in ornithology, when Bonney used it to describe birdwatchTwo Meanings of Citizen Science
ers' voluntary contributions of observations across North America. According to Bonney, the term came to him as he stared out the window while writing a grant proposal in 1994 to support collection of those contributions. He used the phrase publicly in a 1996 magazine article, not knowing about Irwin's work. "Citizen science" became widely used at the Cornell Lab of Ornithology; then, as the Lab of Ornithology developed new projects and connected with analogous volunteer efforts by other organizations, the term spread.
In 2014, the Oxford English Dictionary documented that the phrase citizen science was actually used before Irwin and Bonney. In 1989, the National Audubon Society used the term in a way similar to Bonney's use—in their case to describe a program where volunteers collected rain samples, tested the acidity levels, and sent results to Audubon headquarters. The OED defined citizen science as "the collection and analysis of data relating to the natural world by members of the general public, typically as part of a collaborative project with professional scientists."
Thus the earliest use of the term described projects in which a professional entity designed a scientific project and geographically dispersed volunteers contributed observations, usually in ways that aligned with their hobbies and interests. Because of the large number of these projects, the term has most frequently been equated with these top-down projects, with an emphasis on volunteer data contributions. More recently, the term has been used to describe a wide variety of styles in which the public helps carry out any of the steps of the scientific method, whether conceiving of the research questions, designing methods, collecting the data, and/or interpreting results. These other styles include projects that involve more collaboration between scientists and nonscientists in project design and even projects that emerge from community
needs with only advisory input from professional scientists.
The second usage of citizen science gained popularity with the media. By the early 21 st century, a community of project developers sought to unite various public engagement practices into a professional field of practice. But in the process, these practitioners recognized drawbacks in the term citizen science. Some felt the word "citizen" excluded those not claiming citizenship in the country where they contributed to projects (such as migrant workers engaged in community-based forestry to sustainably harvest salal, a non-timber forest product used in the floral industry). Others felt the term only pertained to contributory style projects and therefore excluded community-based projects (such as projects monitoring polluted waste emerging from industrial plants). Still others felt the term required the abandonment of other terms with longer histories, such as participatory action research and community-based management.
Although each of these critiques raised issues similar to those addressed in Irwin's 1995 study, few people in the practitioner community knew of that scholarly work. In 2009, an effort was made to identify a broader term, renaming the field as public participation in scientific research, or PPSR (Bonney et al., 2009). But by the middle of the second decade of the 21 st century, the term citizen science had become the most popular, with little recognition that the phrase unintentionally co-opted Irwin's original intent.
The History of Citizen Science
Although the term is relatively new, the practice is old. The professionalization of modern scientific practices occurred in the late 19 th century. Before scientists were called scientists, they were called men of science and natural phiTwo Meanings of Citizen Science
losophers. Before citizen science was called citizen science, the practice of gathering observations by enlisting the help of hundreds, even thousands, of ordinary people was not referred to by any particular term at all. Even relatively recently, when initiated by conservation organizations like the North Carolina Wildlife Resources Commission in 1982, the practice of enlisting the lay public in monitoring beaches and collecting data on turtle nesting was simply termed volunteer monitoring. The practice of what is now frequently called citizen science did not begin with the coining of the term. We can use the term citizen science with historic activities and see that leaders in science in the 18 th and 19 th century carried out citizen science.
In 1776, Thomas Jefferson made plans for the collection of weather data across the state of Virginia via what would today be called contributory citizen science. Beginning in the late 1840s, U.S. Naval officer Matthew Maury created maps of the seasonal distribution of whales and of ocean wind and currents by aggregating observations reported by thousands of military and merchant vessels. William Whewell, Master of Trinity College, won a Royal medal for work based on almost a million observations of the tides systematically, and synchronously, collected by lay people on both sides of the Atlantic Ocean in 1835. Denison Olmsted, professor at Yale, crowdsourced meteor observations in 1833.
So for more than 200 years, scientists have been crowdsourcing observations. Today citizen science is an umbrella term under which to describe a practice that is occurring in many disciplines in which volunteers collect and/or process data. Many whole fields have long histories of such a practice. For example, the longest-running meteorological records in the United States were collected by volunteers in the National Observers Network, which started in 1880. The longest running ornithological surveys in the United States have been carried out by bird watchers in the Christmas Bird Count since 1900.
Other fields have shorter histories of such practices, with the speed and ubiquity of communication and information technologies assisting in creating new research frontiers. For example, volunteers in exclusively online projects solve three-dimensional puzzles of protein folding, individuals use automated sensors to detect earthquakes, and indigenous people in non-literate communities use smartphones to map important natural resources. Public and scientist collaborations continue to expand using a variety of labels: for example, communitybased natural resource management, participatory action research, participatory forestry, and volunteer geographic information. Despite its limitations, citizen science provides a useful, catchall term for all contemporary activities in which the public is involved in the scientific method.
Yet there is still the question of how the "public participation" type of citizen science links with the "democratic action" idea introduced by Irwin. If the term has come to represent a multitude of ways that the public is involved in science, what distinguishes it from Irwin's initial intent? In the practitioner world, citizen science originally referred only to participation in data collection; it then expanded to practices that include the public in other aspects of the scientific method, such as formulating the question and interpreting data. Nonscientists, however, can engage in the production of reliable knowledge (also known as "science") in ways other than contributing data. Publics can pose original questions. They can identify relevant variables and sources of data that professional scientists would miss. They can shape the norms and practices established around the scientific enterprise of validating knowledge. Each of these contributes to a more democratic vision of science embedded in society. While the "participatory" version of citizen science describes
how people can serve as instruments in the scientific method, the "democratic" version shows how people can influence and transform the larger scientific enterprise.
The term is coming full circle. Increasingly, practitioners of the "participatory" citizen science see "democratic" citizen science as their goal. Particularly in projects that involve environmental monitoring and environmental justice, practitioners and participants seek to transform the power dynamics of local, regional, national, and even international communities. They seek to exercise power that challenges the interests of large government, corporate, or even academically-based research communities.
The technical details explored in the subsequent chapters of this book largely relate to crowdsourcing observations by the public (the participatory model). But ultimately, a larger reason for refining citizen science methods is to increase capacity for research agendas to align with public interests. Practitioners of citizen science seek a hybrid of the Bonney/OED and Irwin meanings: essentially, a gold standard for citizen science practice in which people do more than contribute data, and researchers do more than use the data. Together, a new relationship between scientists and the public will be created. Citizen science strives for designs that will achieve what Irwin envisioned with his original use of the term: scientists engaging with people in ways that deeply shape what we know about the world.
A Third Story of Citizen Science: Democratized and Contributory
With a phone call to Marc Edwards, an engineering professor at Virginia Tech in April 2015, LeeAnne Walters, a resident of Flint, Michigan, set in motion the development of the Flint Water Study, a citizen science project to measure lead levels in tap water. Walters was a stay-at-home mom who could not get
state or local officials to respond to her concerns about rusty orange tap water, thinning hair, and skin irritations in her home.
Edwards responded with citizen science. For preliminary data, he taught Walters to take tap water samples that he could test. Even though Edwards found exceedingly high levels of lead in Walters's water, he was initially ignored when he brought the findings to the U.S. Environmental Protection Agency. So Edwards created the Flint Water Study with his students, some funds from the U.S. National Science Foundation, and more funds from an online crowdfunding campaign. Participants in the Flint Water Study received special water vials, collected tap water according to a specific protocol, and mailed the samples for processing at Virginia Tech. Data were publicly available and displayed. Walters created the "Water Warriors" to collect samples and helped them use the data to support their political action.
The results of the project garnered national media attention and broader public pressure, forcing government actions (shortterm provisioning of bottled water, testing of blood levels, movement towards long-term solutions) and inspiring community service (e.g., hundreds of union plumbers installed water filters for free). The project that began with data collection became a key element of a national political debate about social power in settings where technical expertise is necessary.
The third story of citizen science illustrates the achievement of "democratic" citizen science through the "contributory" style of citizen science. One way of understanding the relationship between the meanings of "citizen science" explored in this chapter is that the "democratic" definition represents a larger context in which the "contributory" style of citizen science resides. The lowest common denominator to citizen science projects is the collection and/or processing of data. From that focal point, the collaboration between scientists and nonscientists can expand. If the collaboration expands
Two Meanings of Citizen Science
enough, the resulting new relationship then takes on the vision presented by Irwin, characterized by new perspectives, collaborative action, trust, etc., leading ultimately to societal influence shaping scientific agendas and norms.
Further Reading
Ballard, H. L. & Belsky, J. M. (2010). "Participatory action research and environmental learning: implications for resilient forests and communities." Environmental Education Research 16: 611-627.
Bonney, R. (1996). "Citizen Science: A Lab Tradition." Living Bird 15(4): 7-15.
Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T. Shirk, J., & Wilderman, C. C. (2009). Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education CAISE Inquiry Group Reports. Washington, DC: Center for Advancement of Informal Science Education.
Conde, M. (2014). "Activism mobilizing science." Ecological Economics 105: 67-77.
Cooper, C. B., Dickinson, J., Phillips, T., & Bonney, R. (2007). "Citizen Science as a Tool for Conservation in Residential Ecosystems." Ecology and Society 12(2): 11. http://www.ecologyandsociety.org/ vol12/iss2/art11
Cornwall, M. L. & Campbell, L. M. (2012). "Co-producing conservation and knowledge: citizen-based sea turtle monitoring in North Carolina, USA." Social Studies of Science 42: 101-120.
Epstein, S. (1995). "The construction of lay expertise: AIDS activism and the forging of credibility in the reform of clinical trials." Science, Technology, & Human Values 20: 408-437.
Irwin, A. (1995). Citizen Science: A Study of People, Expertise, and Sustainable Development. New York, NY: Routledge.
Littman, M., & Suomela, T. (2014). "Crowdsourcing, the great meteor storm of 1833, and the founding of meteor science." Endeavour 38(2): 130-138. | <urn:uuid:52a3074e-9c7b-458f-b80d-165a6b3dace6> | CC-MAIN-2024-26 | https://cdn.chass.ncsu.edu/sites/english.chass.ncsu.edu/fchandbook/documents/Two%20Meanings%20of%20Citizen%20Science.pdf | 2024-06-19T16:42:29+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00034.warc.gz | 143,025,332 | 4,021 | eng_Latn | eng_Latn | 0.933418 | eng_Latn | 0.996773 | [
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HUMAN INFLUENZA VIRUS
FACT SHEET
WHAT IS INFLUENZA
Influenza, commonly referred to as "flu" or "seasonal flu," is a virus that causes a common respiratory infection with fever and often respiratory complications that is easily passed from person to person. Severe cases occur more frequently in young children, immunocompromised and elderly populations.
Learn more: ecolab.com/influenza!
SYMPTOMS
Influenza can spread and
BEFORE AFTER
symptoms are present
Source: Center for Disease Control
Source: Center for Disease Control
* Fever (usually high)
* Headache
HOW INFLUENZA SPREADS
FLU IS SPREAD BY PEOPLE
* Extreme tiredness
15,000-
70,000
deaths
annually in the Europe depending on the severity of the
FLU SEASON.
https://www.ecdc.europa.eu/en/seasonal-influenza/facts/factsheet
* Sore throat
* Muscle aches
* Dry cough
* Runny or stuffy nose
æ
ecolab.com/flu-prevention
Learn more:
HUMAN INFLUENZA VIRUS
PREVENTION
TAKE ACTION
Know your flu facts.
People with influenza
should not prepare
food or serve beverages
Get access to educational & procedural information.
symptoms have resolved.
FACT:
Patients are most infectious during the first three days of illness.
Frequent handwashing.
Thoroughly wash hands & exposed portions of arms with soap & warm water
Properly cover your mouth and nose with a tissue
Germs are often spread when a person touches something that is contaminated with the virus and then touches his or her for at
or sleeve
when least
Use designated
handwashing sink.
seconds.
coughing or sneezing
CLEAN THOROUGHLY & ROUTINELY
CLEAN & DISINFECT
frequently touched surfaces with a properly registered disinfectant.
* Light and air control switches
* Faucets and toilet flush levers
DISINFECT all high touch point surfaces in the bathroom, including those exposed to urine, feces or areas where people cough and sneeze according to standard infection control procedures.
* TV and radio controls and telephones
* Door handles and push plates
* Other surfaces as needed
æ
Learn more:
ecolab.com/flu-prevention
for others until their
Encourage people to:
* Stay home
* Get plenty of rest
* Check with local health care provider as needed
HUMAN INFLUENZA VIRUS
RESPONSE
Simple steps to keep you safe
1. Report any suspected illnesses to management
2. Follow local public health guidelines for influenza
3. Send home
infected individuals
4. Stock disinfectant products registered to be effective against influenza virus
5. Clean & sanitize following warewashing standards for contaminated ware
æ Learn more: ecolab.com/flu-prevention
6. Disinfect "high-touch" surfaces with a product EPA-registered as effective against influenza virus
7. Diligently practice infection prevention, including washing hands frequently and use gloves when handling food
Reference specific cleaning & disinfecting procedures for each step | <urn:uuid:3628a081-50a4-49ce-b42b-a6e4b1035d5a> | CC-MAIN-2024-26 | https://en-dk.ecolab.com/-/media/Widen/Institutional/General/Ecolab_Readiness_Kit_-Influenza_EN_EU_pdf.pdf | 2024-06-19T17:10:53+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00035.warc.gz | 193,564,442 | 712 | eng_Latn | eng_Latn | 0.973896 | eng_Latn | 0.987635 | [
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Tsunami
A tsunami is a series of ocean waves typically generated by a major undersea earthquake or landslide. Historically, in California, tsunamis have most often been caused by distant earthquakes along the Pacific Rim.
A tsunami (often misnamed a "tidal wave") is a series of ocean waves typically generated by a major undersea earthquake or landslide. Historically, in California, tsunamis have most often been caused by distant earthquakes along the Pacific Rim, such as in Japan, Russia, Alaska and Chile.
For example, the great 2011 Japan earthquake (magnitude 9) triggered a catastrophic tsunami that destroyed coastal communities along Japan's Sendai coast and then raced 5,000 miles across the Pacific Ocean to damage coastal harbors in Crescent City, Santa Cruz and elsewhere in California.
A potential nearby source of tsunamis is the Cascadia subduction zone, a great undersea earthquake fault off the coast of Washington and Oregon that extends southward along the northern California coast. Low-lying coastal communities are most at risk from tsunami inundation. Beyond the immediate coastal area, there is little or no tsunami risk.
Although potential tsunami inundation is not a required disclosure under California law, increasingly coastal municipalities regulate development to minimize the threat of tsunamis to life and property. For this reason, a prospective buyer is likely to consider it material to a transaction if the sale property is located in a tsunami zone that is designated by a city or county in its General Plan Safety Element.
(Additional sources: US Geological Survey)
First American, the eagle logo, First American Natural Hazard Disclosures and JCP-LGS Disclosures are trademarks used by First American Real Estate Disclosures Corporation (FAREDC) and/or its affiliates. FAREDC makes no express or implied warranty respecting the information presented in this communication and assumes no responsibility for errors or omissions this communication may contain.
FactSheet_FANHD012022 | <urn:uuid:826f4c53-4717-4c0a-8f86-c5d760543d87> | CC-MAIN-2024-26 | https://orderform.fanhd.com/Content/Files/Hazards/FS_tsunami.pdf | 2024-06-19T17:57:29+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00040.warc.gz | 400,412,029 | 396 | eng_Latn | eng_Latn | 0.993745 | eng_Latn | 0.993745 | [
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Nutrition
Boost your Immune System
Reduce stress levels
Long term exposure to stressful situations causes inflammation in the body. Cortisol and adrenaline, the bodies stress hormones, suppress your immune system increasing the risk of infection and disease.
Keep active
Inactivity can leave you feeling sluggish and more at risk of picking up an infection. Avoid sitting down all day and look for opportunities to walk more often.
Easy on the fat and sugar
Combined with an inactive lifestyle, a diet high in fat and sugar reduces the body's ability to fight off infection. A high number of fat cells may also release chemicals in to the body that cause chronic inflammation, damaging healthy tissues.
Vitamin D
Exposure to sunlight is ideal but vitamin D is also found in some foods such as eggs, liver and oily fish. The NHS also recommend that everyone should consider taking a vitamin D supplement, particularly during autumn and winter.
Keep it clean
Prevention is better than the cure. Ensure you maintain good hygiene standards washing hands regularly and thoroughly.
5.151 V2 – January 2020
take5 | <urn:uuid:3bdee1c6-dd4a-438a-a202-c72d8433311e> | CC-MAIN-2024-26 | https://www.healthyperformance.co.uk/wp-content/uploads/2020/01/Nutrition-Boost-your-Immune-System.pdf | 2024-06-19T17:02:53+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00037.warc.gz | 712,222,362 | 219 | eng_Latn | eng_Latn | 0.998 | eng_Latn | 0.998 | [
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Bobbie Noonan's Child Care VPK News
Dec. 11 – 15; Week #17
Theme:
Christmas/Participation Week
Introductions: Review
Bits:
Review
Manners:
Review
Vocabulary: Review
Language: This week in Language, we will discuss the true meaning of "Christmas". We will enjoy many fingerplays and flannel board stories. We will also have fun singing holiday songs.
Craft & Writing: This week in Craft and Writing, the children will continue to practice writing their first names. We will review all things learned in the first 73 days of school, letters, numbers, and shapes. We will end the week with open ended crafts.
Concept: This week in Concept, we will rote count 1-90 and continue counting by tens to a hundred. There will be fun with the tactile bag and a memory game called "what's in the Christmas box?" We will decode a special message from the north pole and do some Christmas graphing.
Motor: This week in Motor, we will be doing some fun Christmas themed activities as well as free play throughout the week.
UPCOMING EVENTS:
REMINDER: As an effort to keep our room as germ free as possible, PLEASE be sure to wash your child's hands when coming into school. Please remember to send your child to school in closed toe shoes to help prevent accidents on the playground. Thank you!
PLEASE BE SURE YOU ARE CHECKING YOUR CHILD'S FILE DAILY!!
Have a great week!
Mrs. Michele, Mrs. Schronda & Mrs. Karen
You can find the newsletter on our website: bobbienoonans.com | <urn:uuid:ac069fe5-8599-47ff-96e2-5ce248f355f7> | CC-MAIN-2024-26 | https://www.bobbienoonans.com/wp-content/uploads/2023/12/VPK-Week-17-1.pdf | 2024-06-19T16:18:47+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00036.warc.gz | 602,697,063 | 346 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.998927 | [
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GABRIOLA ELEMENTARY SCHOOL
Code of Conduct
A. Statement of Purpose
We at Gabriola Elementary believe that education involves the development of the whole child: intellectually, socially, aesthetically and physically. As such, the learning process develops both character and ability.
To this end, the school will endeavor to:
- instill a love of learning
- provide the skills necessary to acquire and express information
- to help students think critically and creatively
- contribute to developing students' self-discipline
- enhance the self-esteem of each student
Each child needs to be a positive, self-motivating force in the world of tomorrow. It is a cooperative, comprehensive education, based on continuous progress that develops the whole child.
The education of a child is a shared responsibility among home, school, student and community. In particular, the mutual support and encouragement between home and school are critical in assisting a child to reach his/her full potential.
The Code of Conduct for Gabriola Elementary school will address the prohibited grounds of discrimination as set out in the B.C. Human Rights Code in respect to discriminatory publication and discrimination in accommodation, service and facility in the school environment. No person shall give cause to discriminate because of race, color, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation or age of that person or that group or class of persons.
We believe that:
- Each individual is responsible for his/her own behavior to contribute to a safe and productive environment for all.
- All behaviors have natural and logical consequences.
- It is the responsibility of the school to teach, model and reinforce appropriate behavior.
The school strives to prevent misbehavior through:
- Adequate supervision.
- High quality teaching.
- Teaching appropriate behavior.
- Assisting students to meet their personal needs in socially acceptable ways.
B. Conduct Expectations
Acceptable Behavior
We will strive to:
- Create a caring and safe environment for all.
- Encourage children to make wise and informed choices.
- Foster the growth of responsibility and respect for self, and others' property.
The following was developed by staff and students. It reflects dynamic conversation and decision making. It is personalized and belongs to the school community.
We expect students and adults to:
1. Be Courteous
2. Be Safe
3. Be Responsible
4. Be Positive
Unacceptable Conduct
Staff believe that all children at Gabriola Elementary School want to work and play in a safe, respectful, caring, positive environment. Most children at the school do an excellent job of demonstrating these behaviors and modeling them for others. When it is necessary to stop disrespectful, defiant behavior, there are three levels of misconduct and corresponding consequences.
Level 1:
Most behaviors can and should be dealt with by the staff member who is supervising. Classroom behaviors are mainly dealt with by the classroom teacher. Playground behaviors are mainly dealt with by the person supervising the playground.
Level 2:
Some behaviors are persistent or of a more serious nature, i.e.
- leaving the school grounds without permission at lunch
- interfering with the disciplinary actions of a teacher
- disrespectful behavior towards a teacher or another student
- minor physical aggression
- swearing
- acting without regard to safety of self or others
Level 3:
These serious offences include:
- assault or serious physical aggression
- vandalism or graffiti
- intimidation of teachers or students
- belligerent behavior
- unresolved defiance (e.g., the child is asked to leave the classroom, refuses, is given time to think and continues to refuse to leave)
- offences as listed in district policy:
Assault
Theft
Fighting
Break and Enter
Vandalism
Fire
Defiance
Violating a Contract
Fire Alarm
Drugs / Alcohol
Intimidation & Bullying
Fireworks
Smoking
Harassment
Misbehavior
Snowballs
Truancy
Verbal Abuse
Weapon
Cyber Bullying
Rising Expectations
Expectations for students and consequences are applied in a developmentally appropriate manner. Further consideration must be given to the individual circumstances of the child and his/her family so that the appropriate intervention and support is forthcoming.
C. Consequences
The underlying philosophy in Gabriola Elementary School is that whenever possible and appropriate, focus on consequences that are restorative in nature.
Level 1:
Think Sheets (a worksheet to help the student focus on his/her behavior) may be used by the supervisor. The goal is for the student to identify the appropriate behaviors. The sheets may or may not be sent home.
Level 2:
These behaviors will be dealt with using either:
- A Think Sheet (focusing on appropriate behaviors and choice)
- A Referral Form (given after 3 Think Sheets or if the incident is more serious)
In each case, the form will go home and be signed by the parent/caregiver to be returned the next morning.
Where it is deemed appropriate and a child receives three referrals or time-outs within the space of thirty days, he / she may serve a suspension* for one day. The parents will be contacted as soon as possible.
A behavioral S.B.T. Meeting may occur involving the parent(s), child, teacher(s), support staff, and principal and the manner of intervention and support will be planned. A modified day may be put in place at the discretion of the School-Based Team.
*A suspension is described as the rest of the day when the incident happened and the next day. It will be determined in each case as to whether that suspension will be served in-school or out-of-school. The student is responsible for making up any incomplete work.
Level 3:
The principal or designate has the right to bypass Levels 1 and 2 at any time when, in consultation with the staff, it is believed that the behavior warrants a more serious consequence, i.e. automatic suspension. If the School-Based Team so recommends, the matter will be referred to the District Discipline Committee through Student Support Services.
Student Suspension
When a student is suspended from his/her regular educational program the suspension should not exceed five (5) school days. If a suspension greater than five (5) school days, or expulsion from the district is warranted, this will be decided in consultation with the Assistant Superintendent's office.
ANTI-BULLYING POLICY
Everyone at Gabriola Elementary School is expected to help make our school a safe and caring place for all students. Staff, parents and community members treat each other with respect in a caring way. Disrespectful behavior in any form at our school, especially bullying will not be tolerated (this includes cyber bullying).
Bullying behavior are those that are repetitive in nature and demonstrate an imbalance of power. Examples of bullying may include:
-
Hurting someone physically by hitting, kicking, tripping, pushing, and so on.
- Stealing or damaging another person's things.
- Ganging up on someone (includes social networks)
- Teasing someone in a hurtful way (includes electronic communication)
- Using put-downs, such as insulting someone's race or making fun of someone for being a boy or a girl (includes online activity).
- Touching or showing private body parts.
- Spreading rumors about someone (includes social networking and online activities).
- Leaving someone out on purpose or trying to get other students not to play with someone.
Staff at our school will do the following things to prevent bullying and help children feel safe at school:
- Closely supervise students in all areas of the school and playground.
- Watch for signs of bullying and stop it when it happens.
- Teach empathy programs to students in grade K-7 and pro social skills in grades K, 1,2,3.
- Respond quickly and sensitively to bullying reports. Take seriously families' concerns about bullying and report school concerns to respective families.
- Look into all reported bulling incidents and report school concerns to respective families.
- Provide consequences for bullying based on the school discipline code.
- Provide immediate consequences for retaliation against students who report bullying.
Students at our school are expected to do the following to prevent bullying:
- Treat each other respectfully.
- Refuse to bully others.
- Refuse to let others be bullied.
- Refuse to watch, laugh, or join in when someone is being bullied.
- Try to include everyone in play, especially those who are often left out.
- Report bullying to an adult.
Parents and Community members at our school are expected to:
- Report bullying concerns.
- Be aware of policy.
- If unsure, ask for clarification.
- Model respectful behavior.
- Listen to student concerns. | <urn:uuid:356ef42d-a7be-40ed-a94b-aecce5467018> | CC-MAIN-2017-13 | http://gb.schools.sd68.bc.ca/?post_type=document&p=1530 | 2017-03-26T03:17:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189092.35/warc/CC-MAIN-20170322212949-00567-ip-10-233-31-227.ec2.internal.warc.gz | 133,685,676 | 1,777 | eng_Latn | eng_Latn | 0.99806 | eng_Latn | 0.99828 | [
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SCIENCE
The Science program at Medicine Hat High School makes the connection between science, technology and society. The Science program is designed to help in the development of critical thinking and scientific inquiry skills. Science is experimental, creative, imaginative and exciting. Students will develop an understanding of the process by which scientific knowledge evolves.
CHOOSING THE RIGHT SCIENCE COURSE
A recommended minimum mark of 65% in Science 9, plus excellent attendance patterns, an above average understanding of BASIC SKILLS and a sound work ethic have been proven necessary for success in the 10-20-30 stream. Homework is required daily.
The Science 10, Science 20, Science 30 stream is appropriate for students intending to pursue further academic studies at the university level, but typically are not going to major in science (please refer to university requirements to confirm). Biology, Chemistry, and Physics 20/30 are designed for students who are planning on pursuing science-related fields in post-secondary.
The 14-24 stream has been designed to meet the Science needs of students in their everyday lives and for students who plan on entering the work world following high school.
Students will be encouraged to develop their science abilities (heavy emphasis on laboratory, experimental and decision-making skills) during the following five units:
1. Biological Diversity
2. Matter and Chemical Change
3. Environmental Chemistry
4. Electrical Principles and Technologies
5. Space Exploration
SCIENCE 10 (5 credits)
Recommended prerequisite:
65% in Science 9 and enrolled in Math 10C.
Recommended Corequisite: 65% in Math 9
Science 10 is an introductory course designed to provide a means of showing the connections among the scientific disciplines. The course is organized as units in integrated science, biology, chemistry and physics. Strong math skills and reading comprehension are important for this course.
SCIENCE 14 (5 credits)
Prerequisite: 40% in Science 9
Science 14 is a general introductory course to biology, chemistry and physics, and the application of science to everyday life. The course is designed to meet the needs and interests of students who want the basic requirements for a high school diploma. It may be offered in a modularized independent study format.
BIOLOGY 20 (5 credits)
Recommended Prerequisite: 65% in Science 10* Recommended Corequisite: 65% in English 10-1
Biology 20 students study the biosphere, cellular matter and energy flow, and matter and energy exchange in ecosystems in the digestive, respiratory, excretory and circulatory systems of the human organism. Laboratory work and field studies reinforce concepts learned in the classroom. Strong reading comprehension is needed in this course.
CHEMISTRY 20 (5 credits)
Recommended Prerequisite: 65% in Science 10
*
Recommended Corequisite: 65% in Math 10C Chemistry 20 students study solutions, concentration, stoichiometry, gases and gas laws, chemical bonding. Laboratory work and societal connections accompany each of these topics. Strong math skills are important in this course.
PHYSICS 20 (5 credits)
Recommended Prerequisite: 65% in Science 10
*
Recommended Corequisite: 65% in Math 10C &
enrolled in Math 20-1 or 20-2
Physics 20 students study both linear and planar motion and forces, circular motion and gravity, mechanical waves, and momentum. Demonstrations, experiments, and technological applications are integrated throughout the course of studies. Strong math skills are important in this course.
Courses are subject to a provincial diploma exam which determines 30% of the student's final grade.
SCIENCE 20 (5 credits)
Prerequisite: 50% inScience 10
Recommended Corequisite: 50% inMath 20-1
Science 20 builds on concepts learned in Science 10 and continues the study of chemical changes, changes in motion, climate change, plate tectonics, ecosystems, succession and natural selection.
SCIENCE 24 (3 or 5 credits)
Prerequisite: 50% in Science 14
Science 24 continues the study of biology, chemistry, and physics and their application in everyday life. It may be offered in a modularized independent study format.
BIOLOGY 30 (5 credits)
Recommended Prerequisites: 65% in Biology 20** Recommended Corequisite: 65% in English 20-1 Biology 30 focuses on nervous and endocrine systems, reproduction and development, genetics, and population/community dynamics. Strong reading comprehension is needed in this course.
CHEMISTRY 30 (5 credits)
Recommended Prerequisite: 65% in Chemistry 20**
Recommended Corequisite: 65% in Math 20-1 &
enrolled in Math 30-1 or 30-2
Chemistry 30 students review Chemistry 20 and then study energy changes in chemical reactions, oxidationreduction reactions, chemical equilibrium, acid-base reactions, and organic chemistry. Course material is closely integrated with laboratory investigations and STS issues. Strong math skills are important in this course.
PHYSICS 30 (5 credits)
Recommended Prerequisite: 65% in Physics 20**
Recommended Corequisite: 65% in Math 20-1 &
enrolled in Math 30-1 or 30-2
Physics 30 students study conservation laws (momentum), electric forces and fields, magnetic forces and fields, the nature of the atom, radioactivity, and light principles. Experimental work, demonstrations, STS issues, and technological applications are integrated throughout the course. Strong math skills are important for this course.
SCIENCE 30 (5 credits)
Prerequisite: 50% in Science 20, Biology 20,
Chemistry 20, or Physics 20
Recommended Corequisite: 50% in Math 20-1
Science 30 emphasizes changes in living systems (immunity, genetics), impact of chemicals on ecosystems, electromagnetic radiation, electromagnetism and electricity, and global energy. | <urn:uuid:94b75b90-e654-44fb-9c2a-d0faea7d2775> | CC-MAIN-2017-13 | http://mhhs.ca/documents/general/Section%2011%20Science_1.pdf | 2017-03-26T03:23:23Z | crawl-data/CC-MAIN-2017-13/segments/1490218189092.35/warc/CC-MAIN-20170322212949-00566-ip-10-233-31-227.ec2.internal.warc.gz | 228,303,562 | 1,247 | eng_Latn | eng_Latn | 0.987535 | eng_Latn | 0.98686 | [
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Technical Note #20 from Watershed Protection Techniques. 1(2): 73-75
Minimizing the Impact of Golf Courses on Streams
O ver 13,000 golf courses now exist in the U.S. and many more will be constructed to meet the growing popularity of the sport. The construction of a new golf course has the potential to create adverse impacts on the aquatic environment. To begin with, a typical 18-hole golf course can convert as much as 100 acres of rural land into a highly "terra-formed" environment of fairways, greens, tees, sand traps, and water hazards. As such, golf courses are often an attractive part of the urban landscape. Haphazardly designed golf courses, however, can disrupt and degrade the wetlands, floodplains, riparian zones, and forests that contribute to stream quality.
Golf courses are also intensive water consumers, particularly in drier regions of the country. This need for irrigable water can place strong demands on local groundwater and/or surface water supplies, which in turn, can cause baseflow depletion. In addition, the construction of the ubiquitous golf course water hazards can lead to downstream warming in sensitive trout streams.
A second recurring concern about golf courses are the large inputs of fertilizer, pesticides, fungicides, and other chemicals that are required to maintain vigorous and attractive greens. In many cases, chemical application rates can rival and even exceed those used in intensive agriculture. Table 1 shows a side by side comparison of chemical application rates for a coastal plain golf course and cropfield in Maryland, as reported by Klein (1990).
In the late 1980s, Baltimore County, Maryland was confronted with a wave of golf course development proposals and strong concerns about the possible risk they might have on their Piedmont streams. The Department of Environmental Protection and Resource Management drafted and revised a series of environmental guidelines for new golf course construction. The guidelines stress the importance of integrating the layout of the course with the natural features of the site.
The actual rate of fertilizer and pesticide application rates at a particular golf course can vary considerably, depending on the soil, climate, and management program. As an example, fungicides and nematicides are only lightly used in regions with cold winters, but constitute a major fraction of total pesticide applications in warmer climates. Given such intensive use of chemicals, golf courses clearly have the potential to deliver pollutants to ground and surface waters. Actual monitoring data on pollutant loads from golf courses, however, are quite scarce.
For example, the guidelines require a detailed evaluation of wetlands, perennial and intermittent streams, floodplains, slopes, forest stands and habitat features at the proposed course. The course must be configured to avoid or minimize disturbance to these resource areas. In this respect, long broad fairways are a prime culprit, as they frequently cross or encroach into streams and other buffer areas.
Consequently, the guidelines devote a great deal of attention to the issue of fairway crossings (see Figure 1). For example, no more than two fairway crossings are allowed for each 1,000 feet of stream length. These crossing must be perpendicular to the stream. If forests or wetlands are present at the crossing, this zone must be managed as unplayable rough and remain undis-
Table 1: Comparative Chemical Application Rates for a Maryland Golf Course and Corn/Soybean Rotation Reported in Pounds/Acre/Year (Klein, 1990)
25 | <urn:uuid:c9998612-8530-4fe5-aa38-7a0db4bcba6a> | CC-MAIN-2017-13 | http://stormwatercenter.net/Library/Practice/134.pdf | 2017-03-26T03:26:11Z | crawl-data/CC-MAIN-2017-13/segments/1490218189092.35/warc/CC-MAIN-20170322212949-00572-ip-10-233-31-227.ec2.internal.warc.gz | 335,059,303 | 702 | eng_Latn | eng_Latn | 0.996442 | eng_Latn | 0.996442 | [
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College-Now "Finding Your Voice" Fall 2012
College-Now at Murry Bergtraum High School Ms. D'Amato Room 215 firstname.lastname@example.org
This FYV writing course is offered to 11 th graders who are motivated to succeed and move on to college level studies during their high school years. The course provides the students with necessary academic skills that will enable them to take and complete college-credited courses offered by CollegeNow at Baruch College. In addition to the academic readiness, FYV students will also find a more distinctive voice within them as a writer and become more confident, oriented and skillful toward college application.
Through the course, students will learn-
purpose of writing through examining "Why I Write"
various literary techniques to voice their opinions through writing
effective ways of writing a personal essay for their college application
rhetoric techniques, interpretive and evaluative skills to write a researched argument paper
skills of online data base research
key elements, skills and steps to writing an academic research paper
MLA style of citation
oral debate procedures
skills to conduct an effective oral debate
Purpose of Writing
Through reading several famous writers' "Why I Write", students will self –reflect and examine the reasons or motivations of their own writing, whether it's the need to imagine, reason, argue, explain or express emotionally. There is a reason to "Why I write"- the purpose of writing.
Deriving from the purpose of writing, we examine the elements that affect our ways of expression. We will examine the shape and structure of an essay, the audience and purpose it addresses to and the elements within a powerful paragraph.
Researched Argument Paper
From voicing our own opinions to finding out the experts' opinions on a topic, we will evaluate information through online research and decide whether the information will serve our purpose; we'll learn how to defend our argument, persuade audiences and refute misrepresented ideas.
To write an argument paper through research, students learn to evaluate and interpret various types of information (facts and opinions) about a topic by analyzing them from a specific perspective. When students cite experience and opinions of others in their essay, they engage in a dialectic discourse with other writers, thinkers and researchers. The results of such dialogues are essays that cite information for specific purposes and seek answer to genuine inquiries on a researched topic.
Personal Essay
By reading excerpts of published memoirs, we examine moments in our own life and how they have affected our attitude, perspectives and action. We also learn to discern how ordinary moments of our life could be rich resources for personal writing. We also reflect on people who have affected us and events that have changed us forever. We write freely what choices we might need to make in our life and why. These reading and writing activities will help students generate ideas for personal essays.
Research Paper
Since writing research paper is an integral part of college studies, being able to write a research paper from scratch is an essential component of this course. Students will learn to brainstorm to narrow down the subject to a specific topic and write an effective thesis statement to defend one's thesis with convincing argument and proof through data base research. Through online research, students will learn to identify and read primary and secondary sources carefully and use the thesis as a critical lens to examine and evaluate information they find; they will learn to evaluate and synthesize the information for a specific purpose (refute, counter-argue, support, elaborate, persuade, etc.) and cite sources using conventions by the Modern Language Association (MLA). .
Conclusion
To sum it all, through this course, students will be more prepared to take college-credit courses and equipped with skills to voice their opinion whether it is to express their position on an issue, or argue against a point of view or even tell a personal story. They will become more aware of their voice, point of view, purpose, audience and therefore, learn the art of effective oral and written communication.
Course Materials
1. George Orwell and Joan Didion Why I Write, and Cynthia Ozick's On Permission to Write.
2. Malcolm Gladwell's article Brain Candy
3. An Excerpt from The Kite Runner by Khaled Hossenini
4. Amy Tan's "Mother Tongue"
5. Excerpts from Teacher Man by Frank McCourt
6. Zitkala Sa's essay from the School Days of an Indian Girl
7. Excerpt from When I Was Puerto Rican by Esmeralda Santiago
8. Eric Liu's "Becoming American –Chinese Experience" & "Notes of a Native Speaker"
9. "Written on the Wind" by Stewart Brand (http://longnow.org/essays/writtenwind/)
10. "Runners Vs. Smokers" by John Epstein
11. Donald Murry's "The Maker's Eye"
12. Manual for Using MLA Style
Final Grade:
20% Independent Research Paper
15% Argument Essay
15% Personal Essay
35% Attendance
15% Oral Debate
Course Calendar Fall 2012
Class 1
09/25 – Intro: course syllabus review, Why I Write-Intro/Motivation
Class 2:
Class 4: 10/04
09/27: A. Intro to a researched argument paper
B. Questionnaire on how much time students spend watching television"
C. Describe personal experiences
D. Personal Reflection on the topic
Class 3: 10/02 A. Introduce the argument paper on the topic of –"The Impact of Television & Internet on Intelligence and Learning"
B. Formalize their position on watching television and its impact on learning by including either pros or cons that they listed for watching television from their questionnaire.
C. Read Malcolm Gladwell's article Brain Candy a review of "Everything Bad is Good for You" by Steven Johnson as a class.
D. Review the article, annotate it and highlight points which they find interesting, agree with, disagree with, are unsure about, etc.
E. Ask students to choose points that Gladwell makes in the review that aid them in strengthening their own position.
A. Focus on creating an argument that is balanced through the use of counterargument
B. Research online an alternate point of view (POV) from Johnson.
C. Complete a small group webquest activity ( by completing a worksheet with questions that center on the research topic)
D. Each student will present his/her points from the previous assignment.
Class 5 : 10/09 Collecting data and discussion on how to analyze data for the argument; citations ( in-text citation and work cited sheet)
Class 6: 10/11 Research workshop and paragraph-based focus writing
Class 7: 10/16
How to use logos, ethos and pathos in an argument paper
How to identify the "pitch" in an article and use it to support your claim or counter argue against a claim
Class 8: 10/18 Claim workshop and structure of an argument paper
Class 9- 10: 10/23 & 10/25
Writing Workshops: Introduction, Conclusion and Evolving a Claim Students will spend the next two classes organizing their claim and evidence into an outline and writing the first draft. (Argument Paper due on10/30)
Class 11-12: 10/30 & 11/01 Personal Essay Workshop #1#2 Intro to Writing a Personal Essay (http://litstudies.org/MemoirWriting/tips_on_writing_a_personal_essay.htm) http://www.litstudies.org/CollegeNow/personal_essay_writing_workshop3.htm
Use the excerpt from The Kite Runner and When I Was Puerto Rican as examples to introduce the concepts of social setting, details (of characters, relationships etc) and the scope in personal writing.
Class 13: 11/06 Personal Workshop #3 Discuss excerpts from Teacher Man to examine tone, selections of details and diction
Class 13: 11/08 Personal Essay Workshop # 4 Discuss Eric Liu's personal account of "Becoming American, the Chinese Experience) to examine
A: Use Point of View as a view lens to examine personal situations, feelings and relationships.
B: Consider the POV of other people or institutions and examine reasons why the misunderstanding occurs.
http://www.pbs.org/becomingamerican/ce_witness15.html
Class 14: 11/13 Personal Essay Workshop # 4
A: Continue their inquiry into a time or a situation when a person or institution misunderstood them
B: Learn to avoid letting their personal feelings about the situation influence the other’s POV and how to maintain objectivity
C: Discuss language choices
Class 15: 11/15 Peer Editing & Evaluation; Tips on Revision
Class 16 11/20
Personal Essay Due; Personal Essay Presentation
Class 17 11/27 Comparison / Contrast Essay Smokers vs. runner (Read and annotate the article provided)
Elicit traits, comments, evidence associated with each topic
Claim workshop
Class 18 11/29 Research for more evidence on each topic; select data that point to
your claim; analyze your data to make the point evidence to the reader
Class 19 12/04 Introduce the structure of a comparison/contrast essay
Work on the 1
st
draft (Essay due on 12/11)
Class 20 12/06
Modeled Mini Research Paper #1-
A: Preliminary Research-intro to online databases
B: Narrow down to a specific topic
Class 21: 12/11
Modeled Mini Research Paper #2
A: Research Paper - note cards with annotations
B: Generate thesis statement
C: Create an outline
Class 22: 12/13 Modeled Mini Research Paper #3
A: Generate topic sentences and find supporting evidence
B: Citations and sources
Class 23 : 12/18 Independent Research Paper #1
A: Preliminary Research
B: Narrow down to a specific topic using KWL chart
Class 24: 12/20 Independent Research Paper # 2
A: Use online databases to find information on the topic
B: Annotate the articles
C: Gather and Analyze the evidence
D: Generate a thesis statement
Class 25: 01//01 Independent Research Paper # 3
A: Create an outline
B. Start the first draft
Class 26: 01/ 03 Independent Research Paper # 4
A: Work on the 1 st draft of the paper
B: MLA format
C: Citations and sources
Class 27: 01/08 Independent Research Paper # 5 Writing Workshop on Revision
Class 28: 01/10
Introduction to Portfolio and Research Paper presentation
Portfolio due on Jan. 15, 2013 | <urn:uuid:1d507551-0af0-42fd-9002-398249361411> | CC-MAIN-2017-13 | http://litstudies.org/CollegeNow/FYVFall2012Syllabus.pdf | 2017-03-26T03:29:56Z | crawl-data/CC-MAIN-2017-13/segments/1490218189092.35/warc/CC-MAIN-20170322212949-00572-ip-10-233-31-227.ec2.internal.warc.gz | 218,937,991 | 2,269 | eng_Latn | eng_Latn | 0.970543 | eng_Latn | 0.99271 | [
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UNIT GOAL: Students will become familiar with The Great Depression and the events that led to this period in American history. Students will gain an understanding of the response to the Great Depression, including The New Deal. Students will compare that period in history to contemporary economic downturns.
CONTENT OBJECTIVES
Students will be able to...
identify the causes of The Great Depression.
describe the government's response and initiatives.
compare this historical period to contemporary economic downturns.
LANGUAGE OBJECTIVES
ACADEMIC OBJECTIVES
Level 500 students will be able to...
use topic-related vocabulary orally and in writing.
use connector words to link situations and show contrast. (because, because of, likewise, compared to)
use the passive voice.
use the past unreal conditional.
report orally and in writing the causes and effects of The Great Depression.
write a descriptive/narrative essay. Possible topics include New Deal agencies.
Level 550 students will be able to…
use topic-related vocabulary orally and in writing.
use connector words to link situations and show contrast. (because, because of, likewise, compared to)
use the passive voice.
use the past unreal conditional.
report orally and in writing the causes and effects of The Great Depression.
write a comparison/contrast essay. Possible topics include The Great Depression and today's recession.
Level 500 and 550 students will be able to...
skim and scan for information.
synthesize information from multiple texts.
synthesize information from multiple sources (lecture, video, text.)
summarize orally and in writing.
read and interpret tables, charts, and graphs.
do secondary research on assigned topics.
paraphrase in speaking and writing.
TECHNOLOGY OBJECTIVES
Level 500 and 550 students will be able to…
search for information and images on the Internet.
complete a webquest.
use the Internet to listen to period music.
take an online tour of the Franklin Delano Roosevelt Memorial.
LEARNING COMPONENTS
*Click on each Learning Component to connect to cited and additional resources.
Personal Experiences: “Voices from the Great Depression” in Hard Times: An Oral History of the Great Depression . A touching narrative and interviews of survivors.
Personal Experiences: Childhood Memories of the Great Depression Era. Stories of the period as seen through the eyes of a nine-year old boy. The author presents interesting anecdotes about his family, neighbors, and friends, highlighting their experiences and what they did to survive.
The New Deal . Book details response to the Depression. It highlights the man on the street’s reactions to various programs. Complete with photos portraying people from various walks of life: the unemployed, demonstrators, migrants, construction workers, etc.
Excerpts from The Grapes of Wrath by John Steinbeck. Fictional account of a family who was forced to leave their home and seek employment in California during the dust bowl.
Writing Activities
Cause and Effect: causes and effects of the Great Depression and/or contemporary economic downturn
o North Star Reading and Writing High Intermediate Writing Activity Book
Write to be Read
Unit 5, flow chart to show relationship between cause and effect, use of "because of"
o
pp. 48-50, example of cause and effect essay with guide questions
Reader responses to speeches and poems
Level 500
Narrative/Descriptive Essay: Possible topics include: Eleanor Roosevelt’s Reforestation Army; The Breadline or Soup Kitchen; The unemployed during the Great Depression
o Great Essays 2 nd ed., Unit 4
o North Star Reading and Writing High Intermediate Writing Activity Book
Unit 4, writing a narrative essay from draft through revision using adjectives and adjective clauses
o Write to be Read
Pp. 51-53, examples of narration and description
Level 550
Comparison/Contrast Essay: Possible topics include: housing problems during GD and today, labor unions then and now
o Developing Composition Skills 2 nd ed.
Chapter 6, connectors for comparison and contrast
o Write to be Read, p.51
Oral Skills Activities
Oral presentation:
o What were the causes and effects of The Great Depression?
Assume a character from The Grapes of Wrath and talk about experiences
Mock Interview: interview a migrant worker
Retelling stories
Collaborative story-telling (Keep the Story Going)
o Use stories from Childhood Memories of the Great Depression, or The Grapes of Wrath
Grammar Activities
Connectors and transitions
o Developing Composition Skills, p.120
Past unreal conditional
o Grammar in Context 3
Civic Engagement Activities
Field Trips:
Visit the Franklin Delano Roosevelt Memorial.
Visit the National Museum of American History.
Sample Lesson Plans
Level 500/550
The Great Depression and The New Deal
Analyze migrant experience through film study: Grapes of Wrath
Assessment Activities
Level 500
Narrative/Descriptive Essay: Possible topics include: Eleanor Roosevelt’s Reforestation Army; The Breadline or Soup Kitchen; The unemployed during the Great Depression
Oral Presentation on event or figure
Level 550
Comparison/Contrast Essay: The Great Depression vs. Today’s Economic Situation
Oral Presentations on event or figure
Sample Unit Plans
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Blackheath Public School
Leichhardt Street
Blackheath NSW 2785
Phone(02) 4787 8253Fax(02) 4787 8320
email@example.com
Webhttp://www.blackheathp.schools.nsw.edu.au/
BLACKHEATH PUBLIC SCHOOL Acceptable Use of Technology Agreement 2021 (Student – Year 1-6)
I understand that:
* Computers and other information technology resources at Blackheath Public School are intended for use in learning.
* Every student is given an account on the school's network and this is to remain private to me.
* No other student may interfere with my account and I may not interfere with theirs.
* The Internet can connect me to much useful information stored on computers around the world.
* IT Services can track everything I do and will report what I do, including any misconduct to the Principal when necessary.
I agree that:
* I will hand in personal devices at the front office.
* I will take care of the laptop or iPad that I am using.
* I may have to pay to repair a laptop or iPad that I deliberately damage.
* I will not eat or drink near any school-owned IT equipment.
* I will not attempt to break copyright (e.g. By illegally copying information from the Internet and passing it off as mine).
* I will not use a laptop, iPad or print without a teacher's permission.
* I will not attempt to upload or create computer viruses.
* I will report any problems or concerns to my teacher.
* I will use the Internet for learning and will not look for anything that is illegal, dangerous or offensive. If I accidentally come across something that is illegal, dangerous or offensive, I will clear any offensive pictures or information from my screen; and immediately, quietly, inform my teacher.
* I will not share personal information about me or my school friends when I am using the Internet, including my username and password.
* I will not use the Internet to bully, annoy or offend anyone.
* I will ask for permission from the person and from a teacher before taking a photo or video of someone.
I accept that:
* If the school decides I have broken these rules, I may not be able to use technology for some time.
Student's Signature ___________________________________ Date___________
Student's Name_______________________________________ Class__________
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Present Perfect Simple or Present Perfect Continuous Exercise 2
1. I ___________________ (not / do) the housework yet.
2. They ___________________ (study) very hard recently.
3. She ___________________ (promise) to help many times.
4. He ___________________ (clean) the kitchen. Everything is sparkling clean.
5. She ___________________ (write) her essay and ___________________
(send) it to her professor.
6. He ___________________ (see) the film ‘The King’s Speech’ about six times.
7. We ___________________ (paint) our living room. I think it looks a lot better.
8. She ___________________ (take) French lessons lately.
9. It ___________________ (not / rain) for three hours! Only about one hour.
10. Lucy ___________________ (already / leave).
11. How many times ___________________ (you / visit) Scotland?
12. I ___________________ (call) John for hours and hours and he hasn’t answered. I’m really angry with him!
13. I ___________________ (be) in London for three years.
14. We ___________________ (know) James for ages.
15. It’s really smelly in here. ___________________ (somebody / smoke)?
16.
How much petrol ___________________ (she / buy)?
17. She ___________________ (eat) chocolate all morning, so she feels sick.
18. I ___________________ (paint) my house all day, but it’s not finished yet.
19. Julie ___________________ (be) at the office since 6 am.
20. The writer ___________________ (deserve) this award for a long time.
Answers:
1. I haven't done the housework yet.
2. They have been studying very hard recently.
3. She has promised to help many times.
4. He has cleaned the kitchen. Everything is sparkling clean.
5. She has written her essay and has sent it to her professor.
6. He has seen the film 'The King's Speech' about six times.
7. We have painted our living room. I think it looks a lot better.
8. She has been taking French lessons lately.
9. It hasn't been raining for three hours! Only about one hour.
10. Lucy has already left.
11. How many times have you visited Scotland?
12. I've been calling John for hours and hours and he hasn't answered. I'm really angry with him!
13. I've been in London for three years.
14. We have known James for ages.
15. It's really smelly in here. Has somebody been smoking?
16. How much petrol has she bought?
17. She has been eating chocolate all morning, so she feels sick.
18. I've been painting my house all day, but it's not finished yet.
19. Julie has been at the office since 6 am.
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How Wood Primary School and Nursery
End of Key Stage 2 National Curriculum Assessments July 2016
27 children In Year 6 so each child is 3.7%
| | | How Wood | Herts |
|---|---|---|---|
| | | School | |
| Percentage of pupils achieving the expected standard in Reading, Writing and Maths combined | 57% | | 58.7% |
| Percentage of pupils achieving a high level of attainment in Reading, Writing and Maths combined within the expected standard | 0% | | |
| Percentage of pupils achieving the expected standard in the Reading Test | 75% | | 71.7% |
| Percentage of pupils achieving a high level of attainment in reading within the expected standard | 14% | | |
| Reading average scaled score | 104 | | 103.9 |
| Average progress in reading | -2.1 | | |
| Percentage of pupils achieving the expected standard or better in the Writing Teacher Assessment | 64% | | 79.0% |
| Percentage of pupils achieving the expected standard in the Writing Teacher Assessment | 64% | | |
| Percentage of pupils achieving a high level of attainment in Writing Teacher Assessment within the expected standard | 4% | | |
| Average progress in Writing | -4.8 | | |
| Percentage of pupils achieving the expected standard in the Spelling, Punctuation and Grammar Test | 68% | | 76.3% |
| Percentage of pupils achieving a high level of attainment in Spelling, Punctuation and Grammar within the expected standard | 18% | | |
| SPAG average scaled score | 104 | | 104.9 |
| Percentage of pupils achieving the expected standard in the Maths Test | 71% | | 72.5% |
| Percentage of pupils achieving a high level of attainment in Maths within the expected standard | 21% | | |
| Maths average scaled score | 104 | | 103.6 |
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SQUARE BREATHING
Feeling anxious or nervous? Try using Square Breathing to help settle your nervous system and reset your mind.
Tips on using Square Breathing:
Don't start using this skill for the first time during a moment of panic; wait until you have practiced and have the hang of it
Try it before bed, or after you wake up
The first few cycles you may feel out of breath; try letting your breath in and out very gradually, as though you are slowly letting air out of a balloon
Note: if the timing below feels too long, feel free to start with 2 or 3 seconds on each side, and work your way up. Try repeating this cycle 5-10x, or until you notice a shift.
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HOW YOU CAN FOSTER
QUALITY PARTICIPATION IN PLAY FOR CHILDREN WITH DISABILITIES ON PLAYGROUNDS
[PROGRAMMER VERSION]
1
3
IDENTIFY YOUR PLAY PHILOSOPHY
Use our Measure of Experiential Aspects of Participation (MeEAP) tool to determine which of the six building blocks you want to focus on first.
Try it out here: https://bit.ly/3pGXlRs
CHOOSE EFFECTIVE STRATEGIES
After you've prioritized your building blocks, use the Quality Participation on Playgrounds Blueprint as a strategy selector for facilitating quality experiences in play among children with disabilities.
2
GUIDE PROGRAM PLANNING
1) Choose the right playground
2) Create a new game
An inclusive playground is a great place to deliver an intentional, quality program
Learn what makes a playground inclusive here: https://bit.ly/3LZ3kby
Rethink old classics and integrate the strategies you chose above into a new game to ensure everyone is experiencing quality participation in play!
GUIDE FREE PLAY
Remember, play isn't prescriptive, but does require some planning to ensure everyone has a quality experience.
Use various strategies to facilitate free play and foster quality experiences in play for all!
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Home
The 2016-17 school year starts August 20th! Please register at https://recregistration.cityoflancasterca.org/classregistration/Start/Start.asp
About
Welcome to Poppy Gakuen!
School Mission：
To educate in Japanese language and culture in a close community, implementing learning techniques that contribute to the advancement of society and humankind.
Education Goal:
Here at Poppy Gakuen, our goal is to instill in our students The Three S's – Strong, Smart and Sweetheart!
<Overview>
Departments -
Preschool & Kindergarten - Poppy Class (Meets once a month)
-Elementary, junior high, and high school classes
-Adult class
Class Schedule -
Every Saturday, 9am-12:00pm for preschool through high school
(Basic and intermediate Japanese)
-Adult Class
Basic - 12:30pm to 2:00pm
Intermediate - 1:30pm to 3:00pm
Program
Japanese for all levels
*Please see program page for more detail.
A Note From The Principal
The Antelope Valley Japanese Academy Poppy Gakuen was established in 2014 by a local Japanese group. Its mission is "To educate in Japanese language and culture in a close community, implementing learning techniques that contribute to the advancement of society and humankind." We currently offer great programs for preschool to high school students as well as any level of adults every Saturday. The curriculum includes not only learning Japanese language but also Japanese culture and customs.
Our school strives to achieve the following three goals: First, we educate our students to follow The Three S's - strong, smart and sweetheart. Second, the teachers are self-disciplined, kind and considerate, and fair. Third, the school is community based, supportive through parents and teachers, and open. We started the Antelope Valley Japanese Academy Poppy Gakuen because there weren't any Japanese schools nearby. Through the cooperation of students, parents and teachers, we can keep developing this great school's opportunities.
The students at Poppy Gakuen continue to go to local schools during the week while they come to our school to learn Japanese on Saturdays. We understand students must work very hard to do all the homework and assignments for both schools. However, we believe their efforts will be very valuable assets in their futures. They will learn many things in addition to the Japanese language, including knowledge gained through the actual experience of Japanese culture. Also, the adult students will be able to polish their Japanese language ability with their individual purposes and goals in mind every week. If you are interested in our school, please come and visit us on Saturday. We hope that you will enjoy our classes. We also encourage our parents to watch over and support your children warmly and attend our school events proactively. Thank you very much.
Sincerely, Mikiko Tamashiro Corsette Principal Antelope Valley Japanese Academy Poppy Gakuen
Programs
Preschool to Kindergarten Class (3 to 5 years old). We also accept children that will turn 3 years old by the end to the year.) 9am-12pm
Preschoolers can have fun and learn Japanese at the same time! Students enjoy music and dancing, games, crafts, and outdoor activities. Also, they will participate in many Japanese seasonal activities throughout the school year in order to become more familiar with customs and traditions.
Elementary to High School 9am-12pm
Basic Japanese Class（1st grade to 12th grade)
Basic Japanese class is designed for the individual student. First, students learn the basics of hiragana and katakana, two basic components of the Japanese writing system, then practice kanji: adopted logographic Chinese characters that are used in the modern Japanese writing system. These lessons are divided into each grade level. Students also acquire basic Japanese vocabularies by enjoying story time, poem reading, and word quizzes every week. The goal of this class is to gain an understanding of basic Japanese.
Intermediate Japanese (1st grade to 12th grade)
Intermediate class mainly develops students' Japanese writing skills and reading comprehension through the efforts of practicing kanji (adopted logographic Chinese characters that are used in the modern Japanese writing system), writing essays, and reading practice with workbooks at each grade level.
Japanese Conversation (1st grade to 12th grade)
Students will be able to craft smooth Japanese sentences on their own through the lessons at this Japanese conversation class. They learn conversational and survival Japanese using exercises such as role playing and opinion exchanges about various situations.
Adult Class (Any Level, 17 years old and older) Basic Class 12:30pm-2:00pm
Intermediate Class 1:30pm-3:00pm
*The 30 minute overlap between 1:30pm and 2:00pm is a combined class for both basic and intermediate level.
Students will learn basic to advanced Japanese conversation through listening, speaking, reading and writing according to each student's Japanese level. The basic class focuses on daily Japanese conversation, along with reading/writing hiragana and katakana (basic Japanese writing systems). On a more advanced level, the intermediate class provides more advanced Japanese lessons to students who may be planning to go to Japan to achieve their academic or career goals. The 30 minutes between 1:30pm and 2:00pm is a combined class for both of the basic and intermediate students. We do some group exercises/discussions, role playing and culture exploration. Students will also participate all year round in school events that will help familiarize them to traditional Japanese seasonal activities and customs.
*The provided age group are examples of the type of student expected in each class. Students will be divided into the best class for them based on their individual Japanese skill.
Schedule
＜Time Schedule＞
Pre-Kinder Poppy Class
8:45 9:00 Drop off
）
Elementary, Junior and Senior High School
）
Adult Class
Students
Kotomi Tucker (Elementary)
Hello! My name is Kotomi. I am ten years old. The reason why I started going to Poppy Gakuen is because I want to understand when my relatives in Japan talk to me. Also, I want to enjoy watching Japanese TV shows. Learning Japanese in Poppy Gakuen has been very fun so far. I have learned about 25 Japanese letters and multiplication in Japanese. Now I feel happy when I find Japanese letters I can read. In Poppy Gakuen, there is mix of ages from 2 years old to 15 years old students. We only have 2 subjects: Japanese and math in Japanese. One day, I would like to teach some of my friends Japanese. I also would like to write letters in Japanese to my relatives in Japan. And maybe, I can translate for people who don't understand Japanese.
Matthew Hiromasa Frederick (Kindergarten)
My name is Matthew Hiromasa. I'm 5 years old. I love my Japanese school so much. I like my teacher. I like my class and classmates. I learned a lot of Japanese letters and words. It is fun! I will keep studying Japanese and I want to talk with my oba-chan and oji-chan (grandma and grandpa).
Alumni
Yoshihiro Shintani (High School, 2014-2015)
I learned Japanese and math at Poppy Gakuen. I normally spoke Japanese only at home but hadn't written in Japanese for the last six years after my family moved when I was a fourth grade student to the US from Japan. I did not how to write a good essay nor how to describe mathematical terms in Japanese at all. After we moved to the Los Angeles area, I gave up on going to a Japanese school because existing schools are very far away from where I live. I was very happy that Poppy Gakuen was established in this area. Also, I am happy that I could brush up my Japanese writing and listening skills at Poppy Gakuen. I learned and enjoyed a lot although I had something I did not understand completely through the once a week classes.
My dream is to be a math teacher, so I went back to Japan and graduated from a Japanese high school and a university to accomplish my dream. I took and passed an entrance exam for a Japanese high school here in Los Angeles. I am transferring to the school as a junior student this April. Even though I have some concerns living at the school dormitory without my family, I will keep working hard and not forget what I learned at Poppy Gakuen.
Thank you all the teachers for teaching me how to write proper essays in Japanese and providing me intensive training for kanji as well as teaching me mathematical terms and the delight of mathematics. I could move one step forward to my dream come true since the teachers taught me precisely, patiently and politely.
I am still growing; however, I would like to become a teacher who can help people as my teachers at Poppy Gakuen. It was a short time, but I really appreciate your support and guidance.
For all the students at Poppy Gakuen, please keep working hard with your dreams. I will do so in Japan, too!
Parent Testimonials
My son has been a student at Antelope Valley Japanese Academy Poppy Gauken for several months now, and his experience there has been wonderful. The staff is always very positive and uplifting, and they go out of their way to make learning fun and exciting. He's learning how to read, write, and speak Japanese and is also learning about the culture and traditions of Japan. I'd like to thank you and the entire staff for providing such a positive, uplifting education for my son.
- B.M. (a parent at Elementary School)
I highly recommend Antelope Valley Japanese Academy for any child or adult! They have terrific classes for all age levels, and a caring native Japanese faculty that is committed to teaching Japanese language and culture. In the Mommy/Daddy and Me class, my 3-year-old and I have learned greetings, numbers, colors, animals, foods, verbs, and songs in Japanese. This program has all the benefits of a regular preschool, with the additional benefit that your son/daughter is learning a second language! The facilities and playground are excellent, and my family thoroughly enjoys the friendships we've made.
I have been extremely impressed with the kindergarten class. Although my daughter started with zero knowledge of Japanese, each week she is comprehending and speaking more words. The teacher speaks strictly in Japanese. She does an excellent job keeping the class on track, and takes time with each student to make sure they are writing the Japanese letters properly. She drills them on letter recognition and vocabulary, and provides many fun worksheets. Creative games and crafts are mixed into the school day, along with snack and recess. All the Japanese holidays are celebrated. I am so thankful we discovered Poppy Gakuen.
- Sarah S. (a parent at Mommy/Daddy & Me and Kindergarten)
We have attended Poppy Gakuen for 6 months now, and are extremely happy with their Japanese program. The teachers speak in Japanese to our kids the whole time (even though they are just beginners), and they always have tons of interesting activities prepared! My kids look forward to it every Saturday, and sing the songs themselves throughout the week.
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Science GCSE Revision: Physics
Edexcel Combined Science GCSE Specification 1SC0
Physics
Paper 5
Paper 6
Topic 1 – Key concepts of physics
Topic 2 – Motion and forces
Topic 3 – Conservation of energy
Topic 4 – Waves
Topic 5 – Light and the electromagnetic spectrum
Topic 6 – Radioactivity
Topic 1 – Key concepts of physics
Topic 8 – Energy - Forces doing work
Topic 9 – Forces and their effects
Topic 10 – Electricity and circuits
Topic 12 – Magnetism and the motor effect
Topic 13 – Electromagnetic induction
Topic 14 – Particle model
Topic 15 – Forces and matter
Topic 1 – Key concepts of physics
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/1-key-concepts-ofphysics/1-1-expressing-quantities--si-units/1-1-1-units-prefixes/
https://www.bbc.co.uk/bitesize/topics/z82ttv4
Topic 2 – Motion and forces
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/2-motion--forces/2-1describing-motion/2-1-1-scalars--vectors/
https://www.bbc.co.uk/bitesize/topics/zcw22nb
Topic 3 – Conservation of energy https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/3-conservation-of-energy/31-conservation-of-energy/3-1-1-gravitational-potential-energy/
https://www.bbc.co.uk/bitesize/topics/z39ww6f
Topic 4 – Waves https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/4-waves/4-1-properties-ofwaves/4-1-1-introduction-to-waves/
https://www.bbc.co.uk/bitesize/topics/zsb44qt
Topic 5 – Light and the electromagnetic spectrum
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/5-light--theelectromagnetic-spectrum/5-1-electromagnetic-waves/5-1-1properties-of-electromagnetic-waves/
https://www.bbc.co.uk/bitesize/topics/zpvrrwx
Topic 6 – Radioactivity https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/6-radioactivity/6-1-atomicstructure/6-1-1-inside-the-atom/
https://www.bbc.co.uk/bitesize/topics/zxnvv9q
Topic 1 – Key concepts of physics
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/1-key-concepts-ofphysics/1-1-expressing-quantities--si-units/1-1-1-units-prefixes/
https://www.bbc.co.uk/bitesize/topics/z82ttv4
Topic 8 – Energy - Forces doing work https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/7-energy--forces-doingwork/7-1-work-power--efficiency/7-1-1-energy-stores-transfers /
https://www.bbc.co.uk/bitesize/topics/zq6nng8
Topic 9 – Forces and their effects
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/8-forces--their-effects/8-1types-of-forces/8-1-1-contact--non-contact-forces/
https://www.bbc.co.uk/bitesize/topics/z8766yc
Topic 10 – Electricity and circuits https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/9-electricity--circuits/9-1current-potential-difference--resistance/9-1-1-atomicstructure /
https://www.bbc.co.uk/bitesize/topics/zcd77p3
Topic 12 – Magnetism and the motor effect https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/10-magnetism--the-motoreffect/10-1-magnetism/10-1-1-magnetism/
https://www.bbc.co.uk/bitesize/topics/z34ddxs
Topic 13 – Electromagnetic induction
https://www.savemyexams.co.uk/gcse/physics_combined- science/edexcel/18/revision-notes/11-electromagneticinduction/11-1-electromagnetic-induction/11-1-1-factorsaffecting-em-induction/
https://www.bbc.co.uk/bitesize/topics/zs3ccj6
Topic 14 – Particle model https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/12-particle-model/12-1states-of-matter--thermal-capacity/12-1-1-density/
https://www.bbc.co.uk/bitesize/topics/zts33k7
Topic 15 – Forces and matter https://www.savemyexams.co.uk/gcse/physics_combined-science/edexcel/18/revision-notes/13-forces--matter/13-1forces--elasticity/13-1-1-changing-shape/
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Marine Egypt Expedition 2023 Report – Katie Grieve
From the 5 th of June to the 17 th of July, I embarked on a marine expedition to Egypt, along with five other students through the University of Glasgow's Exploration Society.
Prior to this expedition, I was not widely travelled, therefore having the opportunity to travel to another country/ continent and immerse myself in a different climate and culture compared to Scotland was very exciting. Beforehand, it seemed unbelievable that I would soon be able to come face-to-face with things I had previously only seen in lectures and documentaries.
Roots Red Sea Resort could have been a set out of Star Wars, a small oasis in the middle of the desert with buildings constructed from sandy-coloured stone and domed roofs. Due to the resort's nature as the only source of fresh water for miles, it was a hotspot for many amazing creatures such as fennec foxes, birds of prey, spiders, snakes, scorpions and my favourite – praying mantises.
A praying mantis spotted in the resort.
Our daily schedule consisted of breakfast from 7.30 am, lunch at 1.30 pm then dinner again at 7.30. The food was delightful and we eagerly looked forward every day to what surprise dish would be served to us, I particularly enjoyed trying Egyptian cuisine (especially the national dish koshari and lots of falafels). Mealtimes further allowed us time to meet and socialise with the other guests, all of whom were experienced divers with fascinating insights and stories, as well as the lovely resort staff who really looked after us and spent many hours teaching us basic Arabic and about their culture and lives. Between those times, we would focus on our projects (either data collection or analysis) and outreach tasks. We would each do approximately 1-2 dives a day, swapping between each project and gaining unique experience with each one.
Our first project was a diver impact study on small black and white damselfish called humbug dasycllus (dascyllus aruanus) which live in colonies on Acropora or Pocillopora coral. My role in this project was to set up a tripod camera 2 metres away from the colony, which we then left for 15 minutes after which my diving buddy or I would swim over the colony to cause a diver disturbance. The colony would then be left another 12 minutes and through the footage obtained we could determine how the fish have been affected. By measuring how long it takes the fish to re-emerge from the coral after each disturbance, we can determine if their behaviour has adjusted over time as they adapt.
Our second project was on the territoriality/bold-shy behaviour of freckled Hawkfish. My buddy and I would alternate between two roles for this project. Firstly, using a 3D camera, a Hawkfish (Paracirrhites forsteri) will be approached until it swims away, the camera records how far away the diver is from the subject fish. The second diver can then take photos of the fish at a specific angle which will later allow us to use specialised software to identify individual fish. The closer the diver can get to the fish, the bolder it is, and the determination of these behavioural traits of multiple individuals can give information on the species and the reef ecosystem.
I particularly struggled with photographing the Hawkfish as there was only a very small margin for error when it came to the angle and positioning of the fish due to the requirements of the identification software. As a relatively new diver, it took a lot of practice and concentration to maintain my positioning in the water and approach the fish at the correct angle as well as getting as close as possible without scaring it away and restarting the process.
A Freckled Hawkfish.
However, due to the nature of both projects, I have greatly developed both my skills in using cameras underwater and my scuba diving ability – vastly improving my buoyancy and trim over the 6 weeks, allowing me to effectively conduct underwater research.
I feel extremely lucky to have had the opportunity to dive in such an incredible location and to have the experiences I have had. A memory I will cherish forever was on our first day, my first time entering the water, I put my face in and immediately saw more fish than I had ever seen in my entire life. Additionally, encountering huge green sea turtles and eagle rays will be something I will never forget.
On the days off from project work, the team conducted debris dives/snorkels and beach cleans in several locations, including the house reef near our accommodation, the local town beach and the nearby mangrove forests. In some cases, we were joined by other resort guests and a local environmental organisation comprising of children aged 1517. We also created and delivered talks on the importance of conservation and management efforts in the Red Sea area to the children, covering topics of climate change, plastic pollution, the human impact on the climate and respect for ocean life specifically focusing on sharks.
Overall, I am immensely grateful to have been given the chance to be a member of this expedition and develop these skills and experiences. I feel like I have become much more independent and confident in my abilities as well as been exposed to the realities of research and fieldwork. Over the 6 weeks, I have learned so much about Egyptian culture and the marine world, I have gained firsthand experience with plastic pollution and how these problems are dealt with, I have had a taste of what a career in research and biology could be like and overall, I have achieved something I never thought I would have been able to do. | <urn:uuid:90bdaeb9-e7ab-46b5-ae6f-28659aed351f> | CC-MAIN-2023-40 | https://captainscottsociety.com/wp-content/uploads/2023/09/Marine-Egypt-Expedition-2023-Katie-Grieve.pdf | 2023-09-24T18:32:40+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00318.warc.gz | 174,164,600 | 1,142 | eng_Latn | eng_Latn | 0.998552 | eng_Latn | 0.998717 | [
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Prepping for Camp: Rest Time
What is Rest Time? As you pack for camp, you might want to think about packing a gallon ziploc bag of quiet, restful activities to enjoy during Rest Time. Rest Time happens right after lunch. Everyone goes back to their cabins to just have some quiet relaxation and individual space before afternoon activities. Campers are asked to be quiet and stay on their own bunk for the first part of Rest Time. After that, if a camper wants to, they can join one other camper on their bunk to quietly play or talk, while keeping their volume down so that those campers who want to nap can do so. Days at camp are active and full, so rest hour is a good part of the balance. It's also a great opportunity to learn that we can be satisfied without screens– and that we can relax and be at peace without electronics.
General Structure of Rest Time:
* 10-15 minutes on your own bunk, quiet (sometimes counselors read or tell as story to the campers)
* 10-15 minutes either on your own bunk, sitting quietly with a friend on their bunk, or playing a quiet game
* 10-15 minutes to get ready for the next activity- use bathroom, get dressed & shoes on, sunscreen, fill water bottle, walk to next activity
Here are some things campers can do during rest hour (no electronics!):
* Nap
* Listen to stories read by a counselor
* Read a book or magazine
* Read items in the cabin Christian Science literature bin (Bibles, writings of Mary Baker Eddy, hymnal, children's Bible stories, Sentinel magazines, etc.)
* Draw
* Write in a journal or notebook
* Write a letter home
* Do crossword puzzles, word games, or sudoku
* Make a friendship bracelet
* Play cards
* Listen to the sounds of nature
* Pray
* Play with a stuffed animal
* Solve a rubix cube…
Packing Suggestion for Rest Time:
* Book
* Sketch pad and/or notebook
* Writing utensils- pen, pencil, color pencils, eraser
* Pre-addressed envelopes and stationary
* 1-2 favorite stuffed animals | <urn:uuid:cd143e5f-3ac9-4d2a-9b95-4b4b426c8840> | CC-MAIN-2023-40 | https://cedarscamps.org/wp-content/uploads/page/470/rest-hour-ideas-for-families.pdf | 2023-09-24T16:14:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00321.warc.gz | 186,329,098 | 453 | eng_Latn | eng_Latn | 0.99759 | eng_Latn | 0.99759 | [
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HELPING CHILDREN MANAGE CHANGE
Managing the Return to Work: Coronavirus Pandemic
Change is hard for everyone, but can be especially challenging for children. Adults have the time and life experience to think through major changes and how they can be handled, while for children, it can feel like change is being imposed upon them. Coming on the heels of a long period of change, it is important for parents to be intentional as they help children when they return to work.
Preparing for the change
Map out the changes. What routines will be brand new? Which are a return to old routines? What is not changing? It is important to identify what should be familiar and unfamiliar with the new schedule so you can explain these changes clearly and concretely.
Give advanced warning of the changes. Walk them through what will be different for them and when it will begin. Explain why this change is taking place. Allow them to ask questions, but keep explanations appropriate to their age and developmental level.
Maintain consistency where you can. Routine and structure can help stave off anxiety for children. It can give them a sense of some control. Reviewing what will stay in place for them can serve as an important anchor point.
Focus on the positives of the change. Help them see what they can look forward to. If they will return to school or daycare, emphasize that they'll see their friends and teachers again. Remind them of the fun activities they'll be able to resume.
Brainstorm ways to maintain positive rituals.
Consider how you can keep some of the routines you've developed that you and the children enjoyed about staying at home – family dinners, arts and crafts time, after-dinner walks. Can you maintain these in some form after you return to work?
881301 04/20 © 2020 Cigna
Provide reassurance of safety. Kids are exposed to news coverage about the virus just as we are. They may have worries about you returning to the workplace and getting sick. Let them know what you will continue to do to stay safe and keep them safe.
Set expectations. For younger children, talk with them about what they will need to do to be ready and on time in the morning. Discuss your expectations around bed times too. Using a ten-minute warning (verbal, timer, alarm, etc.) to cue them that time is nearly up can make it easier for them to switch gears. If you can, practice "new" routines and schedules in advance to get them used to it before you "go live."
Address concerns or feelings. Expect some resistance to the change. Children may have grown to enjoy some aspects of staying at home during the pandemic – spending time with you regularly, more time for hobbies and games, etc. The end to this lifestyle may draw out a variety of feelings – sadness, anger, confusion, among others. Allow them to share their feelings. Let them know that whatever they're feeling is okay.
Be mindful of your child's personality and behavior patterns when making a plan. If they
have anxious tendencies or existing mental health concerns, you may need to reach out to daycare or school personnel ahead of time to discuss your concerns and put a plan in place. If you see changes or reactions to the transition that concern you, and they go on for more than a couple of weeks, contact a mental health professional.
1
Enacting the change
Emphasize the need for safety measures to continue. Remind them to continue practicing healthy hygiene, like those listed in the box. Emphasize that even though some things seem like they are going "back to normal," they still need to be careful and make sure they are taking care of themselves.
Have realistic expectations. It takes some time for children to fully acclimate to a new schedule, even if some aspects are a return to an earlier routine. Take their age and temperament into account. You may need to provide regular reminders of what they need to do next. Try to be patient if they forget or make a mistake. Gently redirect them towards the plan you put in place.
Help them manage and express their reactions. Know that you might see stress reactions in your children – physical complaints or sleep problems, moodiness or irritability, separation anxiety, withdrawal, and other signs. Depending on their age, they may not always be able to express them to you. Recognize the fears and challenges your child is facing. Be gently supportive and try to bring in that positive viewpoint wherever possible.
Model the behavior you want to see. Kids look to adults for cues on how they should think, feel, and react to a situation. Keep calm, confident, and positive. Show them how to use deep breathing and muscle relaxation techniques to help calm anxiety. Respond to challenges with flexibility, modeling effective problem-solving of challenges. This not only helps show them how to cope with change more effectively, but it helps you, too!
This material is provided by Cigna for informational/educational purposes only. It is not intended as medical/clinical advice. Only a health care professional can make a diagnosis or recommend a treatment plan. For more information about your behavioral health coverage, you can call the customer service or the behavioral health telephone number listed on your health care identification card.
Cigna products and services are provided exclusively by or through operating subsidiaries of Cigna Corporation, including Cigna Health and Life Insurance Company, Connecticut General Life Insurance Company, Cigna Behavioral Health, Inc., and HMO or service company subsidiaries of Cigna Health Corporation. The Cigna name, logo, and other Cigna marks are owned by Cigna Intellectual Property, Inc.
Use and distribution limited solely to authorized personnel. 881301 04/20 © 2020 Cigna
2
Safety tips for children
- Coach children to be cautious around anyone who is sick, coughing, or sneezing.
- Remind them to cough or sneeze into a tissue and throw it into the trash, or into their elbow rather than their hand.
- Teach them to wash their hands for 20 seconds with soap and water after they cough or sneeze, and before they eat.
- Make handwashing into a game; sing a song they can remember and repeat when they are on their own.
- Remind them not to touch their face, especially when they are at school or daycare with other children and adults.
TAKE CARE OF YOURSELF
Managing the Return to Work: Coronavirus Pandemic
All change makes demands on us to cope and adapt. These added demands cause stress. Often the very things that could help us reduce stress get sidelined by it. We end up neglecting healthy, stress-reducing actions. Use this checklist to prioritize the self-care that can make you more stress-resistant during periods of transition.
Mindset
Notice self-defeating self-talk: “I can’t do this again.” “I’ll never get this new process.” Watch for common themes.
Use positive self-talk to remind yourself of strengths and abilities: “This is hard, but I’m strong. I can get through it.”
Set aside a limited time each day to review your worries and how to respond. Then let them go until the next day.
Avoid turning to alcohol, drugs, or unhealthy behaviors as a way of coping.
Activity and rest
Find time for some type of physical activity every day to tame stress and improve health and stamina.
Try moderate to vigorous exercise sessions several times per week for an even greater impact on stress.
Find an activity that you truly enjoy. Build it into your schedule to make it harder to dismiss.
Be active early in the day (at least several hours before going to bed) to avoid insomnia and other sleep issues.
Prioritize sleep. You should get enough to awake feeling well-rested and energized.
Find one or more enjoyable ways to embrace relaxation of mind and body: walks, hobbies, meditation, etc.
Remember that it’s okay to simply do nothing sometimes.
Nutrition
Be aware that stress can push you to reach for carbohydrates because they trigger comforting brain chemicals.
Be ready for cravings; stock low-fat, complex carbs like air-popped popcorn or whole-wheat products.
Plan ahead with meals and snacks to avoid making stress-induced decisions.
Nurture yourself with non-food items when stressed. Identify things you enjoy that don’t involve food to use instead.
Support
Be open to turning to others for emotional and practical support, even virtually. It’s not a weakness to reach out.
Build a strong support system. Look for listeners, givers of honest feedback, and nurturers to build you up.
Understand that mental health professionals can help you problem-solve and learn how to manage your stress.
This material is provided by Cigna for informational/educational purposes only. It is not intended as medical/clinical advice. Only a health care professional can make a diagnosis or recommend a treatment plan. For more information about your behavioral health coverage, you can call the customer service or the behavioral health telephone number listed on your health care identification card.
All Cigna products and services are provided exclusively by or through operating subsidiaries of Cigna Corporation, including Cigna Health and Life Insurance Company, Connecticut General Life Insurance Company, Cigna Behavioral Health, Inc., and HMO or service company subsidiaries of Cigna Health Corporation. The Cigna name, logo, and other Cigna marks are owned by Cigna Intellectual Property, Inc.
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Geography ideas for independent learning beyond the classroom in addition to lessons, homework and assessments:
Students you need to be aware that Geography is 'around you all of the time from when you get up in the morning to when you go to bed at night'. It is not all about what you will be taught in the classroom or the information from the textbook you will be given. Those who have a real passion to learn about the world in which they live need to experience it for themselves and therefore any life experiences can be useful in Geography even your summer holiday travels! The following suggestions will enhance your ability to 'Think like a Geographer.
Key Stage 3
For revision, support and interest
KS3 Geography - BBC Bitesize
Free Key Stage 3 Geography Revision | Seneca (senecalearning.com)
KS3 (geobytes.org.uk)
KS3 Geography - 50 Enjoyable Quizzes for Years 7, 8 and 9 (educationquizzes.com)
KS3 geography skills - including graphs and maps (educationquizzes.com)
Blogs
Newgeography.com | Economic, demographic, and political commentary about places GEOLOUNGE | Geography 250 (richmond.edu)
Key Stage 4
For revision, support and interest
GCSE Geography - BBC Bitesize
GCSE Geography | S-cool, the revision website
Welcome to Coolgeography.co.uk
Specification and sample / past papers for AQA which is the exam board you are using: AQA | Subjects | Geography
Blogs
Newgeography.com | Economic, demographic, and political commentary about places GEOLOUNGE | Geography 250 (richmond.edu)
Key Stage 5
Revision, support and interest
Specification and sample / past papers for AQA which is the exam board you are using: AQA | Geography | AS and A-level | Geography
Fiction:
The Bookseller of Kabul; Seierstad, A.
The Constant Gardener; Le Carré, J.
Half of a Yellow Sun; Chimamanda Ngozi Adichie
Kite Runner; Hosseini, K.
Slumdog Millionaire; Vikas Swarup
A Thousand Splendid Suns; Hosseini, K.
Non-Fiction:
50 Facts that should change the world 2.0 Williams, J.
Atlas of the Real World Blood River: A Journey to Africa's Broken Heart Butcher, T.
Coast – The Journey Continues Sommerville, C. (from the BBC series)
Ghost Map Johnson, S
Living Dangerously Fiennes, R.
Bill Bryson - any of his travel books - Notes from a Small Island Long way round and long way down
Around the world in 80 days Palin, M
Magazines:
There are many useful magazines out there for those of you who like to see Geography as well as read about it. Try: The Geography Review, National Geographic Magazine and The Economist for example.
Finally, for those of you who prefer to see rather than read watch any TV programmes that have some Geographical content (what doesn't!) but in particular current affairs and travel programmes. The following films are also worth watching, An Inconvenient Truth, The Constant Gardener, Hotel Rwanda and Slumdog Millionaire.
Finally remember that anywhere you visit "Think Geography"! | <urn:uuid:9e5b6d97-1d8e-485c-8fec-87dc63d72734> | CC-MAIN-2023-40 | https://www.nks.kent.sch.uk/_site/data/files/curriculum/_curriculum_maps/excel-extend/6F61878E001CC7DF4D59FDC6F67377DF.pdf | 2023-09-24T16:04:02+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00318.warc.gz | 1,013,126,062 | 680 | eng_Latn | eng_Latn | 0.986844 | eng_Latn | 0.986856 | [
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Newborn Care: What to Expect
Your new baby
As you welcome your newborn home, you probably are excited. But you also may feel a little afraid and worried. It's normal to wonder if you know what you are doing, especially if you are a first-time parent. You may have questions about the best way to feed, diaper, and comfort your baby. But you'll find that taking care of your newborn gets easier every day.
How your baby sleeps
Most babies sleep about 18 hours each day. They wake for a short time at least every 2 to 3 hours. Your baby will usually be hungry and need to be fed when waking up.
You will notice that your baby is sometimes active during sleep. They may make sounds or seem restless. This happens about every hour and usually lasts a few minutes. If you leave your baby alone, they will likely stay asleep.
At first, your baby may sleep through noises. Later, noises may wake your baby.
Why diaper changes are important
Your newborn's wet and soiled diapers can give you clues about your baby's health. For example, a hard or dry stool could mean that your baby is not getting enough liquids or that your baby is losing liquids because of a fever or other illness. An increase in the number of bowel movements or a lot of liquid in stools could be a sign of diarrhea.
Your baby's diapers can also help you tell if your baby is eating enough. In the first few days, your baby may have about 3 wet diapers a day. After that, expect 6 or more wet diapers a day throughout the first month of life.
Many newborns have at least 1 or 2 bowel movements a day. By the end of the first week, your baby may have as many as 5 to 10 a day. But as your baby eats more and matures during that first month, the number of bowel movements may decrease. By 6 weeks of age, your baby may not have a bowel movement every day. This usually is not a problem, as long as the baby seems comfortable and is healthy and growing, and the stools aren't hard.
Change your baby's diaper as soon as it's soiled. This will help prevent diaper rash.
When to feed your baby
Newborns eat when they are hungry and stop eating when they are full. You need to follow this pattern when you feed your baby. Breastfeed or bottle-feed your baby when your baby seems hungry. Do not set a schedule.
During the first 2 weeks, your baby will breastfeed at least 8 times in a 24-hour period. Formula-fed babies may need fewer feedings, at least 6 every 24 hours.
These early feedings often are short. Sometimes, a newborn nurses or drinks from a bottle only for a few minutes. Feedings gradually will last longer.
You may have to wake your sleepy baby to feed in the first few days after birth.
What crying means
Newborns cry to let you know about having a wet diaper, being hot or cold, or wanting to be fed. If you act quickly to meet your baby's need, the crying usually stops.
Some babies have a fussy time of day, often for 2 to 3 hours during the late afternoon to early evening. Try to give your baby extra attention during these crying periods. But the crying may continue no matter how much comfort you give.
If your newborn cries, try these ways to take care of your baby's needs:
* Hold your baby to your chest while you take and release deep breaths.
* Swing, rock, or walk with your baby. Some babies love to go for stroller walks or car rides.
* Tell stories and sing songs to your baby.
How to care for the umbilical cord stump
After the umbilical cord is cut at birth, a stump of tissue stays attached to your baby's navel. The stump slowly dries and shrivels until it falls off, usually 1 to 2 weeks after birth.
Keep your baby's diaper folded below the stump. If that doesn't work well, before you put the diaper on your baby, cut out a small area near the top of the diaper to keep the cord open to air.
To keep the cord dry, give your baby a sponge bath instead of bathing your baby in a tub or sink.
You may notice a red, raw-looking spot right after the stump falls off. A small amount of fluid may ooze out of the navel area. This is normal. The navel area should dry out within a few days. It should dry completely and look mostly healed within 2 weeks after the stump falls off.
Keep your baby safe
* Check to see if your baby is hungry or has a dirty diaper.
Always put your baby to sleep on their back, not the stomach. This lowers the risk of sudden infant death syndrome (SIDS).
©2007-2022 Healthwise, Incorporated. Healthwise disclaims any liability for use of this information, which does not replace medical advice. 2021-09-abk6092 | <urn:uuid:74e71914-48fe-46df-9245-cc78351b745f> | CC-MAIN-2023-40 | https://www.mdwise.org/Uploads/Public/Documents/MDwise/newborn-care-what-to-expect.pdf | 2023-09-24T18:04:06+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00323.warc.gz | 973,554,823 | 1,041 | eng_Latn | eng_Latn | 0.99942 | eng_Latn | 0.999418 | [
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CACTUS and SUCCULENT SOCIETY of NEW MEXICO
P.O. Box 21357
Albuquerque, New Mexico 87154-1357 https://www.new-mexico.cactus-society.org email@example.com
WELCOME NEW MEMBERS
The Society is a non-profit organization dedicated to interest in, preservation of, and education about cacti and succulents from all over the world. We are an affiliate of the Cactus and Succulent Society of America (to receive a personal copy of its Journal you must become an individual member of the national society).
As a member of CSSNM, you have access to the Society library, an extensive collection of information about almost any subject having to do with cacti or succulents. The library, for security reasons, is maintained in space rented by the Society. You may call the librarian to request books about a subject, which he/she will have available at the next meeting. Copies of the listing of books and materials contained in the library are available to members. (The Society also has a selection of educational handouts available to the public as well as to members.)
The Society sponsors an annual show and sale every spring, usually the second weekend in April. You are encouraged to enter plants for the juried show. If you have never won a best-of-show award, you may place an "N" on your entry tag, as you are eligible for the Novice award. An educational handout is available on presenting plants for show. Sale plants are provided by vendors, both local and out of state, offering new and exciting plants. Members may also sell plants at the sale (check for details). A second opportunity to show plants is at an educational exhibit held in the Fall.
Names of Plants: Some new members may find our use of botanical names rather than "common" names for our plants, somewhat daunting. There are very good reasons for this practice. For instance, "Pincushion Cactus" won't do the job when there are already over 600 named species of Mammillaria, many of which are in the collections of members, and more are being named all the time. Even in New Mexico there are several species, so that a single term is only confusing. "Hens and Chickens" is a name applied to more than one genus, let alone species. If you happen to have bought a Sempervivum and put it outside in Albuquerque, you're all right, but if instead, it was an Echeveria—they look very much alike—it will die at the first winter frost. Learning the true names really isn't as difficult as it appears, and will let you learn the real habitats of the plants, which can make them much more interesting and easier to grow.
Field Collection: Society field trips are for the purpose of observation rather than for collecting plants. Our general policy is to discourage field collection for several reasons. First, it is illegal to collect plants on public lands. Second, many of the plants formerly so plentiful, are becoming scarce through loss of habitat as well as collection; if we continue to take plants from the wild, there will be none left for our children. Even if collected with permission from private land, plants from habitat often, if not usually, die unless the collector is very careful (and knowledgeable) about position, soil, time of year, and amount of rainfall. Even with ideal conditions, many are lost. The Society does have arrangements to be called to major building sites, so that plants can be rescued from the bulldozers. Otherwise, consider growing your own from seed – available for all the local plants.
Again, welcome to the Society. We look forward to seeing you at our meetings – the third week of the month at the Albuquerque Garden Center; 10120 Lomas, NE. Following the business meeting, we have an entertaining educational program. There are often free plants and cuttings available, donated by members. And, of course, we'll be happy to answer any questions about cacti and succulents. You can find details about meetings and other events as well as a myriad of information including the handouts on the Society's website. | <urn:uuid:c20e82ce-4749-4689-b361-d42fc4935977> | CC-MAIN-2023-40 | https://new-mexico.cactus-society.org/cdocs/WelcomeNewMembers.pdf | 2023-09-24T18:25:28+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00325.warc.gz | 478,887,072 | 890 | eng_Latn | eng_Latn | 0.999122 | eng_Latn | 0.999122 | [
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For Gallantry Above and Beyond the Call of Duty
March 25 was National Medal of Honor Day, established by Congress in 1990 "to foster public appreciation and recognition of Medal of Honor recipients." The Medal of Honor is awarded by the President in the name of Congress, which is why it is often referred to as the Congressional Medal of Honor. Since it was first presented in 1863, the medal has been awarded 3,512 times to 3,493 recipients. According to the Congressional Medal of Honor Society (https://www.cmohs.org), 19 individuals have been double recipients of the award, and there are 65 living recipients. While we typically think of the Medal of Honor as a national honor that covers all services, there actually is a Medal of Honor for each service.
The Medal of Honor dates back to December 21, 1861, when President Lincoln signed legislation creating the Navy Medal of Honor. During the first year of the war a proposal for a battlefield decoration for valor had been submitted to Lt. General Winfield Scott, the Commanding General of the United
States Army. Scott, however, was strictly against medals being awarded, which was the European tradition at the time. After he retired in October 1861, Secretary of the Navy Gideon Wells adopted the idea of a decoration to recognize and honor distinguished naval service. On December 9, 1861, James W. Grimes, Republican Senator from Iowa and Chairman of the Committee on Naval Affairs submitted a Bill to "promote the efficiency of the Navy" through the creation of "medals of honor" that would be presented to enlisted seamen and Marines who "distinguish themselves by gallantry in action and other seamanlike qualities" during the Civil War. Congress approved the bill, and President Lincoln signed the legislation into law on December 21, 1861.
The following February, Henry Wilson, Republican Senator from Massachusetts and Chairman of the Senate Committee on Military Affairs and the Militia, introduced a Resolution, "to provide for the Presentation of 'Medals of Honor' to the Enlisted Men of the Army and Volunteer
Forces who have distinguished, or may distinguish, themselves in Battle during the present Rebellion." By this time, 88 soldiers had already performed actions for which they eventually received the Medal of Honor. During the Civil War, there was no time limit between the action and award, so many recipients gained Medals of Honor in the years after the war ended. On March 3, 1863, Congress made the Medal of Honor a permanent decoration. The Army extended eligibility for the Medal of Honor to officers as well as enlisted personnel. The Navy medal remained available only for enlisted personnel until 1915.
The first Army recipients received the award on March 25, 1863, from Secretary of War Edwin Stanton. They were six members of "Andrews Raiders" honored for volunteering and participating in the Great Locomotive Chase that took place in northern Georgia on April 12, 1862—almost exactly one year into the war. (That, by the way, makes this year the Medal of Honor's 160 th anniversary, or its sexadecaCentennial, which sounds way cooler than sesquicentennial.)
The first action to earn the Army Medal of Honor had been performed by Asst. Surgeon Bernard John Dowling Irwin, 7 th US Infantry, who voluntarily led troops on February 13, 1861—almost two months
before the official start of the Civil War—for a 100-mile rescue of some 61 soldiers besieged in Apache Pass, Arizona. However, he was not presented his medal until January 24, 1894—over 30 years later. Robert Williams, Signal Quartermaster of the USS Benton, was the first member of the Navy to be presented the Medal of Honor for his December 1862 actions during the Yazoo River Expedition in Mississippi, part of Grant's Vicksburg Campaign.
Brevet Major Thomas W. Custer (younger brother of George Armstrong Custer) was the first soldier to be awarded two Medals of Honor. While serving with the 6 th Michigan Cavalry, Army of the Potomac, Custer captured a Confederate regimental flag at Tabernacle Church on April 3, 1865, and two more regimental flags at Saylor's Creek on April 6, 1865.
Army Medal of Honor Civil War
There were no "tangible" benefits received at first in connection with the awarding of the Medal of Honor. Pension rolls for Medal of Honor recipients were first created in 1916, with pensioners receiving $10 per month from
the federal government. This amount has increased over the years. Without cost-of-living adjustments, the current monthly base rate that pensioners receive is $1,489.73. This is one of eight special benefits Medal of Honor recipients receive in connection with this award.
On May 22, 1863, 96 men performed actions for which they received the Medal of Honor at Vicksburg, Mississippi. In all, at Vicksburg 120 Medals of Honor were awarded. The most medals awarded in a single day, however, are attributed to June 30, 1863, to 864 members of the 27th Maine Infantry.
Twenty-five Medals of Honor were awarded to African-American soldiers, the first being Sergeant William H. Carney of Company C, 54th Massachusetts Infantry for action at Fort Wagner, South Carolina on July 1863. When the Company color sergeant was shot down, Carney grasped the flag, led the way to the parapet, and planted the colors thereon. When the troops fell back, he brought off the flag under a fierce fire in which he was twice severely wounded. He was presented the medal on May 23, 1900. (He is not portrayed by name in the 1989 film "Glory;" he is portrayed by Morgan Freeman as the fictitious Sergeant Major John Rawlins.)
On September 29, 1864, Union forces attacked Confederate defenses around Richmond in the Battle of Chaffin's Farm. In spite of swampy land, felled trees, and fortifications, the men—mainly the 4th and 6th Regiments, U.S. Colored Troops (USCT)—charged ahead into withering fire. They held their position until reinforcements arrived. Thirty men proved their valor that day and were awarded the Medal of Honor; thirteen of them were USCT soldiers.
The Medal of Honor was awarded to Dr. Mary Edwards Walker, who remains the only female recipient. A civilian contract surgeon, she was awarded the Medal of Honor for her services in the period 18611864 during which she devoted "herself with much patriotic zeal to the sick and wounded soldiers, both in the field and hospitals, to the detriment of her own health, and has also endured hardships as a prisoner of war four months in a Southern prison while acting as contract surgeon." She was presented the Medal of Honor on November 11, 1865.
The most recent Civil War-related Medal of Honor was awarded on November 6, 2014, to Lieutenant Alonzo H. Cushing, Battery A, 4 th US Artillery, killed at Gettysburg while helping to repel Pickett's Charge on July 3, 1863.
In all, the government presented 1,523 Medals of Honor to recipients who served during the Civil War, more than any other period in history. (The number does not include medals awarded to the 27th Maine Infantry that were subsequently rescinded.) Of the 1,523
Medals of Honor, 1,198 were to soldiers and 324 were to sailors or marines. These awards represented some 40% of Medals of Honor, considered by many to have been excessive. There were "only" 472 recipients for actions in WWII.
Requirements and standards for the Medal of Honor evolved over time. Regulations now include a time limit, restrictions on self-nomination, and requirements for eyewitness statements and official reports. By World War I, it had become clear that the Medal of Honor of the early twentieth century was different from the Medal of Honor of the Civil War and raised concerns that it may have been awarded in cases where it was not warranted. Congress, in response, ordered the Army to create a board of five retired generals to review all of the Army Medals of Honor awarded since the Civil War. The Review Board began work in June 1916 and would take eight months to finish.
Of the 2,625 Army Medals of Honor reviewed, the Board chose to rescind 911 of them. Most of those were from two large groups: the 27th Maine Infantry and President Abraham Lincoln's funeral guards.
The 27th Maine Infantry had been stationed in Washington, D.C., as the Confederates advanced nearby in 1863. The regiment's enlistments were just coming to an end. The men were offered a Medal of Honor to stay and defend the Union's capital. About 300 out of 800 soldiers agreed to remain. However, no one kept good records of which soldiers stayed and which went home. As a result, Medals of Honor were issued in the name of all the soldiers. Due to the confusion, the 1916 Review Board determined that the basis for the awards were suspect and rescinded all 864 awards.
The second large group of Medals revoked were ones that went to the members of President Lincoln's funeral guard. This group of 29 soldiers ceremoniously protected the president's remains as they toured the country. The Review Board decided that those medals were not awarded for valor and therefore were erroneously bestowed.
Additional Medal of Honor awards were rescinded when the action was determined to not have been valorous even by the original standards. For example, one had been sent to the grieving father of a soldier who had died in the Civil War. Another had gone to a soldier for putting out fuses. The most notable example was Dr. Mary Walker, for whom the board noted "there is no evidence of distinguished gallantry." She refused to return her medal, though.
The board also reluctantly revoked the awards to five civilians. All five were civilian scouts for the Army, included William "Buffalo Bill" Cody, but federal law required that the medal could only go to enlisted men or officers in the military. The Review Board wrote that these five had "rendered distinguished service in action and fully earned their medals," so the board had "hope that a modification of the law will permit them to retain the medals."
Decades later, six of the Medals of Honor rescinded by the 1916-1917 Review Board were indeed reinstated: Dr. Walker in 1977 and the five civilians in 1989.
There was a Confederate counterpart—the Confederate Medal of Honor. It was first authorized by the First Confederate Congress on October 13, 1862, for soldiers who demonstrated great bravery in combat. However, none were ever created or awarded. In their place, the Confederate Army created the Confederate Roll of Honor in 1863. (Interestingly, similar to Scott, General Robert E. Lee refused to award individual citations for valor, mentioning noteworthy performance in his dispatches instead.)
Confederate Medal of Honor
On July 1, 1896, General Stephen Dill Lee, one of the few remaining senior officers of the Confederate army, spoke to a group of sons of Confederate veterans who had gathered at Richmond to form a group to preserve the memory and valor of the Confederate soldier. He told the group it was their duty to present the true history of the South to future generations.
In 1968 the Sons of Confederate Volunteers, as they became known, passed a resolution to issue the Confederate Medal of Honor "…because there were some incredible acts of valor that had received little or no recognition during and after the war." In 1977, Private Samuel Davis of Coleman's Scouts became the first to be posthumously presented the Confederate Medal of Honor. As of 2014, at least 50 medals had been awarded. Included in this group are the eight crew members of the Confederate submarine H.L. Hunley who perished in 1864 while attacking the federal war sloop USS Housatonic near Charleston, S.C. Also included is Captain Henry Wirz, former Commandant, Camp Sumter, Georgia, an infamous Confederate military prison. He was convicted of war crimes by a US military commission and executed by hanging in November 1865. (For more information, see Gregg S. Clemmer's Valor in Gray: The Recipients of the Confederate Medal of Honor ; Hearthside Publishing, Afton, Virginia; 1997.) | <urn:uuid:e52be758-a3b8-49b1-8c22-bc4201256136> | CC-MAIN-2023-40 | https://tvcwrt.org/wp-content/uploads/2023/04/Medal-of-Honor-NC-Final.pdf | 2023-09-24T18:34:25+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00324.warc.gz | 659,895,846 | 2,628 | eng_Latn | eng_Latn | 0.998263 | eng_Latn | 0.998643 | [
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Flathead Catfish
What Do We Know?
The Flathead Catfish, Pylodictis olivaris (also sometimes called 'mud cat' or 'yellow cat'), is native to rivers and lakes in the lower Great Lakes and Mississippi River watersheds and in the Gulf states. It was introduced into the James River in Virginia to provide recreational angling in the late 1960s and has since spread throughout the region. Flathead Catfish have smooth, scaleless skin that is typically pale yellow to light brown on the back and sides with heavily mottling that is black, brown, or olive brown. The head is broad and flattened with a lower jaw that projects beyond the upper jaw. The tail fin is only slightly notched and appears square or slightly rounded.
In areas where Flathead Catfish were introduced, they have severely reduced the abundance and diversity of native fish species. They are particularly damaging to fish populations as they switch to eating primarily other fish at 4 inches in length. They typically grow up to 45 inches and live up to 28 years. Flathead Catfish weighing up to 40 pounds have been reported in the Brandywine River, and a 37-inch, 26-pound fish was removed from Lums Pond in the Fall of 2022. They have few predators which allows them to grow large quickly. Their populations have the potential to expand rather rapidly once established; one nest can contain up to 100,000 eggs.
The first catch of a Flathead Catfish reported to state biologists was in 2010 from the Brandywine River. Historically, catches in Delaware have been confined to the Brandywine and Christina Rivers. A single catch of a Flathead Catfish in Lums Pond was recorded from a fishing tournament in 2019. In 2022, electrofishing surveys and removals were conducted there by Division of Fish and Wildlife (DFW) staff from July to October, resulting in the removal of 31 Flathead Catfish ranging in size from 7 inches to 37 inches. Preliminary stomach content analysis shows a diet consisting of Yellow Perch, White Perch, Bluegill, and other catfish species. DFW staff made a video with more information on Flathead Catfish.
If you catch a Flathead Catfish in Lums Pond, please remove it and alert park staff or contact the Division of Fish and Wildlife, Fisheries Section at (302)7399914 or email firstname.lastname@example.org. Catches can also be reported online right from your smartphone using the Invasive Fish Tracker App.
www.delawareinvasives.net Facebook: DEInvasiveSC
National Invasive Species Awareness Week - 2023
Quick Facts
* Lifespan up to 28 years, average 12-14 years
* The world record came from Kansas and was 61 inches long and weighed 123 pounds!
* Males aggressively defend nests, eggs, and fry
* One nest can contain up to 100,000 eggs
* Switch to eating primarily other fish at 4 inches long
* Diet consists mostly of native perch and catfish species | <urn:uuid:09e8d0c7-d35d-477a-badd-648c8abd3c26> | CC-MAIN-2023-40 | https://delawareinvasives.net/blog1/wp-content/uploads/2023/02/NISAW-2023-DISC-FactSheets-Flathead-Catfish.pdf | 2023-09-24T16:11:01+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00323.warc.gz | 230,764,801 | 649 | eng_Latn | eng_Latn | 0.997819 | eng_Latn | 0.997819 | [
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HIS 301 Module Six Short Paper Guidelines and Rubric
The last three centuries witnessed an utter transformation of the world during the growth of empires, particularly in Africa and Asia. To understand the modern world, you must understand the growth of powerful empires. Select two empires covered in this module's material: one from the East and one from the West. Explore the methods of expansion employed by these two imperial traditions. What motivated their expansion? You might consider the roles played by political powers, religious doctrine, economic growth, or resources and technology. How did specific empires claim authority over these areas, and what means did they use to control their new subjects? Write a two- to three-page paper comparing and contrasting your chosen Asian or European empire.
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in Chicago/Turabian format. Note: The paper must include two empires to compare.
| Exemplary (100%) | Proficient (85%) | Needs Improvement (55%) | Not Evident (0%) |
|---|---|---|---|
| | Includes a comparison of empires ranging from the Mughal, Ming, Songhai, Ghana, Mali, Ottoman, or other non- West Empire; and from dominant European empires, such as the French, British, Dutch, Spanish, Portuguese, German, Belgian, or other empire | Compares empires from the East and the West but none that have been specified for the requirements of submission | Does not compare empires from the East and/or the West |
| Meets “Proficient” criteria and the dominant methods of expansion are substantiated by scholarly evidence | Describes the dominant methods of expansion employed by the chosen empire and explains how each empire took control of its colonies | Describes the methods of expansion employed by the selected empires, but required evidence from primary sources to explain the control taken of each of their colonies is not included | Does not describe the method of expansion employed by the selected empires |
| Meets “Proficient” criteria and explanation of imperial ideals used by each empire is substantiated by scholarly evidence | Explains the ideals of imperial authority used by each empire | Explains the ideals of imperial authority used by each empire but requires more evidence from primary sources | Does not explain the ideals of imperial authority by either empire |
| Meets “Proficient” criteria and the conclusions that are developed based on the ideals/traditions are articulated by scholarly evidence | Develops conclusions about the East and West ideals or traditions based on the administrative and imperial structure of the chosen empires | Conclusions about the East and West ideals/traditions based on the administrative and imperial structure of the empires require more structure and scholarly support | Does not include developed conclusions | | <urn:uuid:a1bd2501-dcdc-4932-b99f-4d68c9fe07ea> | CC-MAIN-2023-40 | https://snhu.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/230947/11736,2/ | 2023-09-24T17:18:16+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00321.warc.gz | 595,095,583 | 602 | eng_Latn | eng_Latn | 0.997376 | eng_Latn | 0.997376 | [
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Administrative Procedure 164
NUTRITION
Background
The Langley School District recognizes the important role nutrition plays in student development and recognizes the responsibility of the school to encourage healthy lifestyles in cooperation with the home and community. The purpose of this administrative procedure is to establish guidelines for food sales and distribution in schools.
Procedures
1. Administrators need to be aware of the three classifications of foods and promote those foods in the green category.
* Green – "Choose most"
* Red – "Choose Least"
* Amber – "Choose sometimes"
2. Schools will be provided with guidelines containing the classifications with examples of commonly sold or consumed foods and beverages and other healthy alternatives. Schools can refer to the guidelines to assist them with the implementation of this administrative procedure.
3. It is the principal's responsibility to ensure that a plan is in place to eliminate all foods in the red category during school operational hours. Foods at school:
3.1. Parents should be encouraged to provide a recess snack and lunch for their children, following Canada's Food Guide to Eating Well.
3.2. When foods are provided as a reward or for a celebration, foods from the "Choose Sometimes" or the "Choose Most" categories of the Guidelines for Food and Beverage Sales in BC Schools issued by the Ministries of Education and Health should generally be served to students, at the discretion of the principal.
3.3. School fundraising efforts should avoid the sale of foods listed in the "Not Recommended" or "Choose Least" categories of the Guidelines for Food and Beverage Sales in BC Schools.
3.4. Parent Advisory Committees, when holding events that offer food at schools, are encouraged to follow the Guidelines for Food and Beverage Sales in BC Schools and Administrative Procedure 164: Nutrition. Schools will make every effort to comply with the Guidelines for Food and Beverage Sales in BC Schools for all foods and beverages available to students through:
* Cafeterias
* Instructional programs such as the Career Preparation Programs in Food Services. Curriculum requirements may take precedence over the Guidelines for Food and Beverage Sales in BC Schools.
* Beverage and snack vending machines
* School stores
* Other events or locations where food is served
4. School Meal Programs
4.1. Lunch (snacks) Meal Programs will follow the standards established by the Ministry of Education and Child Care, Canada's Food Guide to Healthy Eating.
4.2. Breakfast Programs provided by various community organizations will follow the standards established by the Ministry of Education and Child Care, Canada's Food Guide to Healthy Eating
Adopted: December 15, 2020 | <urn:uuid:59181561-6ff8-4cde-8939-d8db5c6ded66> | CC-MAIN-2023-40 | https://www.sd35.bc.ca/wp-content/uploads/sites/2/2020/12/AP_164_Nutrition.pdf | 2023-09-24T18:04:29+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00326.warc.gz | 1,116,623,817 | 524 | eng_Latn | eng_Latn | 0.987709 | eng_Latn | 0.992137 | [
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Spongy Moth
What Do We Know?
The Spongy Moth, Lymantria dispar dispar, (formerly known as the gypsy moth) is an insect pest of the forest. Spongy Moth caterpillars feed on the leaf tissue of a variety of hardwood and conifer species. Outbreaks can occur and have the potential for widespread defoliation in forest stands where susceptible species such as oaks are dominant. While most affected trees will regrow their leaves, the defoliation causes trees stress and leaving them in a weakened state. This sometimes opens the door for secondary pests or severe weather to cause additional damage and possibly mortality. Forest stands which endure consecutive years of defoliation are more likely to experience higher mortality rates.
The Spongy moth was originally brought to the US by an amateur entomologist who reared them at his home in Massachusetts. They escaped into the surrounding areas in the late 1860s and the population was left unchecked until the 1890s. Since then, they have been spreading south and west and are currently seen from Maine south to Virginia and west to Wisconsin. They were known to be in Delaware in the early 1980s. Because the female is flightless, the spread of the Spongy moth is relatively slow. But the eggs masses get transported found on firewood, human made products such as furniture and even vehicles. Caterpillars may move around locally (usually less than a mile) by ballooning, which is when they catch onto wind by suspending themselves from branches using silk strands.
The Spongy moth females lay between 100 and 1000 eggs in masses that are cream colored and may seem hairy. These masses are laid in mid to late summer and overwinter until the caterpillars hatch in the spring. The caterpillars appear dark and hairy and as they grow, red and blue dots become apparent on their upper surface. Generally, there will be 5 pairs of raised blue dots and 6 pairs of raised red dots. They can be distinguished from other caterpillars like the Eastern tent caterpillar because defoliation occurs earlier, and they do not congregate in webs or tents. The pupae are dark brown and are secured to structures by silk. Adults emerge in early June through the fall. Delaware noticed an uptick in Spongy moth activity with about 825 acres of defoliation occurring in 2022 compared to only 12 acres in 2021. More details can be found in US Forest Service Spongy Moth FID Leaflet.
www.delawareinvasives.net Facebook: DEInvasiveSC
National Invasive Species Awareness Week - 2023
Quick Facts
* Females are white with black markings and flightless
* Males are a mottled brown with black wing markings and feathery antennae
* They prefer White oaks, but also target apples, willows and hawthorns
* Tulip poplars, black cherries, and American sycamores are immune
* Contact the DE Forest Service for technical assistance (302) 698-4553 | <urn:uuid:ba3e39f0-9d03-405b-8c75-6bf7ed47d7be> | CC-MAIN-2023-40 | https://delawareinvasives.net/blog1/wp-content/uploads/2023/02/NISAW-2023-DISC-FactSheets-Spongy-Moth.pdf | 2023-09-24T18:15:26+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00328.warc.gz | 231,150,747 | 662 | eng_Latn | eng_Latn | 0.998385 | eng_Latn | 0.998385 | [
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Loyola University Chicago
Loyola eCommons
Education: School of Education Faculty Publications and Other Works
Faculty Publications and Other Works by Department
8-2017
Heart Is Active Citizenship: Reimagining Civic Education
Seungho Moon Loyola University Chicago, firstname.lastname@example.org
Jenna Mortensen Nelson Loyola University Chicago
Yeorim Hwang Oklahoma State University - Main Campus
Mary Danley Margaret White Elementary School
Follow this and additional works at: https://ecommons.luc.edu/education_facpubs
Part of the Education Commons
Recommended Citation
Moon, Seungho; Nelson, Jenna Mortensen; Hwang, Yeorim; and Danley, Mary. Heart Is Active Citizenship: Reimagining Civic Education. Creative Education, 8, 10: 1673-1681, 2017. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/ 10.4236/ce.2017.810113
This Article is brought to you for free and open access by the Faculty Publications and Other Works by Department at Loyola eCommons. It has been accepted for inclusion in Education: School of Education Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact email@example.com.
This work is licensed under aCreative Commons Attribution 4.0 International License.
© The Authors and Scientific Research Publishing Inc. 2017
http://www.scirp.org/journal/ce
ISSN Online: 2151-4771
ISSN Print: 2151-4755
Heart Is Active Citizenship: Reimagining Civic Education
Seungho Moon 1 , Jenna Mortensen Nelson 1 , Yeorim Hwang 2 , Mary Danley
3
1
Teaching and Learning Program, School of Education, Loyola University Chicago, Chicago, IL, USA
2
School of Teaching and Curriculum Leadership, College of Education, Oklahoma State University, Stillwater, OK, USA
3
Margaret White Elementary School, Blythe, CA, USA
How to cite this paper: Moon, S., Nelson, J. M., Hwang, Y., & Danley, M. (2017). Heart Is Active Citizenship: Reimagining Civic Education. Creative Education, 8, 1673-1681.
https://doi.org/10.4236/ce.2017.810113
Received: July 18, 2017
Accepted: August 13, 2017
Published: August 16, 2017
Copyright © 2017 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0).
http://creativecommons.org/licenses/by/4.0/
Open Access
Abstract
The ARtS (Aesthetic, Reflexive thoughts, & Sharing) Initiative is an innovative program for engaging children in reflexive thought about active citizenship in urban communities. This article explicates how children use art to imagine the alternatives in civic education. Using the heart metaphor as active citizenship, the authors illustrate how this organ connects citizens and pumps our desire for a better community through our veins, thus instigating social change. This article demonstrates the power of imagination to inspire students to conceptualize a more just society.
Keywords
Aesthetic Education, Civic Education, Art-Based Inquiry, Urban Education
1. The Art of Heart
Educators live in a dichotomous world: theory and experience, teaching and learning, and researcher and practitioner. Maxine Greene proposes the possibility of educators multiplying educational experience by turning to metaphor and releasing the imagination (Greene, 1994). In literature, a metaphor is a word or phrase that denotes an object or idea that it is not literally related to in order to make a comparison. This figure of speech allows words or phrases to characterize something else, like an abstract idea. We regard metaphor as the space and place where educators, policy makers, and students can imagine alternatives in civic education. We examine the ways in which children use metaphor to reflect their lived experience through an aesthetic-inspired afterschool program—The ARtS (Aesthetic, Reflexive thoughts, & Sharing) Initiative. This universitycommunity-school partnership was designed to advance students' understanding of active citizenship, multiple perspectives, and social equity through the incorporation of artistic expression through art. Educators in civic education and art have endeavored to create innovative programs and theories and this project participates in on-going efforts in the field. By imagining different realities in their urban communities, the ARtS children, comprised of 4th - 6th graders in an urban context, visualized and verbalized abstract notions of active citizenship and community using metaphors 1 .
Imagination makes metaphors possible in the creation of the ARtS children's depiction of their communities. Children imagined and represented their understanding of active citizenship and community through the use of metaphor format: Active citizenship or community is [blank]. Children filled in the blank metaphorically using poetry, clay art, and dancing. Art itself already encompasses metaphorical expressions, and Teaching Artists (TA) put in effort to embody children's imagination through artistic expressions. Children were encouraged to release their imagination—imagination that makes the familiar unfamiliar and bonds unrelated things together. Through imagination, children looked at alternative, other realities, which allowed them to engage in dynamic civics education inquiry (Greene, 1995).
In representing their understanding of active citizenship, the ARtS children applied vivid metaphors and unexpected, imaginative realities. These metaphors include summer school, an awesome party, a tree and seeds, a flower, and a nurse. Notably, the heart was the most outstanding metaphor circulated in children's imagination. As the heart is the center of our body, so is the heart the center of illustrating the notions of active citizenship and community. The heart, the center of our body and soul, enables our body and moves our spirit. The oxygen of heart is true joy—the joy of imagining alternatives that the community has not thought about before, or at least has not explicitly articulated. The heart is at the center of our discourse concerning the ways in which children imagine different versions of community while engaged in art and the aesthetic experience. As new oxygen and nutrition are circulated through veins, we ponder about the meaning of living with others and circulate freedom for creating a democratic community with the alternative realities (Greene, 1998). Art and the aesthetic experience provided the ARtS team of children, TAs, classroom teachers, and university professors with the pulsating desire to engage in civic duties by reimaging alternative realities in our communities as active citizens.
2. The Pulse of Heart
Medical science informs us that the human heart beats 100,000 times a day. Each minute, the heart pumps 1.5 gallons of blood (Cleveland Clinic, 2016). As this blood pumps through our veins, as does our desire for human connection. The human heart, the beating center of the community, with tremendous energy and effort, connects the souls of its citizens. These souls pump life and vivacity into
1This paper is part of a larger study to introduce an aesthetic inspired afterschool program. For further information of this larger study, refer to two published articles (Moon, 2016a; Moon, 2016b).
the community in a greater way than any one heart ever could. The boundless expanse of the human heart calls for a greater purpose than a vital organ. With each pump, the heart repeatedly calls for communal connections that are united as one. Throughout the ARtS Initiative, the children displayed this sentiment, particularly though interpretive dance.
During the Initiative, children learned and practiced basic dance skills including repetition, level change, and locomotion. Inspired by the communal beating of the human heart, Iva 2 and Angela created the shape of the heart with the use of fingers and demonstrated their understanding of repetition, through displaying the heart pumping repeatedly in living things (Figure 1).
Iva: Active citizenship was working together because me and Angela work together ... and then I was hoping to help when she didn't know what to do … so I helped her know the dance moves, and then we both worked it out ... I felt like dance moves is also active citizenship... because you're feeling about someone in the heart…
Dr. Letters: So, you're making a repetition to make a heart, right? To emphasize it…
Iva: Uh Huh … Yeah, and when we work together our heart beats…
Dr. Letters: It goes faster?
Iva: Yeah, it goes faster like that … Yeah, and then it blows up and it goes sparkles [laughter]…
As seen in the repetitive motions of Iva and Angela, the rhythm of our hearts runs through us like a graceful dance. The heart moves us to insight change and moves us to connect. Beating like a drum, the heart beating 100,000 times a day carries these visions and makes them a reality that changes lives, not for one, but for many.
Pulsating, the heart yearns for personal connections—connections that warm the soul in a gentle embrace. While preparing a community night that allowed
2All the names in this paper are pseudonyms.
for the ARtS team to share what they learned, the dancer, professors, classroom teachers, and children altogether contributed to choreographing dance moves representing active citizenship. Jennifer and Chase, as a pair, performed their gestures in front of peers, the dancer, and the professor. In front of their peers, the two girls each moved one outstretched hand, and then the other, in front of their bodies. Sweeping their arms forward, they displayed a graceful semi-circular motion. They then crossed their arms in front of their chests, each hand embracing the opposite shoulder. Next, placing both hands at hip level, palms facing forward, to the sides of their bodies with arms open, they gently swung their arms up towards the ceiling and swooped them back down in a diving motion until they reach their starting positions. Delicately embracing and folding each hand over the opposite shoulder, the girls, ultimately, beautifully displayed their understanding of active citizenship through love—the need for communal embrace. As they repeated these motions, it appeared as if their movements pulsated like the heart. Beating, pulsating, pounding, the heart carries the human need for love through our veins.
As blood moves by heartbeat so do children's thoughts about community and love. Commenting on Jennifer and Chase's dancing, other children interpreted and added comments about Jennifer and Chase's movement. Stacy, a fourth grader, mentioned how folding hands to the partner's shoulder was an attempt to "communicate the love" to each other. Tavis, another fourth grader, mimicked the motion of Chase and Jessica by crossing his arms in front of his chest, each hand embracing the opposite shoulder. While copying this motion, Tavis was curious about why people use this move to represent love. Tracy, a fifth grader, proposed that this move is used because "your heart's right here so it's like crossing your heart". Tavis then offered the following insight to connect Tracy's interpretation with his own idea: "crossing [your] heart is like you have friends and you carry them in your heart". After this elaboration of possible moves to represent active citizenship, Arias, the dance instructor, led the children to make the corresponding movements. The students moved one outstretched hand and then the other in front of their bodies, sweeping forward and to their sides in a graceful semi-circle. Imagining heart in the community, the ARtS children crossed their arms in front of their chests, each hand embracing the opposite shoulder. The united pulsating of our hearts, like the unified movements of the students, draws humans together in a warm, comforting embrace that protects and consoles the soul. With each pulsating heartbeat, we hold our companions close to us. In our soul, the epicenter of our body is where we cherish our human connections, keeping our loved ones safe in our embrace.
3. The Circuit of Heart
Each hour, our heart circulates 90 gallons of blood (Cleveland Clinic, 2016). And it our lifetime, the heart pumps an average of 1 million barrels of blood, the equivalent of three super tanker trucks (Mercola, 2016) With all this power, the
area of the heart has no boundaries, has no limits. Its unconditional compassion knows no restrictions, knows no prejudices, knows no predispositions. Much like the heart, active citizenship has no margins—it can connect time, space, class, ethnicity/race. It breathes life into a community that may otherwise be grasping for air. It thrusts opportunity for new possibilities, for change. Heart as the agent for sustaining change keeps our body healthy, flowing the liquid of life perpetually. Durkheim, a sociologist, uses a heart-circuit metaphor in explaining how individual heart is socially connected. "[I]f all hearts beat in unison, this is not as a consequence of a spontaneous, pre-established harmony; it is because one and the same force is propelling them in the same direction" (Durkheim, 1982: p. 56). The collective emotion of citizens is a "product of shared existence, of actions and reactions called into play between the consciousness of individuals" (p. 56). Human's veins are connected to the heart and are socially interconnected like a circuit, creating new realities that propel all citizens' need for a more just, equitable society.
The ARtS children shared also their ideas about "being connected" through the use of a heart metaphor. Chalet, a sixth grader, decorated her pinch pot cup with a heart to symbolize her desire to connect to others. She said, "People want you to see things and feel about the community and citizenship. And the heart [in this pinch pot] is for like … all you have to do is just to listen and express how you feel from the heart and it feels like connected". All veins are connected through the heart. Likewise, the heart, as active citizenship, reveals the desire to connect to others, to find companionship and safety within the warmth of other hearts in the community. The heart is at the center of this compassion as it is connected to the lived experiences of all citizens, circulating towards a common goal of interconnection.
At the center of the body, the epicenter, the soul, the heart thrusts life into all living things. Circulating vital elements throughout the body, young and old, the heart holds our life in its hands. These lives are harmoniously connected through the lived human experience, allowing us to empathize and link to the experiences of others. This outlook was displayed during the ARtS Initiative by Alicia, a fifth grader, through her poetry and collage (Figure 2). She listed several images of active citizenship with the use of metaphors, including a vitamin, a sweet cupcake, and a bed sheet:
Active citizenship is nutrition/giving the community a vitamin daily/Being able to keep it healthy and clean like a nurse … Active citizenship is a dog/A friend for the community/It will allow you to ask it for love with a friendly trick/It is a random act but as sweet as a cupcake/adding new frosting for each batch … Active citizenship is a bed being made everyday/We change sheets everyday to keep us warm and cozy/To always keep us warm at night (Alicia).
Human lives are connected through the veins of the heart, like a circuit, causing us all to crave the sustenance of human relationship and comfort. Like Alicia's
poem, active citizenship nourishes this human need. Our connected hearts in the community is like offering a daily vitamin for the community through love. Shared hearts is similar to living with a service dog, asking for constant love for humans and communities. Humans are also emotionally rejuvenated through this circuit connection. Rejuvenation through active citizenship, as noted by Alicia, is like, "adding new frosting for each batch" of cupcakes or making a bed every day "to keep us warm and cozy. To always keep us warm at night". The warmth experienced through human interconnectedness allows individuals to feel protected, comforted, and rejuvenated through their relations to others, breathing life into many.
Active citizenship, expressed through art and civic education, circulates through the hearts and minds of the community, classroom teachers, policy makers, and students. The connections developed foster an interrelatedness that crosses age, gender, and ethnicity/race. The heart's capacity to relate and connect all individuals grips the core of the soul. Kahlo's (1939) "Las Dos Fridas" further highlights the interconnectedness of human hearts. In this image, Kahlo depicts two women, with exposed hearts, connected by the veins of their souls. The connected veins circulate life through both women, creating a shared existence. The image of fire surrounding the open hearts of the women also reveals a yearning for connection, a desire to feel a relation to another soul. Joining together as one, through civic engagement, citizens can create a whole heart prepared to engage in social change. In hopeless times, when hardship seems the greatest, the heartbeat of the community tugs together the lives of its citizens, inspiring all to labor for social change, for a stronger future for all.
4. The Heart of ARtS
Metaphors open a door for expressing creative ideas without constraint. In-between space in existing binaries is imagined and created, which can enrich student's conceptions of civic engagement. Metaphors not only connect theory and experience, but also multiply interpretations of reality (Greene, 1994). Propelling life throughout the body, the heart takes the vital elements we cannot see and makes them the fuel for our existence. Much like the heart, active citizenship pieces together citizen's visions for the community and turns these images into reality. The power of art and art of power reside in opening imaginative space and place. The ARtS initiative, as both the space and place, values the learning process as well as considers affirmative learning experience through an open, supportive partnership. The practice of metaphors supported by poetry, movement, and dance allowed the ARtS children to build the consciousness that encouraged them to engage in an on-going commitment to the community. When children are exposed to a different way of thinking, a new awakening occurs that is connected to revisiting their existing values and accepting different perspectives and lives.
This paper is significant in that the art of metaphors offered children a forum to illustrate their personal experiences and mitigate the threats that they are exposed to in the community (Rhodes & Schechter, 2014). Their stories and metaphors can represent acts of power and can inspire civic-minded engagement as the heart circulates blood through the veins in the body and clears up the body (Greene, Burke, & McKenna, 2013). To better engage children in civic responsibilities, educators should consider shifting away from "old civics" practices to the "new civics". Building off the "old civics", the "new civics" focuses on students learning civic knowledge as well as "the skills and dispositions necessary to engage civically"; this knowledge includes, "civic knowledge, civic skills, and civic dispositions" (Education Commission of the States, 2013: p. 2). Moving beyond the passive learning of citizenship, students must play an active and dynamic role in conceptualizing and enacting civic duties. Such is seen in the ARtS Initiative as students with a warm-hearted mindset, without already-restricted borders or limitations, produced a sense of compassion and passion in the community. The art of "heart" exists in this affective domain of civic education, like Iva's image that the heart opens the space for participation in the urgent issues in the community. This sentiment notably exposes a safety issue in their community. Active citizens are "personally responsible, participatory, and justice oriented" (Westheimer & Kahne, 2004: p. 237), allowing for them to gain an insight into communal change and address social justice issues, like safety. A heart metaphor opens space to the construction of love that permeates through students imagining their active roles in the community. The affective side of civic education increases children's civic engagement while providing platforms for intellectual, emotional, and social development (Greene, Burke, & McKenna, 2013; Neuman, 2010).
As a healthy heart is the core of healthy body/soul/spirit, the ARtS initiative sought the possibility of promoting children's appreciation of art and their aesthetic experience by creating a healthier community. This project provides both theoretical and practical implications for art educators and teacher educators as it encourages teachers to imagine different approaches to art education that can promote social equity through emphasizing the aesthetic experience and encouraging students to consider multiple perspectives. The heart metaphor that children created in this study exemplifies this value as it shows how such approaches lead students to a compassionate engagement with the community through sharing and supporting diverse thoughts and perspectives. Children shared their stories through diverse modes of metaphors that spanned across time and space. By doing so, the notions of active citizenship and community went beyond the civic responsibilities, rights or government that appear in conventional social studies curriculum. This reality has the potential to enrich civics education and ought to be considered by classroom teachers and policy makers. Children's artistic creativity and aesthetic experience, followed by a shared reflection on their artwork, became the tool to reveal the value of the community and to imagine a safer, more just society. The heart of the ARtS, thus, resides in this possibility to circulate oxygen desperately needed in sustaining a healthy, just community.
Acknowledgements
The ARtS Initiative was supported by the Oklahoma Arts Council-Major Grants (#2493-4033) and Oklahoma State University (ED-13-OT-045).
References
Cleveland Clinic (2016). Amazing Facts about Your Heart.
https://health.clevelandclinic.org/2016/08/22-amazing-facts-about-your-heart-infograp hic/
Durkheim, E. (1982). The Rules of Sociological Method. New York: The Free Press. https://doi.org/10.1007/978-1-349-16939-9
Education Commission of the States (2013). The New Civics: Civic learning Is Not Flat Learning. Educational Reform, 14, 1-8.
Greene, M. (1994). Epistemology and Educational Research: The Influence of Recent Ap- https://doi.org/10.2307/1167390
proaches to Knowledge. Review of Research in Education, 20, 423-464.
Greene, M. (1995). Releasing the Imagination: Essay on Education, the Arts, and Social Change. San Francisco, CA: Jossey-Bass.
Greene, M. (1998). The Dialectic of Freedom. New York: Teachers College Press.
Greene, S., Burke, K., & McKenna, M. (2013). Forms of Voice: Exploring the Empowerment of Youth at the Intersection of Art and Action. Urban Review, 45, 311-334. https://doi.org/10.1007/s11256-012-0228-z
Kahlo, F. (1939). Las Dos Fridas.
Mercola (2016). Fascinating Facts about the Human Heart.
http://www.mercola.com/infographics/human-heart-facts.htm
Moon, S. (2016a). "Active Citizenship Is an Awesome Party!" Creating In-Between Spaces
for the School-Community-University Partnership. Teaching Artist Journal, 14, 145153. https://doi.org/10.1080/15411796.2016.1209353
Moon, S. (2016b). The ARtS Community without Community: Imagining Aesthetic Curriculum for Active Citizenship. Sage Open, 6, 1-11. https://doi.org/10.1177/2158244016664772
Neuman, S. B. (2010). Empowered—After School. Educational Leadership, 67, 30-36.
Rhodes, A. M., & Schechter, R. (2014). Fostering Resilience among Youth in Inner City Community Arts Centers: The Case of the Artists Collective. Education and Urban Society, 46, 826-848. https://doi.org/10.1177/0013124512469816
Westheimer, J., & Kahne, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal, 41, 237-269. https://doi.org/10.3102/00028312041002237
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Here are a few things that ALCS would like young people to know about copyright:
- - Copyright is a rule that protects something; if you came up with an idea, and then created something from the idea (for example you wrote a book) then the copyright belongs to you. Like an invisible shield of protection.
- - Copyright can enable you to make money from selling your work. Would you think it right or wrong to copy a story from your friend's book and then sell it? How would you feel if they did it to you?
- - You can give (licence or assign) copyright to someone else, e.g. a publisher, if you want to. Then they can make money from selling your creation if they want to.
- - You can show that copyright exists in something by writing the symbol e.g. © John Smith, 2016
©
- - but, if you created it, then the copyright is yours, whether you've written the symbol or not. Like we said before, it's invisible protection, it doesn't need a symbol.
- - Copyright continues to protect a work for 70 years after a writer has died. It carries on protecting the work that's been created.
- - Copyright applies to all written work, music, images and more. The text books you read were written by an author, just as the songs you listen to were written by a songwriter. Just because you haven't heard of them doesn't mean that you shouldn't think about their copyright; they might not write anything ever again if you don't. | <urn:uuid:6fc9f7a7-a49c-46c2-a351-1b6598cf69d7> | CC-MAIN-2019-04 | https://wp.alcs.co.uk/app/uploads/2016/05/Young-people-copyright-2016.pdf | 2019-01-17T04:19:36Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00296.warc.gz | 717,014,358 | 319 | eng_Latn | eng_Latn | 0.999424 | eng_Latn | 0.999424 | [
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The Captains' Word Puzzles of the Day
Name:___________________________________________
Word Bank:
Change Love Hugs Kindness Superhero SuperRotarian Smilemore Encouragement
Crossword Questions
Down:
1. Which superheroes wears a bright yellow cape with a smiley face on it?
2. What will always be found on our favorite superheroes face?
3. This fuzzy fruit shares its name with a kind of bird. Across:
4. Optimists approach every problem with this cool superpower.
5. No burrito is complete without these fantastic sources of protein.
6. Great in waffles and pancakes, these berries are named after their own color.
7. Color or fish, this looks good on every dish.
Word bank:
Beans Blueberries Salmon Captain Encouragement Positivity Smile Kiwi | <urn:uuid:11c74d42-e81b-43fc-b68e-56ee25c7950a> | CC-MAIN-2019-04 | https://calltoinspire.com/wp-content/uploads/2018/11/Page-10-word-puzzles.pdf | 2019-01-17T04:18:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00295.warc.gz | 462,791,949 | 172 | eng_Latn | eng_Latn | 0.996739 | eng_Latn | 0.996739 | [
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By Lauren Marks, Restoration Technician
Butterfly Milkweed
(Asclepias tuberosa-Asclepiadaceae)
The Butterfly Milkweed (Asclepias tuberosa) is a beautiful vibrant orange perennial plant that can be seen in bloom from June through September. Its rather small but brilliant orange clustered flowers makes this plant stand out among the other species of plants that are in bloom during this time and it is also the only milkweed in Illinois that has orange flowers. This native milkweed can be seen in our natural areas that have full sun. It can be located in upland sand prairies, hill prairies, cemetery prairies, sandy savannas, shale and sand stone glades, and open rocky woodlands. This species flourishes in acidic soils that are sandy and/or rocky. It will also adapt to other soil types, such as loam or clay that are well drained. The Butterfly Milkweed also has an excellent tolerance to hot dry weather. An occasional prescribed fire that reduces the competition from woody vegetation and taller herbaceous vegetation is beneficial in maintaining the populations of Butterfly Milkweed.
¾ inch across with margins that are entire (toothless). The upper leaf surface is medium to dark green, while the lower surface is light to light-medium green in color. The short petioles grow up to 3 millimeters long. This is an unusual Milkweed because when the leaves are bruised, instead of having a milky textured sap, it has a watery clear textured sap.
The Butterfly Milkweed is a herbaceous perennial plant that stands 1 to 2 ½ feet high. The central stem is light green to dull reddish purple in color and it is covered with spreading hairs. The alternate leaves along the central stem are narrow and are between 2 to 6 inches long and ½ to
Between June and September, the flat clusters of bright orange flowers are in full bloom. Sometimes people can also see this flower bloom a second time during the late summer to early autumn. These clusters are about 2 inches wide with up to 25 individually stalked flowers. This flower is about 3/8 inch wide and less than ¾ inch long with 5 petals. The central crown is divided into 5 erect heads. The Butterfly Milkweed usually has orange flowers, but it can also range between pale yellow to deep red as well. Even though these flowers are incredibly beautiful, they do not have a fragrance. Later in the season these flowers are replaced with a hairy pod, known as a follicle, which grows up to 6 inches long and ½ to ¾ inch across. The pods are light green at first but later turn brown. The follicles will split open along one side to release their seed, which will be
land management
dispersed by the wind. These brown flattened-oval shaped seeds are about 4 millimeters long and they contain large tufts of white hair.
Not only is the Butterfly Milkweed beneficial to butterflies; it is also beneficial to humans. The tough fibers from the thick woody taproot are used for making cords and ropes. The fibers are also used for weaving a coarse cloth from the dried stalks in late fall to early winter. Warning! Milkweed may be toxic when taken internally without sufficient preparation. Its tough root was chewed by Native Americans to treat pleurisy and other pulmonary ailments.
The Butterfly Milkweed attracts Ruby-throated Hummingbirds and many different insects, such as bees and butterflies. One species of butterflies that benefit the most from this Milkweed is the Monarch Butterfly. Milkweed species are known to contain cardiac glycoside, which is a chemical that is poisonous to both humans and livestock. Cardiac glycoside is a useful chemical defense for Monarch Butterflies. These chemicals make the flesh of the Monarch caterpillar distasteful to most predators. Milkweeds are also the only species of plants that Monarchs lay their eggs on. Their eggs are laid on the bottom side of the leaves. The larvae will then feed and mature into a chrysalis on this plant as well.
Monarch on Butterfly Milkweed
This treatment was how the Butterfly Milkweed received another common name, the Pleurisy Root. Not only is the Butterfly Milkweed used for treating pleurisy, but it is also used for other medicinal uses. These treatments include ointment for scrofulous swelling, medicine to treat diarrhea, a cure for snow blindness and other forms of blindness, relief of a sore throat, applied the chewed root for swelling and rashes on skin, to expel tapeworm, to treat colic, to act as a contraceptive, and a cure for a snakebite.
The Restoration Department staff is managing the areas where the Butterfly Milkweed is located on District properties to ensure its survival as well as the survival of other native plant species. We are managing it by controlling and removing invasive species, such as White Sweet Clover and Yellow Sweet Clover, to give our native species a chance to thrive and reproduce within our natural areas. | <urn:uuid:15f258d5-c940-43dd-a844-5b7c13e40f66> | CC-MAIN-2019-04 | http://www.byronforestpreserve.com/pdf/lauren's%20pages.pdf | 2019-01-17T04:56:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00298.warc.gz | 284,514,571 | 1,073 | eng_Latn | eng_Latn | 0.998052 | eng_Latn | 0.998171 | [
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Anti Bullying Policy
Approval Date – September 2018
Review Date – September 2019
Bullying is the conscious desire to hurt, threaten or frighten someone. It may involve one serious incident, but it is more likely to occur more than once over a period of time.
Rationale
It is the policy of the governors of Westfield Academy to encourage positive relationships and not to tolerate any form of bullying or unacceptable behaviour. Bullying in our school is taken very seriously - it is not a normal part of growing up and we have a duty to protect students from it.
Bullying is any behaviour that victimises an individual. Specifically, bullying can be:
Physical: Physical bullying involves harmful actions against another person's body. Examples include: biting, kicking, pushing, pinching, hitting, tripping, pulling hair, any form of violence or intimidation. Physical bullying also involves the interference with another person's property. Examples include: damaging or stealing.
Verbal: Verbal bullying involves speaking to a person or about a person in an unkind or hurtful way. Examples include: sarcasm, teasing, put-downs, name calling, homophobic statements, phone calls, spreading rumors or hurtful gossip.
Emotional: Emotional bullying involves behaviours that upset, exclude, or embarrass a person. Examples include: nasty notes, saying mean things using technology (e.g. cyber bullying using emails, instant messaging, social media), chat rooms, tormenting, threatening, humiliation or social embarrassment.
Sexual: Sexual bullying singles out a person because of gender and demonstrates unwarranted or unwelcome sexual behaviour. Examples include: sexual comments, abusive comments, unwanted physical contact.
Racial: Racial bullying involves rejection or isolation of a person because of ethnicity. Examples include: gestures, racial slurs or taunts, name calling, making fun of customs/skin colour/accent/food choices.
Homophobic: Homophobic bullying involves behaving or speaking in a way which makes someone feel bullied because of their actual or perceived sexuality. This includes biphobic and transphobic bullying. Examples include: verbal comments, isolation, threatening to 'out' or expose someone, cyber bullying, physical violence.
This policy and the procedures that follow, present a shared understanding of what bullying is and how it affects lives. It also identifies clear strategies and procedures to combat bullying and bullying behaviours for staff, parents and students. Such strategies e.g. Peer Mentoring, Restorative Justice etc, also empower students to address issues of bullying sensitively and effectively themselves.
Roles and responsibilities
1.1. The Governing Body will:
* Establish this policy, in consultation with the Senior Leadership Team, students and staff, and keep it under regular review.
* Ensure that the policy is non-discriminatory and is communicated clearly to students.
* Review the effectiveness of policy and practice.
1.2. The Assistant Headteacher will:
* Have overall responsibility for the implementation and review of the policy and procedures and for reporting to governors on its impact.
* Ensure that the policy is publicised by making it known within the school and by bringing it to the attention of students at least once a year.
* Ensure intervention is in place to address issues of bullying.
1.3. Staff will -
* Respond appropriately to all reported incidents of bullying and ensure that the policy and procedures are followed and applied consistently and fairly.
* Deal independently with low level incidents and be aware of when to seek additional support.
* Ensure accurate records are kept of incidents of bullying that have been reported and subsequent action taken.
*
Respond to parental concerns within 24hrs and regularly report progress towards resolution.
* Use opportunities available to promote positive behaviour strategies and discuss the appropriate way to behave towards each other, e.g. tutor periods, assemblies.
* Provide appropriate supervision in key areas at problem times, e.g. playground/toilets at lunchtime.
* Teach students the skills to enable them to manage conflict and anger in a reasonable way.
* Signpost students for additional support and interventions as necessary.
* Build good relationships so students and staff demonstrate mutual respect for each other and students feel confident about confiding in staff.
* Provide good role models in the way they speak and deal with students and each other.
1.4. Students will:
* Be aware that the school does have an Anti-Bullying Policy and that there are agreed procedures to be followed to deal with incidents of bullying.
* Recognise that bullying is destructive for all concerned and it is likely to continue until appropriate interventions are put in place to resolve the situation.
* Tell a teacher or member of staff, a friend, a peer mentor, prefect or parent if they are being bullied or know someone who is being bullied – recognizing their responsibility to help to stop the bullying continuing and making someone miserable.
* Be a good role model for other pupils in the way they speak and deal with each other.
Related Documents
A) Appendices
1. Proactive strategies for dealing with bullying
2. Responsive procedures for dealing with incidents of bullying
3. Anti-Bullying Poster (students)
B) Behaviour for Learning Policy and Procedures.
Monitoring
This policy is monitored by the Governors' Student Matters Sub-Committee by using the following evidence:
* Report from the Assistant Headteacher.
* A member of the sub-committee conducting student surveys focussing on bullying issues.
Responsible
Julie Strange – Assistant Headteacher
APPENDICES
APPENDIX 1 : Proactive strategies for dealing with bullying
APPENDIX 2: Responsive procedures for dealing with incidents of bullying
All alleged incidents of bullying must be reported to the Heads of Year who will liaise with the tutor to agree further action in the light of details about the severity or persistence of the incident. All details will be recorded on the student's individual electronic log.
In a serious incident:
* Statements will be taken from all parties and witnesses concerned by the HOY
* It may be appropriate for the HOYs of the victim and the student accused of bullying to work together to deal with the complaint (Restorative Justice Conference).
* The alleged perpetrator(s) will be informed that he/she is the subject of a formal complaint of bullying.
* Parents of both parties will be informed by a phone call and/or a standard letter, sent home in the post.
* Arrangements for appropriate sanctions/support will be put in place by the end of the next school day.
* Further incidents involving the same perpetrator will result in the HOY and/or Assistant Headteacher arranging a meeting with parents and further sanctions/support being put in place.
In cases where there has been a serious physical assault:
Statements will be taken from all parties and witnesses concerned. A meeting will be arranged with the Assistant Headteacher and HOY and parents of the perpetrator within 24 hours. Depending on the severity it will lead to a period of time in an internal isolation; a fixed term exclusion off site; permanent exclusion.
In on-going, persistent incidents of a less serious nature:
* Both parties will be given the opportunity to talk about what has happened in a Restorative Justice Conference with an identified member of staff (or Peer Mentor) and the next steps will be agreed.
* Others who are involved (bystanders, colluders, stirrers, friends) will be identified and interviewed to gather more background information and details on the incident(s) that have taken place.
* Where further action is required, it will be followed up within 24 hours by the form tutor, HOY, or another designated member of staff who has been coached in the appropriate techniques.
* Parents will be informed of actions taken so they can support the outcomes agreed
* The member of staff or peer mentor will meet with the pupils involved a week later to discuss how things have gone and agree any further action required.
* If incidents continue, it becomes a serious concern and further sanctions/support will be put in place (as detailed above).
Sanctions/intervention to address issues of bullying:
* Restorative Justice Conference
* School detention
* Behaviour Report Card
* E-Report
* Internal Exclusion
* Fixed Term Exclusion
* Permanent Exclusion
Keeping Records:
* Tutors, subject teachers, parents and other students will report all incidents and actions they have taken to the HOY.
* All reported incidents and the interventions that have taken place will be recorded immediately by the HOY on each student's individual electronic log.
* Additional documentation will be stored in the student's file, together with copies of any correspondence with parents/carers.
* In all cases records will be shared with the Police if requested.
Monitoring Procedures:
Student issues, including bullying, will be included on the agenda of meetings held between the Assistant Headteacher and HOY team so that responses to all incidents of bullying can be reviewed and the success of strategies used can be evaluated.
APPENDIX 3 – Anti-Bullying Poster (students)
What Actually Is Bullying?
Bullying is knowingly hurting, threatening or frightening someone. It could be just one occasion or it could happen over and over. There are different types of bullying –
* Physical – actually hitting, kicking or any harmful actions to somebody. This includes intimidation.
* Verbal- speaking in a unkind of hurtful way, of any kind
* Sexual- Sexual comments or unwanted physical contact
* Emotional- anything that may upset someone else, embarrass them, nasty notes, cyber bullying etc.
* Racial- ignoring or being horrible to someone because of their ethnicity – including name calling or taunting.
* Homophobic, Biphobic & Transphobic behaving or speaking in a way which makes someone feel bullied because of their actual or perceived sexualityincluding verbal comments, isolation, physical violence
What Should You Do If YOU Are Bullied?
Here at school we take bullying very seriously and you have a number of people you could talk to –
- You could talk to your Friends or Peer Tutor/Mentor
- You could talk to your Head of Year
- You could talk to your Form Tutor.
- You could speak to Mrs Travers in the RR
- You could speak to the Headteacher.
- You could speak to Ms Francis in the Student Support Base.
All issues will be resolved fairly and sensitively.
Bullying is not acceptable and you do not have to put up with it! Talk to staff who will help you. If you see bullying happening, then report it!! | <urn:uuid:a2bc47cb-06c6-4d9b-b31b-6182f2bb600d> | CC-MAIN-2019-04 | https://www.westfieldacademy.co.uk/SiteAssets/Files/Policies/Anti%20Bullying%20Policy%20(Sep%202018).pdf | 2019-01-17T05:54:55Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00295.warc.gz | 998,292,646 | 2,138 | eng_Latn | eng_Latn | 0.993229 | eng_Latn | 0.998185 | [
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iÉëëçå=çÄàÉÅíáîÉë==
The objective is to improve your knowledge of French idiomatic language.
qÜÉ=áÇáçã=
Avoir besoin de
Literal meaning: to have the need of
Actual meaning: to need
bñ~ãéäÉë=
Georges a besoin de deux timbres pour poster sa lettre.
George needs two stamps to post his letter.
J'ai eu besoin de parler à mon professeur la semaine dernière.
I needed to talk to my teacher last week.
mê~ÅíáÅÉ=(use this space to create your own examples with this idiom.) | <urn:uuid:aa1eac46-7575-4a52-aa35-b31c8e7558d1> | CC-MAIN-2019-04 | https://s3-eu-west-1.amazonaws.com/lfwaaudio/documents/PDFs/idiom-adv-avoir-besoin.pdf | 2019-01-17T05:10:45Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00297.warc.gz | 653,091,333 | 142 | eng_Latn | eng_Latn | 0.936816 | eng_Latn | 0.936816 | [
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Usage Profile with 5th-6 th Grade Teacher Catherine Hawkins Summary Observations of Beamz Over 5-Year Period
Catherine Hawkins is a 5 th and 6 th grade teacher at the Innovations Public Charter School, a K-8 school of 285 students in Kona, HI. She is a pioneer when it comes to using Beamz technology, and was one of the first to witness the evolution of the Beamz' first life-size prototype into its current portable model. Hawkins worked with inventor Jerry Riopelle's wife years ago when she was introduced to the musical device. She immediately got hooked on the idea of using it in her classroom. An educational grant made this dream come true five years ago.
Classroom Use
"When I first acquired the Beamz in my classroom, I was a 1st and 2nd grade teacher. I set up the Beamz in the corner of my classroom and used it as a station for different activities – mostly with counting, skip counting, rhyming, poetry and language arts. We also use it for fun, an incentive, so when my kids are doing well, they can earn the privilege of using the Beamz as a reward." Mrs. Hawkins never received formal training on the Beamz technology, but rather used her teaching instincts to incorporate it into her regular academic lessons.
"When I moved to 5 and 6 grade a year ago, I continued to use it as a station in the classroom allowing students to use it to rap poetry, make music, and also reward them use of the Beamz if they completed other required work. We also pulled it out for the whole school a few times to use in our play pavilion. Kids could create and use the basic musical backgrounds to make their own songs. This was a big motivator for our students and they continue to ask for it."
Easy to Use
When asked about the overall ease of use, Mrs. Hawkins was quick to say, "It is very easy for kids to navigate! They totally get it. I'm not technical so it's been great to watch them connect to this innovative technology. It's a great thinking tool." Mrs. Hawkins continued, "I had a 5 year old who did not need any direction. She knew how to find the songs, how to add beats and other instruments, where to go... She just got it like within 10 minutes. Then that child was able to go on and teach other peers. I'm amazed at how when children immerse themselves in the technology world how advanced they are in their thinking and their ability to navigate."
Motivation and Engagement
Mrs. Hawkin's class uses technology all the time for research and writing. "We have Tech Tuesday every week. For the younger kids, the Beamz is such a motivator for them to get their other academic work done. For instance, poetry units are hard for little kids. They have a rubric of what they need to include in their work, and they work so hard to achieve it when they know they are going to be able to use the Beamz to recite the poem to background music."
Over the past five years, Mrs. Hawkins has found the greatest impact of the Beamz is its ability to increase engagement, one of the biggest challenges for most teachers. "It's great for engagement, coupling it to use as a carrot. When kids don't know what to do, they work extra hard to try to figure it out if they can earn Beamz time. Beamz has a domino effect of increasing confidence, and always increasing engagement for the next time we have a lesson."
Mrs. Hawkins added, "Kids that are checked out need something extra to engage them. There is always a group of them in every class. Beamz allows you to add multimedia to teach concepts, timing, patterns, and use as a way to enhance what you are already teaching. Kids are drawn to it. It's an amazing tool! | <urn:uuid:f7ae1a98-0b1a-4ff9-adf4-bf2a2cf42304> | CC-MAIN-2019-04 | http://nebula.wsimg.com/27dd195b93979fe64b203af4ba388b85?AccessKeyId=00DC2822EDA03DCDF117&disposition=0&alloworigin=1 | 2019-01-17T05:02:05Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00295.warc.gz | 158,150,507 | 807 | eng_Latn | eng_Latn | 0.999453 | eng_Latn | 0.999433 | [
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Linear Explorations
Investigation 1: Exploring Linear Functions of the form 𝑎𝑥+ 𝑏𝑦= 𝑐, where 𝑐= 𝑎+ 𝑏 Graph the following functions:
Create 3 more linear functions of this form, and write them below. Graph them in Desmos (desmos.com) on the same graph as the above functions.
You can use Desmos to explore the graphs of a family of such functions by creating a objects in Desmos called a Slider and a List. You want to graph lines of the form:
Start by creating slider for values of 𝑎 (a slider allows you to set 𝑎 to a particular numerical value and to easily change it later). Type 𝑎= 1. This will create a slider for 𝑎.
Next create a list of values for 𝑏. Type 𝑏= [−5, −4.8, … , 5]. Now 𝑏 is an entire sequence of 51 numbers called a list.
Now type 𝑎𝑥+ 𝑏𝑦= 𝑎+ 𝑏.
This will graph all the equations of the form 𝑎𝑥+ 𝑏𝑦= 𝑎+ 𝑏 using your 𝑎 value from the slider, and then all the values from -5 to 5 for 𝑏, increasing by 0.2 each time. This is a quick way to graph 51 lines that all follow the same pattern. Change the value of 𝑎 to generate 51 more lines.
Use your graph to make a conjecture about linear functions of this form. Write your conjecture in sentence form.
Verify your conjecture algebraically.
.
Investigation 2: Exploring Linear Functions of the form 𝑎𝑥+ 𝑏𝑦= 𝑐, where 𝑐= 𝑎𝑏.
Graph the following functions:
$$𝑥+ 𝑦= 1$$
$$5𝑥−3𝑦= −15$$
$$8𝑥+ 5𝑦= 40$$
Create 3 more linear functions of this form, and write them below.
Write what you would type into Desmos to graph a family of functions that follow this pattern. Again, start by assuming you will set and vary 𝑎 using your slider, and create a sequence of values for 𝑏 using a list.
Graph this family of lines. Use your graph to make a conjecture about linear functions of this form. Write your conjecture in sentence form.
Verify your conjecture algebraically.
Investigation 3: Linear Functions of the form 𝑎𝑥+ 𝑏𝑦= 𝑐, with a, b, and c in arithmetic progression.
An arithmetic progression is a sequence of numbers with a common difference between consecutive terms.
Ex. 2, 5, 8, 11, 14,… is an arithmetic progression (common difference 3)
5, 3.5, 2, .5, -1, … is an arithmetic progression (common difference -1.5)
2, 2, 2, 2, 2, … is an arithmetic progression (common difference 0)
On a new graph in Desmos, graph the following functions, with a, b, and c in arithmetic progression.
$$𝑥+ 𝑦= 1$$
$$−𝑥+ 𝑦= 3$$
$$𝑥+ 3 2 𝑦= 2$$
Create three more linear functions of this form, and write them below.
Graph this family of lines by creating a list. You will need to use your parameter 𝑎 that you decide on, as well as a variable 𝑑 that represents the common difference. Use your graph to make a conjecture about linear functions of this form. Write your conjecture in sentence form.
Verify your conjecture algebraically.
Investigation 4: Linear Functions of the form 𝑎𝑥+ 𝑏𝑦= 𝑐, with a, b, and c in geometric progression.
A geometric progression is a sequence of numbers with a common ratio between consecutive terms.
Ex. 2, 4, 8, 16,… is an geometric progression (common ratio 2)
24, 12, 6, 3, 1.5, … is an geometric progression (common ratio .5)
1, 1, 1, 1, … is an geometric progression (common ratio 1)
On a new graph in Desmos, graph the following functions, with a, b, and c in geometric progression.
Graph this family of lines by creating a list. You will only need the variable 𝑟 that represents the common ratio. Use your graph to make a conjecture about functions of this form. Write your conjecture in sentence form.
Together, let's verify this conjecture algebraically.
Investigation 5: Exploring Quadratic Functions of the form 𝑎𝑥 2 + 𝑏𝑦= 𝑐, where c = a + b.
Graph the following functions:
Graph this family of curves by creating a list. Use your graph to make a conjecture about functions of this form. Write your conjecture in sentence form.
Verify your conjecture algebraically.
Further Exploration:
Use Desmos to explore relationships among the coefficients and constants of linear and simple quadratic functions. Formulate an interesting question to explore. For example, what would happen graphically with a set of quadratic equations of the form ax 2 + by = c if a, b, and c are related in some particular way (your choice – be specific)? Complete an analysis similar to what we have done today.
1. Clearly specify your question. What relationship are you exploring? Why did you decide to explore this relationship?
2. Create the graph of the family of equations in Desmos.
3. Write a conjecture. How does your conjecture relate to your graph? Consider how you will verify the conjecture algebraically.
4. Write out your algebraic verification, and explain how your algebraic verification supports your conjecture.
5. Based on your explorations, consider other relationships that you might analyze in the future. | <urn:uuid:14c9a7cf-ff24-4937-961c-98c61f6d54fe> | CC-MAIN-2019-04 | https://chapelhillmathcircledotorg.files.wordpress.com/2017/06/adv20171014linearexplorations.pdf | 2019-01-17T05:58:09Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00299.warc.gz | 473,609,331 | 1,350 | eng_Latn | eng_Latn | 0.990819 | eng_Latn | 0.994751 | [
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SCHOOL BOARD MEMBER LEADERSHIP WORKBOOK • USER GUIDE • HOW-TO BOOK • INSTRUCTION MANUAL • LEADERSHIP PRIMER • HOW-TO BOOK • INSTRUCTION MANUAL • LEADERSHIP PRIMER • USER GUIDE • INSTRUCTION
Organization of education in Colorado
CHAPTER 2
The operation of Colorado's 178 school districts is a big business involving ever-increasing numbers of students and personnel. Nearly 900,000 children are enrolled in Colorado's public schools, and the number grows annually. The budget for Colorado school districts exceeds $5.2 billion dollars, from local, state and federal revenues.
As the focus on school district accountability has intensified, the role of the school board member has increased proportionally. Part of being a well-informed public official means understanding the structure of education in Colorado. In this chapter, we will provide an overview of the current structure.
THE FEDERAL CONSTITUTION
The landmark U.S. Supreme Court decision Brown v. Board of Education characterized public education as "perhaps the most important function" of local as well as state government. [74 S.Ct. 686 (1954).] Local control of instruction is not only vital to continued public support of public schools, but it is also of overriding importance from an educational standpoint: Local needs can shape local educational programs.
The federal Constitution makes no reference to public education. Instead, public education is established as a state function in each of the 50 state constitutions. Most states have centralized, state-administered systems of education.
THE COLORADO CONSTITUTION
Article IX of the Colorado Constitution contains the legal foundation for our state's public school system, including the respective roles of the General Assembly, State Board of Education and local school boards. (See text box.)
ARTICLE IX: The foundation for Colorado's system of public education
The framers of the Colorado Constitution wanted the administration of public schools to be "as near the people as possible."
Specifically, Article IX of the Colorado Constitution contains the legal foundation for our state's public school system, including the respective roles of the General Assembly, State Board of Education and local school boards.
* Section 1 vests the general supervision of the public schools in the State Board of Education.
* Section 2 directs the Legislature to establish and maintain a thorough and uniform system of free public schools, wherein all state residents ages six to 21 may be educated gratuitously.
* Section 7 forbids the use of public funds for the support of private schools, churches or sectarian purposes.
* Section 8 prohibits religious or racial discrimination.
* Section 11 provides for compulsory education.
* Section 15, the Local Control Clause, vests "control of instruction in
the public schools" in locally elected school boards.
* Section 16 prohibits the General Assembly and the State Board of Education from prescribing the textbooks to be used in the public schools.
BOARDS OF EDUCATION: LOCAL CONTROL OF INSTRUCTION
Unlike most states, the public school system in Colorado grew out of an intentional commitment to local control. Rather than establishing a centralized, state-administered system, Colorado's constitutional framers "made the choice to
place control 'as near the people as possible' by creating a representative government in miniature to govern instruction." [Owens v. Congress of Parents, Teachers and Students, 92 P. 3d 933, 939 (Colo. 2004).]
So, unlike many of our sister states, local control in Colorado is not a matter of personal political views, national trends or public opinion; it is a matter of state constitutional law. Learning what the state constitution means by "control of instruction" is an essential step toward understanding local school boards' roles in public education.
The Colorado Supreme Court possesses the ultimate authority to interpret the state's constitution and emphasizes, "control of instruction requires power or authority to guide and manage both the action and practice of instruction as well as the quality and state of instruction." [Denver Bd. of Educ. v. Booth, 984 p.2d 639, 648 (Colo. 1999).] The court further explains that such control allows localities to tailor educational policy to suit the needs of each district, free from state intrusion. [Owens, at 935.]
The court has also decided that districts maintain control over instruction primarily by maintaining control over locally raised funds. [Booth, at 648.] The court confirms its conclusion by articulating several benefits flowing from the control of local boards over locally raised tax dollars. [Owens, at 941-44.] Some of these benefits include:
* Empowering electors, including parents, with control over instruction
* Providing taxpayers with a means to participate in the management of public education
* Granting a community the freedom to devote more money to educating its children than the stateguaranteed minimum amount
* Enabling the local citizenry greater influence and participation in the decision-making process on how local tax dollars are spent
* Ensuring each district has the opportunity for experimentation, innovation and a healthy competition for educational excellence
In 2013, the Colorado Supreme Court revisited the issue of local control in a school finance case that lasted almost a decade, known as Lobato v. State of Colorado. This lawsuit, brought by a group of school districts and students, alleged the state system's level and methods of public school funding violated the Colorado Constitution. Siding with the state, the court's order acknowledged deficiencies in the system but found it did not violate the Colorado Constitution's mandates for a "thorough and uniform" system of education and the control of instruction by locally elected school boards. [Lobato II.]
The Supreme Court overruled the trial court's specific finding that school districts are financially unable to meet the demands of state mandates and therefore are clearly unable to exert local control to extend initiatives in pursuit of "experimentation, innovation and a healthy competition for educational excellence." With respect to local control, the Supreme Court acknowledged – as found by the trial court – that school districts may use a substantial portion of their locally raised funds to help their students achieve state standards. Because nothing in the public school financing system itself requires a particular allocation of local funds, the court found the system does not violate local control.
Local school boards are constitutionally entrusted with meeting the needs of students in their communities and must exercise this authority responsibly to ensure this governance model remains relevant and respected by voters and state and federal policy-makers. In sum and practically speaking, "local control of instruction" translates into the ability of individual school boards to make decisions on issues such as curriculum, personnel, budget, school calendars and classroom policy.
THE GENERAL ASSEMBLY
The General Assembly is the state legislature of the state of Colorado and is charged with maintaining a "thorough and uniform" system of education. It is comprised of 65 people elected to serve in the House of Representatives and 35 people elected to serve in the Senate. The legislative bodies in Colorado function in much the same manner as do the House
and Senate of the federal government.
The Colorado House and Senate both have standing committees on education that review proposed legislation pertaining to education. Proposed bills must be "voted out of committee" before the respective bodies may consider them. Education bills introduced in the House must pass through the House Education Committee and the Appropriations Committee (if there is a fiscal impact) and then be approved by the House of Representatives. The bills then go to
the Senate, where the process is repeated. Bills introduced in the Senate follow a similar pattern except that they are considered first by the Senate, then the House. Bills approved by the House and Senate are then sent to the governor and, when signed by the governor, become law.
The same Lobato decision that discussed the local control constitutional provision also explained the General Assembly's "thorough and uniform" constitutional obligation upholding the state's school finance system. The Colorado Supreme Court rejected the argument brought by school districts and students alleging that the state was failing to meet the constitutional mandate to provide a "thorough and uniform" system of education.
Initially, the Supreme Court held (in Lobato I) that "thorough and uniform" had been defined by the legislature through a comprehensive set of school laws, including CAP4K (SB 08-212), the Education Accountability Act of 2009 (SB 09-163) and the educator effectiveness legislation (SB 10-191). In fact, the Lobato I order specifically stated, "The trial court [which would hear all the evidence of the case firsthand] may appropriately rely on the legislature's own pronouncements to develop the meaning of a thorough and uniform system of education." Citing Lobato I, the trial court ruled, "There was no effort to analyze the relationship to the actual costs [of state education laws] to provide an education of any particular quality. The failure to do any cost analysis and to provide for funding based on such an analysis demonstrates the irrationality of the existing school finance system."
The state appealed the trial court's decision to the Supreme Court, which had recently experienced a change in the membership of the court. Rather than following the Lobato I court's guidance or the trial court's conclusion based on
that guidance, the Lobato II court went to Webster's dictionary to define a "thorough and uniform" system of education
as one "of a quality marked by completeness, is comprehensive, and is consistent across the state." Having articulated
a constitutional test that does not require taking into account the education system that the school finance system is intended to fund, the Lobato II decision makes no mention of the Colorado Constitution's legislative history, the trial court's 178-page order or the record created over five weeks of trial. The court concludes in a succinct five paragraphs that Colorado use of a uniform basic school formula satisfies the constitution's thorough and uniform provision.
The Lobato case serves as a reminder that litigation is never a sure bet, no matter how good the case or the cause may be.
STATE BOARD OF EDUCATION
Colorado's Constitution provides that the general supervision of the public schools shall be vested in the State Board of Education, whose powers and duties are prescribed by law.
The State Board currently consists of seven elected members who serve without pay. The constitution provides that there shall be one State Board member elected from each of the congressional districts. When the number of congressional districts in the state is an even number, an additional State Board member is elected at large. This ensures that there will always be an odd number of persons serving on the State Board.
The State Board is the governing board of the Colorado Department of Education (CDE). Within the limits of its jurisdiction, the State Board appoints the commissioner of education, makes rules and regulations that apply to school districts, accredits public school districts and regulates educator licensing, among other things. The State Board exercises judicial authority with regard to appeals by charter schools. The State Board appoints and receives recommendations from a variety of advisory commissions and committees in the process of carrying out its responsibilities.
The State Board has authority to release school districts from some state statutes and regulations. Districts can pursue this flexibility under the waiver statute or Innovation for Schools Act [C.R.S. § 22-32.5-108.] The process for seeking a waiver has been expedited for those school districts with fewer than 3,000 students. Most recent waiver requests to the State Board involve conditions of teacher employment.
COMMISSIONER OF EDUCATION
The Office of Commissioner of Education was made an appointive office by a 1948 amendment to the constitution. The commissioner serves as the executive officer of the State Board and is the chief administrator of CDE.
The commissioner advises the State Board concerning educational matters, submits reports as required by law to the governor and the General Assembly and is responsible for personnel administration in the Department of Education. It is the commissioner's duty to execute the policies and regulations adopted by the State Board. The commissioner must maintain adequate statistical and financial records of the school districts and maintain a continuous research program to stimulate improvements in education. In addition, the commissioner has the authority to issue instructions to school officials concerning the governance of the public schools, to prescribe forms and items to be included in reports submitted to the department, to construe provisions of school law and to cause the preparation and distribution of printed materials that may be beneficial to school personnel and students.
COLORADO DEPARTMENT OF EDUCATION
The Colorado Department of Education provides leadership, resources, support and accountability to the state's 178 school districts to help them build capacity to meet the needs of the state's nearly 900,000 public school students. CDE also provides services and support to boards of cooperative educational services (BOCES), early learning centers, state correctional schools, facility schools, the state's libraries, adult/family literacy centers and state high school equivalency testing centers, reaching learners of all ages.
As the administrative arm of the State Board of Education, CDE is responsible for implementing state and federal education laws, disbursing state and federal funds, holding schools and districts accountable for performance, licensing all educators, and providing public transparency of performance and financial data. CDE serves students, parents and the general public by protecting the public trust through ensuring adherence to laws, strong stewardship of public funds and accountability for student performance.
STATE BOARD FOR COMMUNITY COLLEGES AND OCCUPATIONAL EDUCATION
The State Board for Community Colleges and Occupational Education (SBCCOE) is charged with establishing and maintaining a state system of community colleges. It also provides the state-level structure for the administration of occupational education programs in the public schools.
This board also administers the laws relating to occupational education programs in public schools. It must review and approve postsecondary occupational education programs to be offered through boards of cooperative educational services. The board also supervises the allocation of all state and federal funds provided for occupational education programs and purposes and establishes minimum qualifications for teachers of occupational subjects and other professional personnel who provide occupational education supervisory and counseling services in the schools.
COLORADO COMMISSION ON HIGHER EDUCATION
The Colorado Commission on Higher Education (CCHE) is the state policy and coordinating board for Colorado's higher education system. CCHE sets policies, in accordance with state law, that apply to all state-supported institutions of higher education. This includes all postsecondary institutions supported in whole or in part by state funds (including junior colleges and community colleges), extension programs of the state-supported universities and colleges, local district colleges and area vocational schools. CCHE's policies also apply to the Board of Regents of the University of Colorado and the institutions it governs.
The community colleges, as well as state colleges and universities, provide many services to school districts and to boards of education. Most of these institutions have personnel who are willing to assist districts by providing consultant services, conducting school building surveys, providing speakers for various occasions and maintaining a close working relationship with secondary schools to better prepare students for entrance into college. State law directs CCHE to establish a network to connect the faculty of postsecondary institutions with the teachers in school districts for the purpose of exchanging information. Most of the institutions that provide teacher training also maintain a placement agency to assist school officials with the selection and screening of prospective employees.
The law recognizes that the public system of elementary and secondary education must provide students with the skills and abilities necessary to make the transition to the postsecondary system. It is the prerogative of local boards to establish the goals and standards necessary to provide these skills. At the same time, CCHE is authorized to set the standards for admission to the postsecondary system. When these standards are raised, it has a direct impact on local school districts and the students they serve. Ideally, there should be continual dialogue between representatives of elementary and secondary education and higher education because of common goals, numerous challenges, opportunities and overlapping interests. | <urn:uuid:2b16c65b-1110-4208-8297-1ff6d74415d5> | CC-MAIN-2019-04 | https://www.casb.org/cms/lib/CO01923145/Centricity/Domain/10/2015-Chapter%202.pdf | 2019-01-17T04:30:10Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00298.warc.gz | 765,217,197 | 3,239 | eng_Latn | eng_Latn | 0.997684 | eng_Latn | 0.997959 | [
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SCHOOL BOARD MEMBER LEADERSHIP WORKBOOK • USER GUIDE • HOW-TO BOOK • INSTRUCTION MANUAL • LEADERSHIP PRIMER • HOW-TO BOOK • INSTRUCTION MANUAL • LEADERSHIP PRIMER • USER GUIDE • INSTRUCTION
Advocacy: Your voice is important. You are an advocate.
CHAPTER 5
School board members are advocates for the schools in their community. That advocacy is critical to the success of students, teachers and administrators and the efficient operation of local schools. CASB is constantly in contact with school board members across the state, and it gathers their suggestions, concerns and policy ideas at meetings throughout the year.
CASB's advocacy team represents the best interests of school boards as it interacts with education organizations, political leaders and business leaders at the state and national levels. When legislative proposals concerning education are being considered and developed, CASB is there to protect the interests of local school boards and to provide data, advice and assistance to legislators.
The perspective of school boards is a critical component in the creation of legislation that respects local control and focuses on the success of all students. And in fact, school boards, working with CASB, have for decades helped shape significant legislation involving K–12 education in Colorado.
In this chapter, we will discuss ways you can be involved in advocacy and in helping to define CASB's policy agenda, and we'll outline CASB tools and resources you can use in your district and beyond.
SHAPING A STATEWIDE POLICY AGENDA
LEGISLATIVE RESOLUTIONS COMMITTEE
School board members play a critical role in determining CASB's legislative platform and priorities. Each summer, CASB issues a call-for-resolutions request to every member school board as an opportunity to provide input on public education issues for the next legislative session. CASB compiles the proposed resolutions, prepares research data and distributes the information to the Legislative Resolutions Committee, which reviews resolutions and makes recommendations to the CASB Delegate Assembly. Additionally, the committee reviews legislative proposals, discusses issues and advises CASB staff of the issues school board members would like brought to the attention of the General Assembly.
CASBtip
Being an advocate for public education and local control in your community and at the legislature is crucial to preserving your district and community's way of life. Board members are encouraged to take advantage of the resources CASB
offers to help you connect with your legislators and make your voice heard, including legislative updates and alerts through Colorado Capitol Watch, School Board Advocate newsletter informing members about the latest developments at the state capitol that impact K–12 education, and compilations of education bills introduced each year by the legislature, including a summary of each piece of legislation and
CASB's position on the bill.
The advocacy section of CASB's website, casb.org, also connects you to many informational sources that can help you get a handle on legislative issues and processes, including publications, key issues, talking points, legislative priorities and resolutions.
DELEGATE ASSEMBLY
CASB's Delegate Assembly meets in the fall to establish the legislative priorities, resolutions and beliefs of the association. Each member school board is encouraged to name one member as a voting delegate. During the assembly, proposed resolutions are debated, amended, approved or rejected; additional resolutions may be submitted from the floor. Members of the Legislative Resolutions Committee are on hand to answer questions from delegates about the committee's recommendations and to offer insight into a particular issue.
The resolutions adopted by the assembly provide a framework to guide CASB's advocacy efforts and set the general direction for the legislative program for the following year. In January, the CASB Board of Directors prioritizes resolutions passed at the Delegate Assembly and gives guidance to staff for action during the General Assembly. Throughout the legislative session, the Legislative Resolutions Committee meets regularly to analyze implications of proposed legislation and decide the positions the advocacy team will take on introduced bills.
FEDERAL RELATIONS NETWORK COMMITTEE
Through CASB's Federal Relations Network, the advocacy team and committee members keep in touch with Colorado's congressional delegation to convey the position of local school boards on federal issues and respond to lobbying requests from the National School Boards Association. Every year, CASB representatives travel to Washington, D.C., to lobby the Colorado congressional delegation about local concerns regarding the effect unfunded federal mandates have on Colorado's public education. The committee closely follows federal legislation and keeps members informed about federal issues and how they impact local school districts.
ADVOCACY BEGINS AT HOME
Communicating your challenges and successes to policymakers is a key role and responsibility during your time on the school board.
As a board member, you have tremendous credibility with legislators – they often mention how important it is for them to hear from school board members on education issues. Additionally, you speak as another elected public official, in touch with your community and charged with doing what is right for your constituents.
CONNECTING WITH LEGISLATORS
One of the best ways to make connections with legislators is to invite them to schools and school board meetings. This helps create a bond with the board and the community, and it opens a channel of communication to discuss the needs of Colorado's schools and students and to celebrate the successes of education in Colorado.
Close connections are best made before the legislative session so lawmakers can recall previous conversations when board members make contact during the heat of committee hearings or at the end of the session.
As you advocate on behalf of your school district, the single most powerful force in state lobbying is the influence of those living and working in the district of each elected legislator. In order for you to become a strong advocate for your district, it is important to know the keys to effective lobbying and to create an Individualized Lobbying Plan (ILP) for your legislators. See page 42 for a sample ILP form.
DAYS AT THE CAPITOL
This CASB advocacy program runs January through April during the legislative session and gives school board members – from rural districts tucked away in the mountains or spread out on the plains to large districts neighboring the state capitol – a chance to experience the legislative process firsthand. It's a way to learn how the legislative process works, from observing
the House and Senate from the floor to watching legislators in action at the Education Committee meetings to touring the capitol. Spending a day at the capitol also is an opportunity to build relationships with your legislators – meeting them face-to-face, inviting them to lunch or a school board meeting, or talking to them about your district's successes, needs or concerns.
BACK TO SCHOOL WEEK FOR LEGISLATORS
The National Conference of State Legislatures sponsors "America's Legislators Back to School Week" in September. For more information, resources and marketing materials, visit www.ncsl.org. Or email email@example.com.
KEYS TO EFFECTIVE LOBBYING
KNOW YOUR LEGISLATORS
Knowing your legislators and their staff members is the first step to having your voice heard. The beginning of the school year is a great time to invite legislators to a board meeting or to visit a school. Establishing a connection with your legislator early is a primary step in the process of providing information and getting to know each other before the legislative session begins.
* Know each legislator's party, committee assignments, priorities and history.
* Know where their children and grandchildren go to school.
* Find out whether your legislators have been a teacher, board member or have family members in education.
* Find out why they ran for office and what they hope to accomplish.
* Ask whether they prefer to be contacted by phone, email or postal mail.
* Ask them to describe their goals and vision for Colorado education.
* Contact CASB for questions to help you determine if candidates or legislators support public education.
BE A SOURCE OF RELIABLE AND CREDIBLE INFORMATION
* Give your legislators your home, work and cell numbers and your email address so they can reach you at any time. You want legislators to consider your input before a vote.
* Remind legislators that school boards do not run on a partisan ticket.
* Be willing to share your insight and experience as a board member on issues legislators will have to vote on.
* Be ready to provide accurate, persuasive information on how legislation will affect your district and its policies. Use data as well as real-life and community examples of those effects. Work with your superintendent to develop the information you need.
* Build coalitions locally to meet your legislators together – there is strength in numbers.
MAKE YOUR LEGISLATORS EXPERTS ON YOUR DISTRICT
* Provide information on your district at every opportunity.
* Always leave information in writing – political experts still say that a handwritten letter is the best way to communicate with legislators. Even if a legislator prefers receiving email, it's still good to follow up with a handwritten thank you or more information.
* Send lawmakers copies of your annual progress report to show how your district is working to improve student achievement and be accountable to your community.
* Share good news and accomplishments, especially if they were made possible by past legislation.
* Send news clippings or links from your local newspaper or other publications frequently and particularly when the legislature is in session.
* Invite legislators to your schools, staff development training, board meetings or PTA meetings.
* Give legislators stories from your community they can use to make their points in floor debates.
TIMING IS EVERYTHING
* Attend meetings and forums that your legislators hold in their communities.
* Pick a good time to get your point across.
* Obtain a legislative calendar showing when legislators are in their home district or at the capitol. Calendars show when lawmakers should be in committee, in full session or in the office.
* Use post-vote connections to thank legislators and advocate other issues.
FOLLOW YOUR LEGISLATORS' ACTIONS
* Ask legislators how they will vote on an issue. Let your legislator know you need their support or no vote on education issues.
* If a legislator is not supportive, let him or her know that you know how they voted. Convey the message that you appreciate their time, but the children of your district need their vote.
* If a legislator was supportive, thank him or her for that support.
* If visiting the capitol or with legislators, give priority to supporters of your legislative issue.
* Direct the greatest amount of your time on the undecided majority party members and then the minority party members.
* Do not spend time visiting lawmakers who strongly oppose your bill.
DON'T FORGET COLORADO'S GOVERNOR
* Send letters and emails and make phone calls to the governor's office.
* Invite the governor to your district if something special can showcase student learning in a unique way.
* The governor's budget is the template for decision-making. Ensuring that the governor is well informed on education needs can pave the way for legislative progress.
* If unfavorable legislation passes, remember that the governor's veto power is the last chance to make a difference.
* Contact candidates for governor and let them know your priorities before the election in November.
ALL POLITICS ARE LOCAL
* Recruit local advocates who care about public education to help you explain your students' needs to your legislators. Talk to chamber of commerce members, service organization partners, church friends, farmers, retired board members, school staff members and parents – anyone who needs your district to provide the best possible education to your students.
* Encourage citizens to advocate on behalf of your district. Feel free to forward CASB action and legislative alert emails.
SCHOOL BOARD MEMBER ILP: YOUR INDIVIDUALIZED LOBBYING PLAN
My Senator is: ______________________________________________________________________________
My Representative is: _________________________________________________________________________
1. What are you doing now that you can build on to increase your lobbying effort?
2. Which legislators do you wish to lobby?
3. What can you do to help build a trusting relationship with the legislator(s)?
4. Where is the best place and when will be the best time for you to schedule an initial meeting with the legislator(s)?
5. Who will meet with which legislator(s)?
6. What is your main message?
7. What story best illustrates your message?
8. After your initial meeting, what steps will you take to become a reliable and trustworthy resource for your legislator(s)?
9. How will you gather testimony to present to the legislator(s)?
10. What can you do to make visiting a classroom a priority for the legislator(s)?
11. What additional steps will you take to maintain a relationship with the legislator(s) throughout his/her tenure? | <urn:uuid:9bc52467-8c87-475b-b060-9a90caeb0d7d> | CC-MAIN-2019-04 | https://www.casb.org/cms/lib/CO01923145/Centricity/Domain/10/2015-Chapter%205.pdf | 2019-01-17T04:30:32Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00301.warc.gz | 742,802,701 | 2,557 | eng_Latn | eng_Latn | 0.998684 | eng_Latn | 0.99919 | [
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Is is Cold, Flu, or Norovirus?
Note that Norovirus (also called "the stomach flu") causes gastrointestinal symptoms such as nausea, vomiting and diarrhea and should not be called "the flu".
***The flu shot will not prevent vomiting and diarrhea***
| Symptom | Cold | Influenza (“flu”) | Norovirus (“stomach flu”) |
|---|---|---|---|
| FEVER | Rare | Usual, High ( 102-104°F), Sudden onset, last 3-4 days | Occasional |
| HEADACHE | Rare | Usual, Sudden onset | Yes, may be reported |
| GENERAL ACHES & PAINS | Generally Mild | Usual, Often Severe | Occasional |
| FATIGUE | Generally Mild | Usual, Severe, May last 2-3 weeks | Common |
| RUNNY & STUFFY NOSE | Common | Common | None |
| SNEEZING | Common | Sometimes | None |
| SORE THROAT | Common | Common | None |
| NAUSEA & VOMITING | NONE | Uncommon; can happen with children | Common |
| DIARRHEA | NONE | Uncommon; can happen with children | Common |
| CHEST DISCOMFORT & COUGH | Sometimes, Mild | Usual, can be moderate or severe. Cough may last for weeks | None |
| COMPLICATIONS | Can lead to sinus congestion or earache | Can lead to pneumonia & respiratory failure, can be life- threatening | Can lead to severe dehydration | | <urn:uuid:c0472528-5b5c-4d94-8578-fa5456ff780d> | CC-MAIN-2019-04 | https://co.midland.mi.us/Portals/0/Midland%20County/Documents/Health/Clinical/Immunizations/Cold%2C%20Flu%2C%20Noro.pdf | 2019-01-17T04:20:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00301.warc.gz | 477,325,082 | 343 | eng_Latn | eng_Latn | 0.997656 | eng_Latn | 0.997656 | [
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Butterflies of the Jarrett Prairie Preserve
Great Spangled Fritillary on Prairie Dogbane
By Russell Brunner Superintendent of Land Management
The Monarch butterfly has received a lot of attention over the last few years and for good reason. The overall population of this once very common butterfly has declined sharply in a relatively short time. Many efforts are underway to help protect and increase the Monarch population including planting native milkweeds and pollinator plots of wildflowers. The Monarch is a migratory butterfly and this makes their protection a great challenge as they need good habitat available to them all along their long journey from their wintering grounds in Mexico to their summer homes in the Midwest and other regions of the country. The Monarch, however, is only one of many butterflies that inhabit our preserves and the Jarrett Prairie Nature Preserve in particular.
Some of the other species of butterflies are still pretty common and can be found along roadsides, around our homes, and in some open fields, such as Red Admirals, Tiger Swallowtails, and American Painted Ladies. Although, some common butterflies seem to be in decline in many
areas as suitable habitat continues to shrink or degrade. Other species are already uncommon and becoming even more rare and tend to be found only at high quality natural areas like the Jarrett Prairie Preserve and other managed, protected preserves. Many of these butterfly species are called "remnant dependent" or "remnant associated" species. This means they are found almost exclusively in natural area remnants, areas where the original native vegetation occurs, like the Jarrett Prairie. These butterflies tend to be found only in these remnants because they lay their eggs on, the larva feed on, or they nectar on a rare prairie plant found only in these remnants.
In 2015, Dr. Wayne Schennum conducted several site surveys at the Jarrett Prairie identifying all butterflies we came across but, in particular, in search of a number of these rare remnant dependent or associated species. A few were found, many were not. He has found that many of the species known to be remnant dependent are probably even
land management
rarer than we had thought. Most of the high quality prairies he visited in our area were similar to our Jarrett Prairie; they contained a few of these rare butterflies but not most. A few very nice species that we did find on our preserve include the Meadow Fritillary and the Coral Hairstreak. These are two species associated with high quality prairies but can sometimes be found in other areas.
One species we hoped to find on those surveys was the Regal Fritillary (pictured below). This remnant dependent species needs to have prairie violets for the larva to feed on. The Jarrett Prairie has these rare violets in several areas and the Regal Fritillary was known from the preserve in the early 1990s but we did not find any during our surveys. This doesn't mean they aren't still present here, as the Jarrett Prairie is a fairly large preserve and we certainly weren't able to cover all of it. We hold out hope.
Regal Fritillary
By protecting land in our area and restoring land to the original native plant communities that settlers encountered in the early 1800s, we are increasing the habitat on which all of the butterflies of our region can survive and hopefully flourish. Future steps to help some of the rare prairie species could be to reintroduce them to our preserves from other preserves where they still exist. This could be the case for a rare butterfly like the Regal Fritillary that was once known from the Jarrett Prairie or the Karner Blue, a federally endangered butterfly, that needs Wild Lupine for survival, a plant we now have thousands of in our prairies.
On your next visit to the Jarrett Prairie, be on the lookout for these winged critters and be sure to let us know what you find. You may help us learn of a species we didn't know inhabited our site or you may be the one to track down the Regal Fritillary, not seen for years at the Jarrett Prairie.
Coral Hairstreak
Butterflies most likely to be seen at our preserves:
*Monarch
*Viceroy
*Meadow Fritillary
*Great Spangled Fritillary
*Red Admiral
*American Painted Lady
*Pearl Crescent
*Common Wood Nymph
*Cabbage White
*Clouded Sulphur
*Coral Hairstreak
*Tiger Swallowtail
*Giant Swallowtail
For more information, check out http://www.illinoisbutterflies.com/butterflies.htm | <urn:uuid:72eb4541-a80a-4b63-8da6-5f417a149853> | CC-MAIN-2019-04 | http://www.byronforestpreserve.com/pdf/russ'%20pages.pdf | 2019-01-17T05:36:21Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00299.warc.gz | 271,500,086 | 978 | eng_Latn | eng_Latn | 0.998543 | eng_Latn | 0.9986 | [
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Considerations and general guidelines:
* We will be using the yellow entrance by the roundabout at Begbie View Elementary.
* Strollers and bikes are to be left outside and undercover.
* Toys from home need to stay home to avoid confusion and jealousy.
* Please be respectful of school students in classrooms by keeping noise and loud conversation to minimum while out in the hallways.
* Please keep purses and personal belongings out of reach of children.
* For safety reasons, please do not bring hot drinks into the centre.
* Please come prepared to PLAY and remember PLAY can be messy!
Above all, laugh, enjoy, and have fun with your little ones!
We acknowledge the financial support of the Province of British Columbia through the Ministry of Education.
StrongStart Early Learning Centre
Parent Handbook
A School Based Early Learning Program
Welcome to the StrongStart Early Learning centre:
This early learning program is designed to work in partnership with parents/caregivers, their children, an Early Childhood Educator, and community partners. Community partners include School District No. 19, Child Care Resource and Referral, Interior Health, Speech and Language, Supported Child Development, Infant Development, Family Literacy, a Mother Goose facilitator, and community agencies. This program is fully funded by the Ministry of Education, for parents and their children, 5 years of age and under.
The program is planned with the understanding that children learn through PLAY! Carefully selected materials and activities will promote the social, emotional, physical, cognitive, and early literacy development in each child. Opportunities will be provided to practice skills and develop concepts that will lay a foundation for a lifetime of learning. Parents will share in their child's early learning experiences, connect with other parents, and receive valuable child development information.
Guidance and Discipline Policy:
* Strategies used for guiding children's behavior are:
2. re-direction (direct to another area)
1. distraction
Adults will be role-modeling taking turns, and showing compassion and empathy towards others. Please feel free to talk to Naoko about possible strategies to use when handling challenging behavior.
Parent role:
* Parent/caregiver must escort own child to and from washrooms.
* Parent/caregiver must be in attendance with own child at all times.
* Parents/caregivers are expected to be an active participant in all activities with the children.
Policies:
Health/Illness Policy:
Please keep your child/children home if:
* they have, or have recently had, flu like symptoms i.e. vomiting, diarrhea, fever, chills.
* they have pink eye, and have not had treatment
* they have any infectious diseases i.e. chickenpox.
* they are continually coughing and sneezing on other children and toys.
* they have head lice, and have not had treatment
* they are not feeling well enough to play.
This policy is set in consideration of others at the centre, and we appreciate your cooperation. Please call public health at 8142244 or your doctor at 837-9321 for further information regarding communicable diseases.
Smoking Policy:
* No smoking is permitted on any school grounds
Operation of program:
The program runs:
Monday to Friday
9:00am -12:00pm throughout the school year. The centre will close for statutory holidays and two weeks at Christmas. We will also be closed for all school district professional development days and Spring Break.
Registering your child is required but you are welcome to drop-in at what ever time works best for you. Nutritious snacks are provided.
Early Childhood Educator:
My name is Naoko Swift and I have been in Revelstoke since January 1999. I was born and raised in Japan, studied sociology in my university.
Soon after I moved here I started to receive numerous phone calls that people asking me to look after their children. I felt the demands in childcare in this community and decided to take Early Childhood Education Certificate course by correspondence through Northern Lights College.
I had completed the course and received the Early Childhood Education Certificate in 2011. Throughout those years I was working on my course, I had many opportunities to work in many different centres in Revelstoke. I have my B.C. License to Practice, an up to date First Aid certificate and attending many workshops.
I love being a part of the StrongStart program and truly believe in the benefits such a program provides. I look forward to working with you and your children to play and learn together!
Program Philosophy:
At the StrongStart Early Learning centre, we understand that:
* each child/family is unique and deserves to be treated with respect and dignity.
* all children will be included and made to feel a valuable member of the group.
* children learn best through play that includes all their senses.
* parents are an integral part of their child's early learning, and will be included in all aspects of the program.
* it is important the program and environment be designed to promote each child's emotional, social, physical, cognitive, and early literacy development. All areas are of equal importance.
* children need a variety of opportunities to explore and express themselves creatively.
* involvement from community partners will enhance the program and the learning that takes place.
* parents are interested in keeping informed of child development issues.
* children and families deserve to be in an environment that is safe and positive, and promotes a healthy lifestyle.
* children respond to routine. Routine provides a sense of security and comfort that will enhance a child's selfesteem and feelings of self-worth.
* children will make mistakes and need plenty of opportunities to practice skills that will be useful later on.
* children will learn to be respectful of themselves, others, and their environment. | <urn:uuid:187c6fce-1c73-4171-b9b8-6ab5f400313a> | CC-MAIN-2019-04 | https://www.sd19.bc.ca/wp-content/uploads/sites/2/2015/02/Strong-Start-Parent-HB-Dec-1-14.pdf | 2019-01-17T05:06:34Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00298.warc.gz | 960,328,751 | 1,173 | eng_Latn | eng_Latn | 0.997226 | eng_Latn | 0.998322 | [
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A1
A2
B1
B2
C1
C2
such as recipient
significant letters, reports or
case,
summaries and literary
| Reading | I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. | I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. | I can understand texts that consist mainly of high frequency every day or job-related language. I can understand the description of events, feelings and wishes in personal letters. | I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. | I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. |
|---|---|---|---|---|---|
| Spoken Interaction | I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. | I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I cannot usually understand enough to keep the conversation going myself. | I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). | I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. | I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. |
| Spoken Production | I can use simple phrases and sentences to describe where I live and people I know. | I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. | I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. | I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. | I can present clear, detailed descriptions of complex subjects integrating sub- themes, developing particular points and rounding off with an appropriate conclusion. |
| Writing | I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. | I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something. | I can write simple connected text on topics that are familiar or of personal interest. I can write personal letters describing experiences and impressions. | I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. | I can express myself in clear, well- structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind. | | <urn:uuid:39c5f9b5-4601-4100-bf78-e0b91e717508> | CC-MAIN-2019-04 | https://iicmelbourne.esteri.it/iicmanager/sedi_resource_iic/2015/05/138974_f_iic51IICMELB_CEFR_LEVELS.pdf | 2019-01-17T05:53:27Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00304.warc.gz | 567,236,069 | 878 | eng_Latn | eng_Latn | 0.970441 | eng_Latn | 0.970441 | [
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School Art Workshops
Wendy Malowany can come to your school to teach art workshops. Wendy has her B.F.A., M.S. in Art Education and Art Education certification. She taught in public and Catholics schools in the U.S. for over 10 years. All art workshops cover requirements in the Ontario Art Curriculum. Wendy has years of experience working closely with classroom teachers to help them use art to make connections with other subjects in their curriculum.
Below are some of the Art Workshops Wendy offers, but if you are covering something specific in your classroom which you'd like to connect with art, just let Wendy know and she can teach an art workshop that relates.
Art Fundamentals
Drawing Workshop Painting Workshop Printmaking Workshop
*Art Criticism: How to Look at Art
(best as a 2 nd day workshop with any of the other workshops)
HandsOn-Art History
Wendy makes history come alive to student by introducing the art of that time period, discussing the society and time that motivated artists to create the way they did, and give student the opportunity to create their own unique, individual works of art spring-boarding from the concepts or media the artists of that time worked with.
Ancient Art – Pre-historic, Aztec, Pre-columbian
Greek & Roman Art Medieval Art Gothic & Renaissance Art of Asia The Art of France
Monet, Renoir, Derain, Matisse
Art and War: Art During World War I & II
Pop Art and the 1950's and 60's
Canadian Artists
Group of Seven, Tom Thomson, Emily Carr, Robert Bateman, Alex Coville, Painters Eleven
The Science of Art
Wendy makes connections through art with science topics to not only develop greater skill and understanding in art, but greater understanding of science concepts too.
Elements & Principles of Design Colour & Light Space & Perspective Repetition & Pattern Animals in Art
Literature & Art
Poetry & Art
Storytelling Through Art
Bookmaking
Papermaking
Each Workshop are approximately 90-120 minutes in length, depending on the activity and age of students, and include all supplies and materials. Each workshop is $250 for 20 students or less, and $12.50 for each additional student.
Field Trips to Wendy Malowany's Art Studio and Farm can be scheduled too!
To schedule an Art Workshop or get more information, Contact Wendy:
Wendy Malowany's Art Studio
31492 Malowany Rd
Wainfleet ON L0S 1V0
website: http://WendyMalowany.com
email: email@example.com
phone: 905-899-4429 | <urn:uuid:f9ad32f1-227d-4f9e-a3a0-26b6b21e0e0f> | CC-MAIN-2019-04 | https://wendy-malowany.com/wp-content/uploads/2017/03/School-Art-Workshop.pdf | 2019-01-17T05:17:03Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00302.warc.gz | 702,139,364 | 562 | eng_Latn | eng_Latn | 0.984751 | eng_Latn | 0.98985 | [
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AP World History – Personalities and Problems
Throughout history, the world has been dominated from time to time by giant personalities like Genghis Khan or Napoleon. Amazingly, even though these figures have lived at in different eras and in different parts of the world, they often have much in common.
Your assignment this summer is to briefly explore the lives of these giants and to examine the similarities and differences that they possess compared to each other. This is not an exhaustive study, but one that will help you begin thinking like a historian and making comparisons.
** Each paper should be single spaced, 12 point font, Times New Roman font.
This assignment must be emailed to Mr. McNamar by July 1 at email@example.com for full credit. There will be a 10% deduction for each day late. The score you receive will be figured in the first quarter grade. Failure to complete the assignment could mean your removal from the class.
Title: Personalities and Problems Volume 1 & 2
Author: Ken Wolf
ISBN: 978-0072565645 for Volume 1 and 978-0070713499 for Volume 2. You need to get both volumes for this project.
Due Date: July 1
Points possible: 700 points
Assignment:
1. Read each article and then answer the italicized questions on the first page of each article.
2. Create a Venn diagram comparing the two figures in 3 articles in each volume.
3. Choose 3 of the characters from each volume and create a SCAR for that figure:
S – Person's name
C – Long and short term causes for that person coming to prominence.
A – What did that person do of note?
R – Results and consequences of that person's actions.
** Each paper should be single spaced, 12 point font, Times New Roman font.
This assignment must be emailed to Mr. McNamar by July 1 at firstname.lastname@example.org for full credit. There will be a 10% deduction for each day late. The score you receive will be figured in the first quarter grade. Failure to complete the assignment could mean your removal from the class. | <urn:uuid:ac898348-1831-457b-861b-ce58154208a3> | CC-MAIN-2019-04 | http://www.vcstulsa.org/editoruploads/files/AP_World_-_Personalities_Summer_Project.pdf | 2019-01-17T04:24:19Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00303.warc.gz | 407,720,261 | 448 | eng_Latn | eng_Latn | 0.997667 | eng_Latn | 0.997435 | [
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LifeSmarts U Consumer Rights Lesson Consumer Rights: Fraud Analysis: Schemes, Scams, and Ploys Lesson Plan
Lesson Description:
Students will identify and deconstruct common advance fee and 419 frauds.
Lesson Objectives:
* Identify the warning signs of fraud.
* Analyze fraudulent Internet spam.
* Examine and deconstruct typical fraudulent schemes.
Time:
1-2 class periods
Background:
The con artist successfully convinces the victim that the scheme, scams, and ploys they use are reality. Upon closer examination many frauds have common elements that should signal "beware." Education is the consumer's best defense against fraud and an important component of being informed is the ability to deconstruct a hoax, analyze its parts, and be able to identify the most common scams for what they are— fraud.
Materials:
* Reading-Scam Baiters
* PowerPoint Notes
* PowerPoint Presentation-Schemes, Scams, and Ploys
* Handout-419 and Advance Fee Fraud Samples
* Teacher Prompts-Schemes, Scams, and Ploys Graphic Organizer
* Worksheet-Schemes, Scams, and Ploys Graphic Organizer
Procedures
Day 1:
1. View the PowerPoint Presentation.
3. Distribute the Handout-419 and Advance Fee Fraud Samples.
2. Stop the Presentation at slide number 32 and introduce the student activity. Carefully review the Graphic Organizer Sample.
4. Review several of the Fraud Samples and discuss the possible schemes, scams, and ploys needed to "play" the con.
Day 2:
1. Distribute reading-Scam Baiters, have students read silently. Briefly discuss the reading.
3. Assign small groups of students one of the Fraud Samples as the focus for completing the Graphic Organizer. They may need to role play the con artist as they develop their schemes, scams, and ploys. Inform students they will be asked to present their work to the large group.
2. Distribute the Worksheet-Schemes, Scams, and Ploys Graphic Organizer.
4. As students present their completed Graphic Organizers to the large group, discuss each con.
For additional LifeSmarts resources visit Lifesmarts.org.
LifeSmarts is sponsored by the National Consumers League
1
LifeSmarts U Consumer Rights Lesson Consumer Rights: Fraud Analysis: Schemes, Scams, and Ploys Lesson Plan
Discussion Questions:
1. How many different scams are included in your scheme?
2. Scammers need to plan ahead to complete their con. What types of ploys would a scammer need to plan to be successful in the scheme your group detailed?
3. How might a "Real Seal of Truth" be used in the scams we discussed today?
4. What did this activity reveal about the construction of fraud? Was your fraud simple or complex?
5. How do you think consumers can guard against being conned?
Differentiating Instruction Tips:
1. The 419 and Advance Fee Fraud Samples vary in complexity. You may wish to assign them to small groups based on ability.
3. Ask students to print examples of spam they have received via email and bring to class for discussion.
2. Select one 419 and Advance Fee Fraud Sample and complete the assignment as a large group using a document camera or other device to project the graphic organizer. Help students dig deep to construct the fraud and its components.
4. View the fake check scam videos at: http://www.fakechecks.org/index2.html. These short clips provide a dramatic view of how fake check scams develop. The available video clips include: Love Losses, Foreign Business, Sudden Riches, Overpayment, and Rental Schemes.
For additional LifeSmarts resources visit Lifesmarts.org.
LifeSmarts is sponsored by the National Consumers League
2 | <urn:uuid:96e07398-77d1-45da-9262-12d28bf655c9> | CC-MAIN-2019-04 | http://lifesmarts.org/wp-content/uploads/2014/02/lifesmarts-U-CR-FA-Lesson1.pdf | 2019-01-17T04:39:40Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00302.warc.gz | 140,407,222 | 772 | eng_Latn | eng_Latn | 0.992504 | eng_Latn | 0.993049 | [
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A Message from the Creative Cobras of
Room 1004.
Hi Ms. Rea. We are the Creative Cobras of Grade 2. You have probably heard about us from our teacher Mr Rea. Our unit at the moment is called Discovery and amongst other things we have been learning to discover what is beyond Earth by using scientific thinking. We have had an idea for a way that we would like to increase our learning by visiting the Community Garden. But first let us fill you in on what we have been doing.
During our research we discovered something called the Eden Project which we heard that you had been to, which is made up of Biomes or Biospheres. We were also investigating the wonders of the Solar System and it made us question if it would be possible to live on other planets and how people could do this. We also found something about this in a Discovery Channel Video. We decided we would like to investigate Biomes further…………
Hi Ms Rea its Mr Rea,
Our class have been enjoying this investigation, the request for which came from them. So far this investigation has been really useful.
-That it is making the children think about the unique weather conditions that we have on Earth compared to the rest of the Solar System and how this has been conducive to life.
-It is giving the children the chance to be scientists and set up experiments involving predicting, observing and reflecting on what can be learned.
-There has been lots of connection and collaboration.
Yesterday Yanna and Eloise asked if we could place some biospheres in the very hot and very shady areas of the Community Garden which is somewhere where we love to go and sometimes have snack or read there. The hot could simulate the rocky inner planets and the shadier areas some of the moons of the gas giants. This way we can observe growth and share our learning with the rest of the school community. Could it be possible for us to do this?
Warm wishes, Creative Cobras J | <urn:uuid:6adca0b3-747b-40e0-846c-7adf54185ba5> | CC-MAIN-2017-47 | https://edusoilservicelearning.files.wordpress.com/2014/02/a-message-from-the-creative-cobras-of-room-1004-reply-from-ms-rea.pdf | 2017-11-24T23:41:31Z | crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00562.warc.gz | 597,552,315 | 401 | eng_Latn | eng_Latn | 0.999277 | eng_Latn | 0.9993 | [
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Heath View Academy Homework Policy - Guidance for Parents
Research has proved that children who work at home with their parents make more progress at school. At Heath View children will receive homework every week to reinforce learning that is taking place in school. As the children progress through school, there are different expectations for each curriculum area. These expectations are written in the table below.
| Foundation Stage Recommended 5 minutes a day | Key Stage 1 Recommended 5 - 10 minutes a day |
|---|---|
| Reading Please listen to your child read at home. A new book will be sent home twice a week. Words and Sounds Please practise the lists of words and/or sounds with your children. Practise reading and writing the words. | Reading – Tuesday and Thursday All children have a reading book and a reading record. The reading record can be completed by the child or another family member. Children are rewarded for completing their reading records regularly. Spellings - Friday A list of 5-10 spellings will be sent home to practise each week which will be based on either high frequency words or tricky words. |
| A Maths activity book for your child’s Year Group will be sent home every week with set activities that they can do with you at home to practise numeracy targets. Only complete the section the teacher has set in the front of the book and remember to send back in to be checked and rewarded. | Mental Maths - Monday Maths activity book - Wednesday Your child will bring home their Maths activity book every Wednesday. They should complete one piece of work and return it every Friday. |
| Class teachers will send home activities when necessary to support topic children are learning about in school. | |
At times, children may receive additional homework to reinforce learning that is taking place in class. Please provide a space and time for your child to carry out their homework. If you would like to do extra work with your child, books and suitable activities are available at good bookshops and stationery shops for all year groups. | <urn:uuid:ed0e7def-7f5a-4310-a36b-afb49f1b7e60> | CC-MAIN-2017-47 | http://heathviewacademy.org/images/media/_doc/attachment-9b-homework-policy-for-parents-2016.pdf | 2017-11-25T00:02:03Z | crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00564.warc.gz | 130,304,273 | 415 | eng_Latn | eng_Latn | 0.999444 | eng_Latn | 0.999444 | [
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Name:
Know Your Saints Quiz
Match up the statement with the Saint name.
I am the apostle to the Gentiles whose letters you read in the Bible.
I am the first American citizen to be canonized whose work among the immigrants gave me the title of 'Patron of All Immigrants.'
I am the Carmelite saint whose "Little Way" shows us how offering joys and sorrows daily can make us a great saint.
I am the foster father of Christ and the patron of a happy death.
I am the cousin of Jesus who prepared the way for the Lord.
I am the woman who offered my veil to wipe Jesus' face when He was carrying His cross.
I am the apostle chosen by Christ to be head of His Church.
I am the missionary who made Ireland famous for its piety and learning.
I am the beloved apostle and the writer of the fourth gospel.
I am the cousin of the Blessed Virgin Mary whose baby was pre-sanctified.
I am the patron saint of music because I sang the praises of God while I was cruelly put to death.
I am the modern day saint who chose martyrdom rather than to be impure.
I am the mother of the Blessed Virgin Mary and the grandmother of Jesus.
Name:
Know Your Saints Quiz
I am the valiant young girl who led France to victory over England and then suffered death by being burned at the stake.
I am the 'Little Poverino' whose order is now the largest in the world and who so resembled Christ in my life that I was privileged to bear His sacred wounds in my own body.
I am the 'Wonder Worker' of Padua and a Doctor of the Church.
I am the Patron saint of schools who was once called the Dumb Ox by my classmates but who wrote many treatises on the faith. My teacher was St. Albert the Great.
I am the saint who reformed the Carmelite Order and who became the first woman Doctor of the Church.
I am the simple parish priest who was tormented by the devil because my great sanctity brought my people closer to God.
I am the Visitation nun to whom Jesus appeared showing His Sacred Heart and to whom He delivered His message of love and plea for reparation.
Choices:
A. St. Peter
B. St. Therese of Lisieux
C. St. Anthony
D. St. Joan of Arc
E. St. Elizabeth
F. St. Anne
G. St. John the Baptist
H. St. John the Apostle
I. St. Margaret Mary
J. St. Patrick
K. St. Maria Goretti
L. St. Paul
M. St. Teresa of Avila
N. St. Cecilia
O. St. Elizabeth Ann Seton
P. St. John Vianney
Q. St. Joseph
R. St. Thomas Aquinas
S. St. Francis Assisi
T. St. Veronica | <urn:uuid:332b5b91-57c2-43d0-a533-6889dede459e> | CC-MAIN-2017-47 | http://holyfamilyyouth.org/religious%20ed/5%20-%20All%20Saints%20Quiz.pdf | 2017-11-24T23:53:15Z | crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00555.warc.gz | 141,734,906 | 644 | eng_Latn | eng_Latn | 0.981875 | eng_Latn | 0.996232 | [
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Calculus
Ursinus College
Digital Commons @ Ursinus College
Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS)
Fall 2017
Gaussian Guesswork: Infinite Sequences and the Arithmetic-Geometric Mean
Janet Heine Barnett Colorado State University-Pueblo, email@example.com
Follow this and additional works at: http://digitalcommons.ursinus.edu/triumphs_calculus Part of the Analysis Commons, and the Other Mathematics Commons
Recommended Citation
Barnett, Janet Heine, "Gaussian Guesswork: Infinite Sequences and the Arithmetic-Geometric Mean" (2017). Calculus. 2. http://digitalcommons.ursinus.edu/triumphs_calculus/2
This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Calculus by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact firstname.lastname@example.org.
Gaussian Guesswork:
Infinite Sequences and the Arithmetic-Geometric Mean
∗
Janet Heine Barnett
September 4, 2017
Just prior to this 19 th birthday, the mathematical genius Carl Fredrich Gauss (1777–1855) began a "mathematical diary" in which he recorded his mathematical discoveries for nearly 20 years. Among these discoveries was the existence of a beautiful relationship between three particular numbers:
* the ratio of the circumference of a circle to its diameter, or π;
* a specific value of a certain (elliptic) integral, which Gauss denoted by ω = 1 0 dt 1 − t 4 ; and
∫
* a number called "the arithmetic-geometric mean" of 1 and 2, which he denoted by M(1, 2).
Like many of his discoveries, Gauss uncovered this particular relationship through a combination of the use of analogy and the examination of computational data, a practice that historian Adrian Rice calls "Gaussian Guesswork" in his Math Horizons article subtitled "Why 1.19814023473559220744 . . . is such a beautiful number" [Rice, November 2009].
This short project is one of a set of four projects that looks at the power of Gaussian guesswork via the story of his discovery of this beautiful relationship. Based on excerpts from Gauss's mathematical diary [Gauss, 2005] and related manuscripts, this particular project focuses on how infinite sequences are used to define the arithmetic-geometric mean. We begin in Section 1 with the definition, some examples and basic properties of the arithmetic-geometric mean. In Section 2, we then look briefly at how the arithmetic-geometric mean is related to the Gaussian Guesswork story.
1 The Arithmetic-Geometric Mean
Although Gauss appears to have discovered the arithmetic-geometric mean when he was only 14 years old, 1 he published very little about it during his lifetime. Much of what we know about his work in this area instead comes from a single paper [Gauss, 1799] that was published as part of his mathematical legacy (or, as the Germans would say, as part of his Nachlass) only after his death. In the first excerpt 2 from this paper that we will read in this project, Gauss began by defining two related infinite sequences.
∗ Department of Mathematics and Physics, Colorado State University - Pueblo, Pueblo, CO 81001 - 4901; email@example.com.
1 Gauss himself reminisced about his 1791 discovery of this idea in a letter [Gauss, 1917] that he wrote to his friend Schumacher much later, in 1816. Although his memory of the exact date may not be accurate, Gauss was certainly familiar with the arithmetic-geometric mean by the time he began his mathematical diary in 1796.
2 All Latin-to-English translations of Gauss' text used in this project are due to George W. Heine III (Math and Maps, http://www.mathnmaps.com/). To set them apart from the project narrative, original source excerpts are set in sans serif font and bracketed by the following symbol at their beginning and end:
Let a, a1, a2, a3, . . . b, b1, b2, b3, . . . be two sequences 3 of magnitudes formed by this condition: that the terms of either correspond to the mean between the preceding terms, and indeed, the terms of the upper sequence have the value of the arithmetic mean, and those of the lower sequence, the geometric mean, for example,
But we suppose a and b to be positive reals and [that] the quadratic [square] roots are everywhere taken to be the positive values; by this agreement, the sequences can be produced so long as desired, and all of their terms will be fully determined and positive reals [will be] obtained.
Since this may be the first time that you are hearing about the 'geometric mean' of two positive numbers a, b, notice that one way to think about it is simply as the length s of a side of a square that has the same area of a rectangle with sides of length a and b respectively; this gives us the formula s 2 = ab, or s = ab. Along with the more familiar 'arithmetic mean', computed via the formula 1 2 ( a + b ), the geometric mean is one of several 'averages' that were studied by mathematicians as far back as the ancient Greeks. The terminology 'arithmetic' and 'geometric' to describe these two different types of means also dates back to ancient Greek mathematics.
In his 1799 Nachlass paper, Gauss gave four specific examples of sequences (an) and (bn) defined by way of the arithmetic and geometric means as described above; let's pause to look at the first two of these now.
Example 1: a= 1, b= 0. 2
```
a = 1.00000 00000 00000 00000 0 b = 0.20000 00000 00000 00000 0 a1 = 0.60000 00000 00000 00000 0 b1 = 0.44721 35954 99957 93928 2 a2 = 0.52360 67977 49978 99964 1 b2 = 0.51800 40128 22268 36005 0 a3 = 0.52080 54052 86123 95414 3 b3 = 0.52080 78709 39876 24344 0 a4 = 0.52080 16381 06187 b4 = 0.52080 16381 06187
```
Here a5, b5 differ in the 23 rd decimal place.
3 Gauss himself used prime notation (i.e., a ′ , a ′′ , a ′′′ ) to denote the terms of the sequence. In this project, we instead use indexed notation (i.e., a1, a2, a3 ) in keeping with current notational conventions. To fully adapt Gauss' notation to that used today, we could also write a0 = a and b0 = b.
Task 1
Task 2
This task examines Example 1 from Gauss' paper.
(a) Verify that the values given by Gauss in the previous excerpt are correct. Are you able to use your calculator to obtain the same degree of accuracy (21 decimal places!) that Gauss obtained by hand calculations?
(b) Write three observations about the two sequences in this example. Use a full sentence to state each of your observations.
In Example 2 from his paper, Gauss set a = 1, b = 0.6.
(a) Use a calculator or computer to compute the next four terms of each sequence.
(b) In Task 1, part (b), you made three observations about Gauss' Example 1.
a= 1. 00000 00000 00000 00000 0
b= 0. 60000 00000 00000 00000 0
a
1
=
b
1
=
a
2
=
b
2
=
a
3
=
b
3
=
a
4
=
b
4
=
Do the same general patterns hold for Example 2?
If so, why do you think this is? If not, in what way(s) are the two examples different?
With these two examples in hand, let's now go back to look at some of the general properties that Gauss claimed will always hold for such sequences. The following excerpt includes four such properties, which we will examine in further detail in the tasks below. For now, read through each of these carefully and compare them to the observations that you made in Task 1, part (b).
Moreover, we first offer here the following observations:
I. If a = b, all of the terms of either sequence will be = a = b.
II. If however a, b are unequal, then (a1 − b1)(a1 + b1) = 1 4 ( a − b ) 2 , whence it is concluded that b1 < a1, and also that b2 < a2, b3 < a3 etc., i.e. any term of the lower sequence will be smaller than the corresponding [term] of the upper. Wherefore, in this case, we suppose also that b < a.
III. By the same supposition it will be that a1 < a, b1 > b, a2 < a1, b2 > b1 etc.; therefore the upper sequence constantly decreases, and the lower constantly increases; thus it is evident that each [sequence] has a limit; these limits are conveniently expressed by a ∞ , b ∞ .
The first of Gauss’ observations needs little proof — if a = b , then clearly the arithmetic mean is 1 2 ( a + b ) = 1 2 (2 a ) = a and the geometric mean is ab = a 2 = a ; thus, ( a n ) = ( a ) = ( b n ) gives just one constant sequence. In the following tasks, you will verify Gauss’ next two observations.
This task examines Gauss' Observation II:
II. If however a, b are unequal, then (a1 − b1)(a1 + b1) = 1 4 ( a − b ) 2 , whence it is concluded that b1 < a1, and also that b2 < a2, b3 < a3 etc., i.e. any term of the lower sequence will be smaller than the corresponding [term] of the upper. Wherefore, in this case, we suppose also that b < a.
(a) Use the definitions of a1, b1 to verify that (a1 − b1)(a1 + b1) = 1 4 ( a − b ) 2 .
(b) Now explain why the equality in part (a) allows us to conclude that a1 > b1.
(c) Finally, explain why we are now able to conclude that bn < an for all values of n.
This task examines Gauss' Observation III:
III. By the same supposition it will be that a1 < a, b1 > b, a2 < a1, b2 > b1 etc.; therefore the upper sequence constantly decreases, and the lower constantly increases; thus it is evident that each [sequence] has a limit; these limits are conveniently expressed by a ∞ , b ∞ .
To see what Gauss meant by the phrase 'the same supposition' here, look back at his statement of Observation II, and notice that he ended that earlier observation with the assertion that '. . . we suppose also that b < a'.
(a) Use the assumption that b < a and the definitions of the two sequences to verify Gauss' claim that (an) is a strictly decreasing sequence and that (bn) is a strictly increasing sequence.
(b) Consider Gauss' next assertion: '. . . thus it is evident that each [sequence] has a limit'. Write a convincing explanation why this conclusion must hold, given what we know about these two sequences thus far. Do you agree with Gauss that this conclusion is 'evident'?
(c) In your answer to part (b), you may have mentioned that the two sequences in question are bounded — that is, bounded both above and below. Whether or not you did so, state the values of the upper and lower bounds for the sequence (an), and for the sequence (bn). Why it is important that (an) is bounded, as well as increasing? Similarly, why it is important that (bn) is bounded, as well as decreasing?
(d) Now find a theorem in your Calculus textbook (in the chapter that considers infinite sequences) that could also be used to conclude that the sequences (an) and (bn) converge. Give both the name of this theorem and its full statement.
(e) Do you think that the notation a ∞ , b ∞ that Gauss used to denote the limits of these sequences is appropriate? Why or why not? Based on what you've seen in Examples 1 and 2, how do you expect the values of a ∞ and b ∞ to be related?
Gauss made one final observation about the sequences (an), (bn), which you have perhaps already predicted yourself:
IV. Finally, from a 1 − b 1 a−b = (a−b) 4(a1+b1) = a−b 2(a+b)+4b1 , it follows that a 1 − b 1 < 1 2 ( a − b ) , and in the same way, a2 − b2 < 1 2 ( a 1 − b 1 ) etc. Hence, it is concluded that a − b , a 1 − b 1 , a2 − b2, a3 − b3 etc forms a strictly decreasing sequence and the limit itself is = 0. Thus a ∞ = b ∞ , i.e., the upper and lower sequences have the same limit, which always remains below the one and above the other.
We call this limit the arithmetic-geometric mean between a and b, and denote it by M (a, b).
This task examines Gauss' Observation IV from the previous excerpt.
(a) Verify that a 1 − b 1 a−b = (a−b) 4(a1+b1) . Hint: Start with the equality (a1 − b1)(a1 + b1) = 1 4 ( a − b ) 2 from Gauss' Observation II.
(b) Now verify that (a−b) 4(a1+b1) = a−b 2(a+b)+4b1 .
(c) Combining the results of parts (a) and (b), we now have the equality a 1 − b 1 a−b = a−b 2(a+b)+4b1 . Use this equality to explain why the following hold:
(i) a1 − b1 < 1 2 ( a − b )
(ii) a2 − b2 < 1 2 ( a 1 − b 1 ) < 1 4 ( a − b )
(iii) Taking n to be any arbitrary value, an − bn < ( 1 2 ) n (a − b)
(d) Based on part (c), why can we now conclude (with Gauss) that 'a − b, a1 − b1, a2 − b2, a3 − b3 etc forms a strictly decreasing sequence and the limit itself is = 0'? That is, why does lim n→∞ a n − b n = 0? Also explain why this allowed Gauss to conclude that a ∞ = b ∞ .
Now that we have verified Gauss' claim that a ∞ = b ∞ , his definition of the arithmetic-geometric mean M(a, b) of two positive numbers a and b as the common value of those two limits makes sense! Stating this in modern notation, we have:
This is precisely how M (a, b) is still defined today, although it is often denoted instead by agm(a, b) or agM(a, b). Today, the arithmetic-geometric mean is used to construct fast algorithms for calculating values of elementary transcendental functions and some classical constants, like π — examples 1 and 2 above show just how rapidly this process generally converges. In the next section of this project, we will consider why Gauss himself became interested in the arithmetic-geometric mean.
Task 5
2 Why is 1.19814023473559220744 . . . such a beautiful number?
The complete answer to this question requires a bit more mathematics than we will study in this short project. In this closing section, we summarize just the highlights. We begin by looking at Gauss' fourth example of the arithmetic-geometric mean in his 1799 Nachlass paper.
a= 1. 41421 35623 73095 04880 2
b= 1. 00000 00000 00000 00000 0
a1 = 1.20710 67811 86547 52440 1 b1 = 1.18920 71150 02721 06671 7
a
2
= 1. 19815 69480 94634 29555 9
b
2
= 1. 19812 35214 93120 12260 7
a3 = 1.19814 02347 93877 20908 3 b3 = 1.19814 02346 77307 20579 8 a4 = 1.19814 02347 35592 20744 1 b4 = 1.19814 02347 35592 20743 9
Notice that the first 20 decimal places of the limit value for this example is precisely the number that appears in title of this section. But why would Gauss or others have considered M ( 2, 1) to be particularly beautiful?
In fact, Gauss' initial acquaintance with the number 1.19814023473559220744 . . . had nothing to do with the arithmetic-geometric mean, but was related instead to his efforts to evaluate certain types of integrals. One such integral and its value will be quite familiar to you; namely,
Make sure you believe that this is a correct value ... and then consider what you might do to evaluate the following quite-similar-looking integral:
Stuck? If so, then you're in good company! Evaluating integrals of the form ∫ x 0 1 √ 1−tn dt for n > 2 is notoriously difficult 4 ... but also necessary for problems such as determining the arclength of ellipses and other curves that naturally arise in astronomy and physics. For instance, the integral ∫ 1 0 1 1−t 4 dt gives the arclength of a curve known as a lemniscate.
Based on entries in his mathematical diary, we know that Gauss himself began to study elliptic integrals in September 1796, at the ripe old age of 19. Following an analogy suggested by the fact that π = 2 ∫ 1 0 1 1−t 2 dt , he defined a new constant, ω , by setting ω = 2 ∫ 1 0 1 1−t 4 dt and used power series techniques to calculate ω to twenty decimal places, finding that
ω= 2. 662057055429211981046. . . .
Task 6 This task looks at the relationship between ω, π, and M( 2, 1).
Recalling that π = 3.14159265258979323846 . . . and M( 2, 1) = 1.19814023473559220744 . . ., try to find a relationship between these two numbers and the value of ω given above.
4 For n = 3 and n = 4, ∫ 1 0 1 √ 1−tn dt is called an elliptic integral; for n > 5, it is called hyperelliptic.
Here is the solution to Task 6 that Gauss recorded in his mathematical diary on May 30, 1799 [Gauss, 2005]:
We have established that the arithmetic-geometric mean between 1 and 2 is π/ω to 11 places; the proof of this fact will certainly open up a new field of analysis.
It took Gauss another year to fully prove that his guesswork about the numerical relationship M( 2, 1) = π ω was correct. The 'new field of analysis' that opened up in connection with this proof led him well beyond the study of elliptic functions of a single one real-valued variable, and into the realm of functions of several complex-valued variables. Today, a special class of such functions known as the 'theta functions' provide a powerful tool that is used in a wide range of applications throughout mathematics — providing yet one more piece of evidence of Gauss' extraordinary ability as a mathematician and a guesswork genius!
References
Carl Friedrich Gauss. Arithmetisch Geometrisches Mittel. InWerke, volume III, pages 361–432.
Konigliche Gesellschaft der Wissenschaft, G¨ottingen, 1799.
Carl Friedrich Gauss. April 1816 Letter from Gauss to Schumacher (in German). In Werke, volume X:1, pages 247–248. Konigliche Gesellschaft der Wissenschaft, G¨ottingen, 1917.
Carl Friedrich Gauss. Mathematisches Tagebuch, 1796 - 1814. Ostwalds Klassiker der Exakten Wissenschaften [Ostwald's Classics of the Exact Sciences]. Verlag Harri Deutsch, Frankfurt am Main, 2005.
Adrian Rice. Gaussian guesswork, or why 1.19814023473559220744 . . . is such a beautiful number. Math Horizons, pages 12–15, November 2009.
Notes to Instructors
This mini-Primary Source Project (mini-PSP) is one of a set of four mini-PSPs that will be designed to consolidate student proficiency of the following traditional topics from a first-year Calculus course: 5
* Gaussian Guesswork: Arc length and numerical approximation of integrals
* Gaussian Guesswork: Integration via trigonometric and other substitutions
* Gaussian Guesswork: Polar coordinates and arc length
* Gaussian Guesswork: Sequences and the Arithmetic-Geometric Mean
Each of the four mini-PSPs can be used either alone or in conjunction with any of the other three. All four are based on excerpts from Gauss's mathematical diary [Gauss, 2005] and related primary texts that will introduce students to the power of numerical experimentation via the story of his discovery of a relationship between three particular numbers: the ratio of the circumference of a circle to its diameter (π), a specific value (ω) of the elliptic integral u = ∫ x 0 dt 1 − t 2 ; and the Arithmetic-Geometric Mean of 1 and 2. Like many of his discoveries, Gauss uncovered this particular relationship through a combination of the use of analogy and the examination of computational data, a practice referred to as "Gaussian Guesswork" by historian Adrian Rice in his Math Horizons article subtitled "Why 1.19814023473559220744 . . . is such a beautiful number" [Rice, November 2009].
The primary content goal of this particular mini-PSP is to consolidate students' understanding of sequence convergence, and especially the Monotone Convergence Theorem. In light of these goals, it is assumed that students have had some introduction to the study of sequence convergence, including the statement of the Monotone Convergence Theorem, and that they are familiar with the associated notation and basic vocabulary. Familiarity with integration techniques sufficient to confirm that ∫ 1 0 1 1−t 2 dt = π 2 will also be useful for reading the closing section of the project; however, evaluation of this or any other integral is not required for completion of the student tasks in this particular mini-PSP.
Classroom implementation of this and other mini-PSPs in the collection may be accomplished through individually assigned work, small group work and/or whole class discussion; a combination of these instructional strategies is recommended in order to take advantage of the variety of questions included in the project.
To reap the full mathematical benefits offered by the PSP approach, students should be required to read assigned sections in advance of in-class work, and to work through primary source excerpts together in small groups in class. The author's method of ensuring that advance reading takes place is to require student completion of "Reading Guides" (or "Entrance Tickets"); see pages 10–11 for a sample guide based on this particular mini-PSP. Reading Guides typically include "Classroom Preparation" exercises (drawn from the PSP Tasks) for students to complete prior to arriving in class; they may also include "Discussion Questions" that ask students only to read a given task and jot down some notes in preparation for class work. On occasion, tasks are also assigned as follow-up to a prior class discussion. In addition to supporting students' advance preparation efforts, these guides provide helpful feedback to the instructor about individual and whole class understanding of the material. The author's students receive credit for completion of each Reading Guide (with no penalty for errors in solutions).
5 As of September 2017, only the last of these four mini-PSPs have been completed.
For this particular mini-PSP, the following specific implementation schedule is recommended:
* Advance Preparation Work (to be completed before class): Read pages 1 – 3, completing Tasks 1 and 2 for class discussion along the way, per the sample Reading Guide on pages 10–11.
* One Period of Class Work (based on a 75 minute class period):
– Brief whole group or small group comparison of answers to Tasks 1 and 2.
– Small group work on Tasks 3 — 5 (supplemented by whole class discussion as deemed appropriate by the instructor). Note that these three tasks form the mathematical core of this mini-PSP. They are based on the excerpt at the bottom of page 3, which is recommended for advance preparation work. If the advance preparation assignment does not include reading the latter half of page 3, then students will need additional class time to read that half page prior to starting on Task 3.
– Time permitting, individual or small group reading of last half of page 5 (below Task 5).
* Follow-up Assignment(to be completed prior to the next class period): As needed, read the last half of page 5; also read Section 2 (pages 6 – 7), completing Task 6 along the way. This assignment could also be made part of a Reading Guide, and scored for completeness only. Note in particular that the answer to Task 6 is revealed at the top of page 7.
* Homework (optional): A complete formal write-up of student work on Tasks 3 - 5 could also be assigned, to be due at a later date (e.g., one week after completion of the in-class work).
LaTeX code of the entire PSP is available from the author by request to facilitate preparation of reading guides or 'in-class task sheets' based on tasks included in the project. The PSP itself can also be modified by instructors as desired to better suit their goals for the course.
Acknowledgments
The development of this project has been partially supported by the National Science Foundation's Improving Undergraduate STEM Education Program under Grants No. 1523494, 1523561, 1523747, 1523753, 1523898, 1524065, and 1524098. Any opinions, findings, and conclusions or recommendations expressed in this project are those of the author and do not necessarily reflect the views of the National Science Foundation.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/legalcode). It allows re-distribution and re-use of a licensed work on the conditions that the creator is appropriately credited and that any derivative work is made available under "the same, similar or a compatible license".
For more information about TRIUMPHS, visit http://webpages.ursinus.edu/nscoville/TRIUMPHS.html.
SAMPLE READING GUIDE
Background Information: The goals of this two-page reading and tasks assigned in this guide are to familiarize students with the definition and examples of the two sequences that define the arithmeticgeometric mean in order to prepare them for in-class small group work on Tasks 3 – 5 .
**********************************************************************************************
Reading Assignment - Gaussian Guesswork: Sequences and the Arithmetic-Geometric Mean - pp. 1 – 3
1. Read the introduction on page 1.
Any questions or comments?
2. In Section 1, read pages 1 – 2.
Any questions or comments?
3. Class Prep Complete Task 1 from page 3 here:
Task 1 This task examines Example 1 from Gauss’ paper.
(a) Verify that the values given by Gauss in the previous excerpt are correct. Are you able to use your calculator to obtain the same degree of accuracy (21 decimal places!) that Gauss obtained by hand calculations?
(b) Write three observations about the two sequences in this example.
Use a full sentence to state each of your observations.
4. Class Prep Complete Task 2 from page 3 here:
Task 2 In Example 2 from his paper, Gauss set a = 1, b = 0.6.
(a) Use a calculator or computer to compute the next four terms of each sequence.
a= 1. 00000 00000 00000 00000 0
b= 0. 60000 00000 00000 00000 0
a
1
=
b
1
=
a
2
=
b
2
=
a
3
=
b
3
=
a
4
=
b
4
=
(b) In Task 1, part (b), you made three observations about Gauss' Example 1.
Do the same general patterns hold for Example 2?
If so, why do you think this is? If not, in what way(s) are the two examples different?
5. READ the rest of page 3, starting below Task 2.
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APPENDIX 9: Kitchens
The kitchen is often the place where most energy can be saved. There are a few things that can be done in any kitchen, no matter the size. The following are some top tips for kitchen energy use.
LIGHTING
Like any other room in your building, it is important that the lighting is efficient. This includes purchasing the best light bulbs, and making sure that they are only on when they are needed. This can be achieved using passive infrared sensors (PIR).
GAS HOB
Gas hobs are much less carbon intensive than electric hobs which run off the mains. It is also easier to control a gas hob, as they do not need time to heat up or cool down. This allows you to use the hob in an efficient manner.
HOB USE
It is important to use the hob in an efficient manner. This includes ensuring that pans have lids on them, and that rings are only on when they are being used. Make sure that you only use as much water as you need, which should be just enough to cover what you are boiling. Layout
Keep hot things away from cold things in the kitchen. Having a fridge right next to an oven will make the fridge work harder to stay cool when the oven is hot. In large kitchens, it is good practice to have a warm zone and a cold zone, with preparation areas in between the two. The cold zone has all of the refrigeration in it, and the warm zone has ovens, hobs and grills.
WATER
* TAPS
When cooking, only use as much water as you need. This will save water, and reduce the amount of energy needed to heat water to boiling point.
There will be taps in the kitchen. Make sure that these are not left on unnecessarily. It is also very impor tant that they do not drip. Any leaks should be fixed as soon as possible, as they will only get worse with time.
* HEATING
If it is a hot tap that is dripping, this wastes water and energy, as the energy used to heat the water is also wasted.
If a lot of hot water is used in food or drink, it is often more efficient to use a dedicated water boiler. However, it is a common problem that these are left on when they are not needed.
Coffee machines with water boilers are often left on overnight, which means that they are boiling water unnecessarily for many hours. Ensure that any water heaters are kept to appropriate schedules. A timer plug can achieve this with minimal effort.
PAN LIDS
Make sure that when a pan can have a lid on it, the pan does have a lid on it!
REFRIGERATION
Fridges can be set to different temperatures. Different types of refrigeration have different controls and different temperature requirements. However, freezers should never be colder than -18˚C, and fridges should never be colder than 3˚C. Bottle coolers can be as warm as 10˚C without the drinks becoming too warm.
Small domestic fridges with a scale of 1 to 7 (where 7 is the coldest) should normally be set to 3 or 4. Bottle coolers are only required when the drinks need to be cool. The drinks will not go off if they are allowed to warm up. If the fridge will be unused for a period of 2 days or more, it should be turned off. The bottles will stay cool for a long time so long as the fridge door is kept shut.
Beer cellars can be kept at around 13˚C.
ADDITIONAL TECHNOLOGIES
The CoolTube beer cooling system can reduce the cost of cooling beer that is on tap. For more information see Appendix 3 and 4 – Cooling and Ventilation.
The eCube is a small device which can be placed inside a fridge to help to regulate the refrigeration cycles. When a fridge door is opened, cold air escapes, and warm air from the kitchen enters. This makes the fridge thermostat believe that the fridge is warmer than it is – the food and drink inside does not warm up as quickly as air! So the eCube sits next to the thermostat, and acts like a food substance. It will warm up and cool down at the same rate as the food in that is being chilled, so the refrigeration cycles will only occur when it is necessary.
Using the same reasoning as the eCube, it is a good idea to keep refrigerators full when they are in use. This means there is less air in the fridge that can escape when the door is opened. Bottles of cold water can be used to effectively fill up empty fridges. If bottled water is kept in the fridge, the high specific heat capacity of the water will also help to keep the contents of your fridge cold in the event of a power cut. If there are two half empty fridges, it is better to put all the food together and turn the empty fridge off. If you always have a large amount of stock in fridges, it is better to have one large fridge than two smaller ones.
AWARENESS
See Appendix 8 – Behaviour Change for ideas about environmental awareness. As a start for your kitchen, you could use stickers on switches, such as light switches and temperature controls to remind kitchen users of the best ways to use the equipment, and have training sessions for staff on the importance of energy efficiency.
Remember; it's better - off!
VENTILATION
Extractor fans help to keep the air in the kitchen healthy. Good ventilation can ensure that the kitchen receives fresh air without losing too much heat when it is cold outside.
Ventilation can be connected to air quality sensors. These make sure that the ventilation is only in use when the air is not clean. Extractor fans are frequently left on over night in kitchens. This is not necessary, as they are likely to have extracted all of the poor quality air only a short time after the close of the kitchen. The use of timers or air quality sensors will ensure that the extractor fans are only in use when they are needed. | <urn:uuid:2686482e-9610-4e4c-bc7f-dbc4c685697e> | CC-MAIN-2017-47 | http://www.nottenergy.com/images/uploads/pdfs/9_Kitchens.pdf | 2017-11-24T23:48:22Z | crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00574.warc.gz | 465,416,329 | 1,250 | eng_Latn | eng_Latn | 0.999532 | eng_Latn | 0.999529 | [
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My teacher's marking code, to help me with my learning
| Symbol | Meaning | What it means to me |
|---|---|---|
| V/VF | Verbal feedback/Teacher chat | My teacher talked to me |
| AS | Adult support | I worked with an adult |
| GW | Group work | I worked as part of a group |
| I | Independent | I worked by myself |
| Sp | Spelling | I need to check my spelling |
| C | Correction – mainly used in maths work | I corrected my maths work |
| PM | Peer marking | I looked at my work with a friend |
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Candles are lit on each of the eight nights of Chanukah. One the first night, two the second, etc...adding one candle each subsequent night. The candle for the first night is placed at the far right of the chanukiah (Chanukah menorah), as you face it, and on each subsequent night, another candle is added to the left of the one from the previous night. An extra candle, designated as the shamash (helper candle) is usually set apart in some way (higher, off to the side, etc…) is lit first, then used to light the other candles, beginning with the newest candle added, proceeding from left to right. Blessing are recited after the shamash is lit, but before the other candles are lit.
בָּרוְּך אַתָּ ה יְיָ אֱֹלה ֵֽ ינוּ מֵֶֽ לְֶך הָ עוֹלָם, אֲשֶׁ ר .קִדְּשֵָֽׁ נוּ בְּ מִ צְוֹתָ יו, וְצִוֵָּֽנוּ לְהַ דְ לִיק נ ר שֶׁ ל חֲנֻכָּה
Ba'rooch a'tah Adonai e'lo'hay'noo meh'lech ha'o'lahm, a'share keed'd'sha'noo b'meetz'vo'tahv, v'tzee'vah'noo l'had'leek nayr shel Chanukah.
Praised are You, Adonai our God, ruler of the universe, who sanctifies us through mitzvot, by commanding us to kindle the lights of Chanukah.
בָּרוְּך אַתָּ ה יְיָ אֱֹלה ֵֽ ינוּ מֵֶֽ לְֶך הָ עוֹלָם, שֶׁ עָשָׂ ה .נִסִּ ים לַאֲ בוֹת ֵֽ ינוּ בַּיָּמִ ים הָ ה ם בַּזְּמַ ן הַזֶּה
Ba'rooch a'tah Adonai e'lo'hay'noo meh'lech ha'o'lahm, she'a'sa nee'seem la'a'vo'tay'noo ba'yah,meem ha'haym ba'z'man ha'zeh.
Praised are You, Adonai our God, who worked miracles for our ancestors, in ancient times and in our day.
On the first night only:
בָּרוְּך אַתָּ ה יְיָ אֱֹלה ֵֽ ינוּ מֵֶֽ לְֶך הָ עוֹלָם, שֶׁ הֶ חֱיֵָֽנוּ .וְקִיְּמֵָֽ נוּ וְהִגִּיעֵָֽנוּ לַזְּמַ ן הַזֶּה
Ba'rooch a'tah Adonai e'lo'hay'noo meh'lech ha'o'lahm, she'he'che'yah'noo v'key'y'mah'noo v'hee'gee'ah'noo la'z'mahn ha'zeh.
Praised are You, Adonai our God, ruler of the universe, for granting us life, for sustaining us, and for enabling us to reach this day.
After the candles are lit:
, ַמָ עוֹז צוּר יְשׁוּעָתִ י לְָך נָאֶ ה לְשַׁבּ ֵֽח , ַתִּכּוֹן בּ ית תְּ פִלָּתִ י וְשָׁ ם תּוֹדָ ה נְזַבּ ֵֽח , ַלְע ת תָּ כִ ין מַ טְבּ ֵֽחַ מִצָּר הַ מְ נַבּ ֵֽח . ַאָ ז אֶ גְמֹר בְּשִׁ יר מִ זְמוֹר חֲנֻכַּת הַמִּ זְבּ ֵֽח
Ma'ohz tzoor y'shoo'a'tee l'cha na'eh l'sha'bay'ach, tee'kone bayt t'fee'lah'tee v'shahm to'dah n'za'bay'ach, l'ayt tah'cheen mat'bay'ach mee'tzar hahm'na'bay'ach, az eg'more b'sheer meez'more cha'noo'kat ham'meez'bay'ach.
Rock of ages, let our song praise Your saving power. You amid the raging throng, were our sheltering tower. Furious they assailed us, but your help availed us. And Your word broke their sword, when our own strength failed us.
(Translation: G. Gottheil) | <urn:uuid:eb317d7a-7398-4a27-8d40-2e95f075e6d8> | CC-MAIN-2024-10 | https://tamidwestchester.org/wp-content/uploads/2023/11/Chanukah-Blessings.pdf | 2024-02-21T09:14:20+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00195.warc.gz | 598,864,981 | 1,475 | eng_Latn | eng_Latn | 0.874884 | eng_Latn | 0.874884 | [
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CultureTalk Iraqi Arabic Video Transcripts: http://langmedia.fivecolleges.edu Eids after the War
English Translation:
Eids in Iraq dramatically changed because you know that Iraq has gone through three wars: the Iranian War and the First Gulf War in '91 and the last war in 2003. In fact after each war, people's characters and habits change, and the thing most affected is the Eids.
In the beginning before this last war in 2003, people used to visit each other a lot, and go out more. People checking on other people. You could see a family go and give Eid greetings to relatives from both sides: the father's side, and the mother's side. They give Eid greetings the maternal aunts, the maternal uncles, the paternal, and the paternal aunts. They greet the neighbors of course this is the first thing they do; all of them, people greet people, and people visit people.
But now, honestly, no, by Allah, unfortunately, I mean Eid visits have seriously shrank. I mean for Al-Fitr Eid which is three days long, people mostly go out during the second day and that's it. They go visit the main families, for example father's side and mother's side, and that's it. I mean they mostly visit neighbors, and close by people in the same area because the security situation became very difficult, and the matter is very dangerous. I mean there are people in certain places where you cannot get out from your house and go visit anyone. That's why most people stay at home during the Eid.
If the visits are after the Eid, they usually, sorry during the Eid, are short because most families try to visit as many relatives as possible during, for instance, one day. They try to minimize the number of relatives visited because the situation, as I have said, is very dangerous. Most visits do not last after sunset. I mean, you see everyone returning home definitely an hour or two hours before sunset because sometimes curfew happens; in most cases, curfew happens suddenly. I mean in the middle of the day, you can experience curfew. That's why people try to be cautious. In addition, gas is very expensive; its price is unbearable. That's why people try to shrink their expenses regarding this matter.
People used to, unfortunately before this last war or I can say during the eighties or the beginning of the nineties, people used to distribute, for example the father and the mother, they used to distribute what we call eidiyya which is money or sweets or new clothes. They distribute them to children, and sometimes to neighbors or nephews or nieces if they can financially afford. But, by Allah, this tradition has completely disappeared, unfortunately, because people's financial situation became very difficult. That's why many things disappeared including the eidiyya. There is no eidiyya anymore.
About CultureTalk: CultureTalk is produced by the Five College Center for the Study of World Languages and housed on the LangMedia Website. The project provides students of language and culture with samples of people talking about their lives in the languages they use everyday. The participants in CultureTalk interviews and discussions are of many different ages and walks of life. They are free to express themselves as they wish. The ideas and opinions presented here are those of the participants. Inclusion in CultureTalk does not represent endorsement of these ideas or opinions by the Five College Center for the Study of World Languages, Five Colleges, Incorporated, or any of its member institutions: Amherst College, Hampshire College, Mount Holyoke College, Smith College and the University of Massachusetts at Amherst.
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Y1 Curriculum Overview Autumn Term 2022 Working as Historians: Through the Decades
Maths
Place Value Addition and Subtraction Geometry - Shape
P.E Fundamental skills Dance Invasion games
Computing (using Purple Mash)
Online Safety Sorting and Grouping Pictograms
Geography
Countries of the UK
Art Exploring mark making and materials
Relationships and Sex Education
My Feelings My Beliefs
Science
Everyday materials & Working Scientifically Seasons
PATHS
As well as agreeing class rules we will learn strategies for developing self-control and for problem-solving.
Music
Colonel Hathi's March (The Jungle Book) Carnival of the animals – The Aquarium The Menu song To learn & perform songs for our Christmas performance.
DT
Design, make and evaluate moving vehicles.
History
We will be learning about changes within the living memory of our parents and grandparents. We will explore how people's lives have changed throughout the years by learning about how homes have changed since Victorian times. We will learn about historical events including bonfire night and the great fire of London.
English
- We will learn alternative spellings for some of the sounds we learnt in Reception (e.g., ay and ai, or and au, oy and oi).
- We will launch our new phonics scheme.
- We will read and discuss a range of books in line with our phonics scheme.
- We will write labels and captions for pictures.
- We will practice writing words and sentences in line with our phonics scheme.
- We will listen to and discuss a range of traditional tales.
- We will enjoy a performance of Thumbelina by the Norwich Puppet Theatre and engage in a range of work surrounding this.
RE
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Lesson 2
Brochure Instructions
This brochure can be four pages: fold an 8 ½ X 11" piece of paper in half Or it can be six pages with 8 ½ X 14 paper folded into thirds
Examples for layout for four pages:
1. Front page might include the veteran's name and a picture that symbolizes that veteran
2. In-side left page could give sentences about the veteran's life with a symbol or picture
3. In-side right page could give sentences about the veteran's military career with a symbol or picture
4. Back of brochure could include students' names and their roles
Creating a brochure can be a group project or students can make their own. It also could be a group research project and then each student could make his/her own brochure. If it is a group project the following steps will be helpful:
Students will decide in their group who will do which role Example for students' roles:
Lead Researcher: this student will lead the group in completing the research checklist. He or she might divide the checklist, giving each of the group members several questions to answer from the Alabama Veterans Check-list. Once the research has been completed the Layout Specialist could take over the group discussion.
Layout Specialist: this student will lead the group in identifying how the information will be presented in The brochure.
Lead Artist: this student will lead the group in creating the brochure. One person from the group will write the information. The Lead Artist will help in drawing or asking members to draw or to gather images to include on the brochure. | <urn:uuid:6969176d-4eb6-4c71-b8ff-4355c59a16fe> | CC-MAIN-2024-10 | https://www.alabamaveterans.org/_files/ugd/3aa6e6_4fc2bc6db3d94616af61e72d731b332d.pdf | 2024-02-21T09:41:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00194.warc.gz | 664,855,585 | 327 | eng_Latn | eng_Latn | 0.999077 | eng_Latn | 0.999077 | [
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New Trends in Technology & its Integration within Physical Education
Vinay Manhas, Dept. of Physical education Govt. Degree. College Kilhotran
Ankita Kangotra Dept. of computer sc. &IT University of Jammu
Abstract:- Physical education is that field of education which helps in the development of an individual's personality through different aspects of life. Although this paper comprises of a different aspect of physical education i.e, the application of technology in physical education itself. Physical education is that area within the field of education where technology can play an important role. Whether technology is integrated into physical education probably depends on the individual, institution, organization, school or teacher education program. This paper addresses the use of technology in physical education for both teacher as well as student. Here both computer and other electronic devices are taken into consideration. This paper will primarily be informative where current uses of technology and some possibilities are discussed. Current uses of technology in physical education include using computers for word processing and data management, assessment, attendance and teaching, performance and motor skill development computer and video-assisted instructions, and telecommunications and many more.
Keywords:- Utilities, Assessment, Computer Assisted Instructions, Positive Impacts.
I. INTRODUCTION
Life without technology is like living in darkness. Technology has such an impact on our day today lives that it is quite impossible to imagine life without technology. Cell phones, computers, iPods, and the Internet are only a few technological tools used daily by children and adults all over the world. However, research shows that 91% of students in India access the internet for collecting information about colleges, universities, courses with placements, study material and other educational content. As a result of the integration of technology in the daily lives of students, it has become a concerning matter for the teachers to be prepared to teach with technology It is exciting and stimulating for teachers and students to use technology resources in physical education and sports. However, it is all up to the teachers regarding how they will manage and provide instruction to students when using technology resources within physical education lessons.
Currently, the innovations of computerized gadgets and digital apparatus in physical education are noticed all around the globe. One such gadget prevalent within students as well as general masses is Pedometer. It counts the steps taken by students each day and motivate them to adopt a more physically active lifestyle (Lubans,Morgan, & Tudor-Locke, 2009). Heart rate monitors on the other hand provide teachers with vital information on the level of activity output of their students in order to efficiently design systematic instruction catering the needs of particular students (Kirkpatrick & Birnbaum,1997; Ratey,2008).
Digital video is used to help teachers observe, assess, and provide specific feedback to children regarding kinesthetic perception in order to support motor skill development (Fiorentino,2004; Lim,Pellett, & Pellett,2009). Also there are various mobile apps like MyFitness Pal, MapMyFitness etc. which help in formulating the training schedule and daily diet of students as well as the individuals engaged in physical activities considering in mind the individual differences. Google earth is another such example of the innovations used in physical education which provides the satellite imagery of the particular area being used either for educational camping or mountaineering and trekking. The advancement in use of technology in physical education has moved beyond counting steps and calculating calories since more advanced equipments have been in use for analyzing and improving athletic performance. These devices include accelerometer, gyroscope and blast motion's sensor etc. Above all, the use of computer and internet have made the education system especially physical education more scientific and lively as using technology in physical education has proved to be an ergogenic aid for both teacher and student.
Latest Uses of Technology in Teaching Physical Education There is a diversity in the uses of technology in physical education. They can be categorized as;
- using technology in the form of other electronic devices.
- using technology in the form of computers
In some cases, computers and other devices are used together (e.g. computer- assisted instructions). In order to make the paper more simpler and understandable, we have first discussed the utilities of computers followed by the application of other electronic devices.
465
Utilities of computers in instruction and learning:
Computers make it easier for the physical education teacher to pass on any kind of instruction to the students regarding the daily or weekly training schedule or assignments. It is only through computers that students can use Power point slides, word documents or web pages for better concept clarity and for making different practical and theoretical assignments.
Online encyclopedias, E-books and online libraries help in minutes to guide the students and save precious time and resources. It gives them the pleasure to save the document as soft copy for future use. Computers are also the means of simulated learning for them which provides them an idea of the real situation.
Utilities for testing, evaluation process and assessment: Testing and evaluation is one of the important aspects in physical education, and technology (computers) has a great role to play in it by;
(a) Keeping the practical and theoretical records of the students for their academic scores
(b) Keeping monthly/annual record of the performance of the students/athletes for further selection
(c) Helping to conduct various physical fitness tests, motor ability tests and skill tests.
(d) Keeping records of the personal history of the students/athletes, and
(e) Analysis and interpretation of data
Application of computers in research:
(a) For literature searching.
(b) For test administration.
(c) For data analysis.
(d) For result analysis and general assist
There are various other important electronic devices or computer assisted devices which are helpful in recording the performances of the students/athletes, conducting various physical and physiological tests and acting as audio-visual aids etc. It is difficult to explain all of them in a single paper however; a few are discussed under the following headings:
Pedometers
Whenever we discuss technology in relation to physical activity, the first example that come to our mind is apparently, Pedometers. One among the simplest ways to determine physical activity is to measure the steps and pedometers can be used by almost all age groups who can record their physical activity at their own. Pedometers are worn on the belt or tied around wrist and by detecting the motion of the person's hands or hips, it can record how many steps the wearer has walked that day. GPS receiver is used directly to measure the distance travelled (by walking, running or any other means).
Heart Rate Monitors
The heart rate monitor has two working parts - a transmitter attached to a belt which is tied around the chest, and receivers worn on the wrist like a watch. Basic heart rate monitors may only show the heart rate at a particular time. However, much advanced monitors not only show the heart rate, but can be set to record time, calculate average and utmost heart rate for an exercise period, and can sound an alarm or bell when a runner reaches or surpasses a preestablished target heart-rate zone.
While the students are engaged in physical activities, heart rate monitors measure their pulse rate. These devices therefore, allow physical educators trainers and students to aim for an individualized target heart rate that might be hard to maintain but by no means tough to achieve. By modifying goals of students, they feel more involved and more enthused to continue with fitness.
Mobile Apps
As a result of the outburst in mobile technology, physical educators have a wealth of tools. Such as MyFitness-Pal and Map-My-Fitness allow for movement tracking as well as nutritional help. These apps help in formulating the particular diet and training plan for different age groups. Another mobile app called Google Earth is used to show students distances and challenge them to walk those distances, for example, during camping, mountaineering and trekking Google earth can be used to have a satellite imagery of the area for better geographical knowledge.
Apps working with devices
There are some applications which help in improving athletic activities For example, Blast motion's sensors can be worn by players or attached to Go-Pro cameras to calculate jump height, hang time (the time for which an athlete stays in flight or air) and acceleration for fitness training and action sports. Linked to smart-phone apps via low¬ energy bluetooth, the sensors provide feedback in real time. If out of bluetooth range, they store data for later. Blast Motion's smart video capturing technology, e.g, highlights of a vide session are created automatically, which users can watch later for improving their own skill or share through social media.
Video analysis
Video analysis is mostly used for biomechanical and sports science purposes. However it has now being used by different coaches to improve the performance of their players and teams. Slow motion videos are helpful in detecting the possible causes of any injury and their management. Video analysis involves the use of slow motion cameras and apps which slow down the speed of the match. It helps in examining the opposition as well as the strengths and weaknesses of the opponent players. It highlights the possible tactics, strategies and techniques of the opposition.
466
Besides, it also highlights one's own errors and mistakes so that one can analyze one's own performance.
II. CONCLUSION
At the end it has to be said the technology has put its impacts and that too positive impacts on physical education and sports. Application of computers in the field of research, assessment, testing and evaluation, instructions and learning process, and other sports related scientific devices help the physical education trainers and teachers to make the coaching as well as teaching more interesting and also enhance the level of performance in sports and physical education. Computer application in physical education helps to produce accurate and desired results and saves time as well. Therefore, there is a need to become familiar with computers and the latest technology, whosoever is connected with physical education and sports.
REFERENCES
[1]. Baert.H.,(2011).The integration of technology within physical education teacher education: Perceptions of the Faculty. University of Arkansas.
[2]. Fiorentino.L.H.,(2004).Digital video assignments: Focusing a new lens on teacher preparation programs. Journal of Physical Education, Recreation & Dance, 75(5), 47-54.
[3]. Hasselbring.T.S., Smith.L., Glaser.C.W., Barron.L., Risko.V.J., Snyder.C., et al. (2000). Literature Review: Technology to support teacher development.
[4]. Kirkpatrick.B., & Birnbaum.B.H.,(1997). Lessons from the heart: Individualizing physical education with heart rate monitors. Champaign, IL: Human Kinetics
[5]. Lim.J., Pellett.H., & Pellett.T.,(2009). Integrating digital video technology in the classroom. Journal of Physical Education, Recreation & Dance, 80(6), 40-45, 55. Retrieved from Research Library (Document ID: 1838383291).
[6]. Lubans.D.R., Morgan.P.J., & Tudor-Locke.C.,(2009). A systematic review of studies using pedometers to promote physical activity among youth. Preventative Medicine, 48(4), 307-315.
[7]. Pedometer.(2017).Wikipedia, the free encyclopedia. https://en.wikipedia.org/wiki/Pedometer
[8]. PE Blog.(2015). Video analysis in sports. https://blog.peoffice.co.uk/video-analysis-in-sport/
[9]. Ratey.J.,(2008). Spark: The revolutionary new science of exercise and the brain. New York, NY: Little, Brown and Company.
[10]. Spark.(2016).Using technology in physical education. https://sparkpe.org/blog/using-technology-in-physicaleducation/
[11]. Susan.B.N., & James.M., (2008). Teaching with technology resources in physical education. Virginia Association for health, Physical education and Dance.
IJISRT19MA588
ISSN No:-2456-2165
[12]. Silverman.S., (1997). Technology and Physical Education: Present, Possibilities, and Potential Problems. American academy of kinesiology and physical education. QUEST, 1997,49,306-3 14
[13]. Singh.K.D.,(2009). Computers in education. http://wikieducator.org/Computers_in_Education
[14]. Kaur.D., (2017). Application of computer in physical education and sports. International Journal of Physical Education, Sports and Health 2017; 4(3): 335-336
[15]. Wood.R.,(2010). Heart rate monitors-How they work? http://www.topendsports.com/fitness/equipmonitors.htm
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What are some ways animal parents feed and protect their young?
Date ________________
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What are some ways animal parents feed and protect their young?
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What are some ways animal parents feed and protect their young?
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What are some ways animal parents feed and protect their young?
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What are some ways animal parents feed and protect their young?
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Temperature ________
What are some ways animal parents feed and protect their young?
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At Poltair note taking looks like:
1) Use the Cornell note taking method
3) Add a title/subject of notes at the top
2) Divide your paper into 3 sections – a narrow left hand review column, a larger right hand notes column and a space at the bottom for a summary.
4) Make your main notes from a video, knowledge organiser or revision guide, leave room to add edits, abbreviate where possible
6) Summarise all of your notes in a few sentences at the bottom
5) Once finished taking notes take time to review and clarify. Add the most important information, keywords or questions to the review column | <urn:uuid:f21dcaba-e571-406d-a6f6-43de6cde9a84> | CC-MAIN-2024-10 | https://www.poltairschool.co.uk/_site/data/files/sort/ppts/3FA9A42DEEA776093A8F18C21219D9BA.pdf | 2024-02-21T09:00:56+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00199.warc.gz | 986,343,292 | 137 | eng_Latn | eng_Latn | 0.994412 | eng_Latn | 0.994412 | [
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Advisors Toolkit
Revised 16 Jan 2020
Factsheet No 6.h
Micro Combined Heat and Power (CHP)
Micro-CHP is a specific form of CHP designed for individual households. It replaces a standard domestic gas boiler, generating heat and electricity simultaneously, from the same energy source. A typical domestic system is expected to have the potential to generate up to 1kW of electricity per hour, which would be enough to power the lighting and appliances in an average home. The amount of electricity generated ultimately depends on how long the system is running.
Most domestic micro-CHP systems use mains gas or Liquid Petroleum Gas (LPG) as a heating fuel, although they can also be powered by oil or biofuels. While gas and oil are not renewable energy sources, the technology is still considered to be a 'low carbon technology' because it is more efficient than just burning the fossil fuel for heat and getting electricity from the national grid.
Micro-CHP systems should always be installed and run to meet the heating needs of the building, rather than to generate more heat than is needed just to meet electricity demand. The electricity generated should be treated as a useful by-product of heat generation. For this reason, electricity will only be generated when there is a heat demand.
Because they only generate electricity when there is a heat demand, micro-CHP systems are more cost effective in houses with large heat demands that cannot be reduced by other means such as upgrading insulation, draught proofing and other low carbon heat technologies such as wood stoves.
Any electricity generated and not used in the home can be exported back to the grid.
Micro-CHP installations may be eligible for Smart Export Guarantee) – see Factsheet 4.o | <urn:uuid:4c77d747-d658-4b08-aba0-b9cc1f28bd1c> | CC-MAIN-2024-10 | https://eas.org.uk/wp-content/uploads/2023/06/Factsheet-No-6h.pdf | 2024-02-21T07:47:59+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00200.warc.gz | 243,829,617 | 358 | eng_Latn | eng_Latn | 0.998519 | eng_Latn | 0.998519 | [
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The Pirate Ghost
Decodable Readers Theater
Focus Skill: Sounds of GH, IGH, IGHT
Adapted from the Reading Horizons Discovery ® Decodable Little Book, The Pirate Ghost, Lexile: 450L
Student parts: Narrator, Rod, Steve
Tips:
Repeated reading with appropriate decodable text is an excellent way to build reading fluency with students. Consider using choral reading, Cloze reading, echo reading, and partner reading with feedback as a way for students to practice. Once students have had many times to practice, this particular Readers' Theater script can be fun to perform in the dark with flashlights!
Summary:
The Pirate Ghost is a fun story about two friends discovering an abandoned pirate ship. All alone, these two step aboard to seek treasure. Will they find gold or perhaps a ghost? Read the script to find out what happens!
The Pirate Ghost
Narrator: One night, Rod and Steve were strolling to their homes by the sea. They spotted a ship. It had drifted up onto the rocks. The bright light of the full moon made it clear that the old ship had been at sea for many years. It was tilting to the right. It bobbed up and down as high waves made the ship hit the rough rocks. The sails were missing or ripped. There were also cracks in the ship's frame.
Rod: Let's go in! There might be gold on the ship!
Steve: What if there is a pirate ghost on the ship?
Rod: We are tough. We can fight a pirate ghost, but I don't think there is such a thing.
Steve: (said with a sigh) Fine. Let's go on the ship.
Narrator: When they got on the ship, Rod went to the left. Steve went to the right.
Steve: Yell for me if you find any gold!
Rod: (laughing) Yell for me if you find any ghosts waiting for a fight!
Narrator: After some time had passed, Steve yelled.
Steve: Rod, I see a pirate chest come and look!
Narrator: Rod rushed to find Steve. He heard a moaning sound. It gave him a fright. Then, right before him, there was a ghost! The ghost wore a pirate hat and a patch over his right eye. He also had weeds from the sea hanging all over him.
Steve: (in a scary voice) Yo ho! I will not let you steal my gold.
Narrator: Rod was shaking with fear.
Rod: You keep your gold. Just let us go!
Narrator: Just then, the ghost did an odd thing. He laughed and laughed.
Steve: Hahahaha.
Narrator: Rod could tell that the ghost's laugh was the same as Steve's laugh.
Rod: Now I know you are not a ghost!
Steve: I did not find any gold in a pirate chest, but I did find all of this pirate stuff. I used it to trick you.
Narrator: As they left the ship and strolled home, Steve laughed.
Steve: Hahahaha. You were quite the sight!
Rod: Haha. You were quite the sight, too!
Rod and Steve: The end!
A free, online community designed to help educators explore and gain confidence in implementing the science of reading alongside experts and peers
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Thank you for downloading this resource and for your dedication to explicit phonics instruction and the science of reading.
Find more Free Resources at The Science of Reading Collective.
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PARENT COMPUTER USAGE POLICY AND AGREEMENT
Cypress Adventist School is pleased to offer each student in grades K-8 access to a Chromebook for school use. Each Chromebook has been barcoded and assigned to an individual student.
Please read each item listed below, then sign and date the document indicating your agreement to the policy. Parents and students are responsible for the items in this agreement. The term "computer" applies equally to Chromebooks and other types of computers.
* Cypress' computers remain under the control, custody, and supervision of Cypress at all times. Students have no expectation of privacy in the use of school computers, including email, stored files, and internet access logs.
* The students and his/her parents/guardians are responsible for compensating Cypress Adventist School for any losses, costs, or damages to any school computer caused by or attributed to the student. Damages incurred due to policy violations, including damage to another student's computer, will also be charged to the student in violation.
* Students will not have food or drink near the computer, nor will they eat or drink while using their computers.
* Cypress Adventist School is not responsible for any unauthorized charges or costs incurred by a student while using school computers. Students will use electronic resources only for educational purposes related to work at Cypress Adventist School and not for any personal, commercial, or illegal purposes.
* Students will use the internet only with the permission and ongoing supervision of the staff member in charge.
* Students will not use games or other electronic resources that have objectionable content or that engage in an inappropriate simulated activity.
* Students will not upload, link, or embed an image or representation of themselves or others to non-secured, public sites.
* Students will not change the detail settings on a computer without teacher permission.
* Students will not make statements about or use the likeness of another person online, through websites, email, instant messaging, etc. Cypress Adventist School is a bully-free zone - that includes our online presence.
* Students will use safe internet rules:
- Never give our personal information: name, address, telephone number, or school.
- Notify an adult if, by accident, you encounter material that violates appropriate use or makes you uncomfortable.
- Do not send threatening messages or pictures. Do not send material that you wouldn't want your parents or teachers to see.
* Cypress Adventist School assumes no responsibility for personal devices brought to school by students.
- Personal electronics (phones, tablets, etc.) should not be in use during school hours (8:30 a.m. to 3:30 p.m.) unless given specific permission by the teacher.
- Parents should plan to contact the school office or teacher to communicate with students during school hours.
* Students will not secretly make videos, recordings, or secretly take pictures of any other student, students, or staff.
These rules provide general guidance concerning the use of computers at Cypress Adventist School. They do not attempt to describe every possible prohibited activity by students.
Students are responsible for appropriate behavior on the school's computers just as they are in a classroom or on the school playground. General school rules for behavior and communication apply.
This document is a sample only. All hard copies will be signed at school when you come to register your child.
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Factsheet No 3.a
Draughtproofing
Draughtproofing is one of the cheapest and easiest ways to save energy in any type of building. It should be fitted to:
* windows
* chimneys and fireplaces
* doors (Including letterboxes and keyholes)
* floorboards and skirting boards
* pipework (leading outside)
* loft hatches
* damaged walls
The Energy Saving Trust estimates that draughtproofing can generate fuel bill savings of around £20 every year.
Windows: For windows, there are 2 main types of material:
* self-adhesive foam strips – the cheapest option, and easy to install, however may not last as long as other methods
* metal or plastic strips with brushes or wipers attached – these are longlasting, but cost more
Make sure the strip is the right size to fill the gap in the window. If the strip is too big it will get compressed and damaged and it may be difficult to close the window. If it's too small there will still be a gap.
For sliding sash windows, it's best to fit brush strips or consult a professional. Foam strips do not work well.
For metal-framed windows or windows that don't open, a silicone or sealant can be used.
Doors: Gaps under and around external doors, letterboxes and keyholes can all cause draughts:
* fit brushes or hinged flat draught excluders at the bottom of the door
* fit a purpose-made cover for the keyhole
* fit draughtproofing strips (foam or brush) around the door frame
* use a letterbox flap or fit a letterbox brush
Internal doors need draughtproofing if they lead to a room not normally heated, like the spare room or kitchen. Keep doors to unheated rooms closed as much as possible to stop the cold air from moving into the rest of the house.
Internal doors between two heated rooms don't need draughtproofing – it can be useful to let warm air circulate between different rooms.
Chimneys and fireplaces: If the fireplace is unused, the chimney is probably a big source of unnecessary draughts.
There are 2 main ways to draughtproof a chimney:
1. have a cap fitted over the chimney pot
2. use a chimney balloon – an inflatable cushion which blocks up the chimney and can remain in place until the fire is next lit
Floorboards and skirting boards: block cracks using filler.
Floorboards and skirting boards often contract, expand or move slightly with everyday use, so a filler that can tolerate movement should be used – these are usually silicone-based.
Fillers block gaps permanently so be careful when applying them and wipe off any excess or mess with a damp cloth before it dries. Fillers may break down over time, but can easily be re-applied.
Loft hatches: Draughtproofing the loft hatch is essential, since hot air rises and is lost into the cold space in the loft.
Cold air can also blow in through the gaps around the loft hatch. Loft hatches can be draughtproofed by using strip insulation, similar to that used on doors.
Which rooms don't need draughtproofing?
Be careful about draughtproofing rooms that need good ventilation, including:
* areas where there are open fires or open flues – It is essential that areas like this have adequate ventilation.
* rooms where a lot of moisture is produced, such as the kitchen, bathroom or utility room. Good ventilation helps reduce condensation and damp. See also Factsheet 7.c Condensation and Dampness.
Other areas that might cause heat loss include:-
* pipework (leading outside) – use expanding polyurethane foam, filler or silicone mastic
* unused vents and fans – these can be blocked up
* damaged walls – use a hard-setting wall filler or cement (but if cracks reappear it may be best to consult a surveyor)
Never block boiler flues, air bricks or trickle vents – adequate ventilation is absolutely essential.
Draughtproofing products and installers
For a list of registered installers see the National Insulation Installers website – http://www.nationalinsulationassociation.org.uk/
For information on products, installers and manufacturers, see the NIA website http://www.nia-uk.org
Factsheet No 3.b
Tank & Pipe Insulation
Both tank and pipe insulation keep water hotter for longer by reducing the amount of heat that escapes.
The most common type of water heater blanket (jacket) is fibreglass insulation with a vinyl film on the outside. The insulation is wrapped around the tank and the ends are taped together. It is important that the blanket be the right size for the tank and not block air flow or cover safety and drainage valves, the controls, or block airflow through the exhaust vent, if any.
Insulating a hot water cylinder is one of the simplest and easiest ways to save energy and money.
Fitting a jacket around a cylinder will cut heat loss by over 75%. The Energy Saving Trust estimates that a well-fitted hot water cylinder jacket on a previously uninsulated cylinder can lead to savings of between £75 and £25 per year. A jacket costs around £15. Fitting a jacket to a hot water cylinder is a straightforward DIY job.
Pipe insulation is used to prevent heat loss and gain from pipes, to save energy and improve effectiveness of thermal systems. In addition to reducing costs and environmental impacts of energy consumption, the benefits include:
* reducing or eliminating condensation on cold pipes
* protection from dangerous pipe temperatures
* In domestic hot-water systems, the water temperature at the point of use can be closer to the temperature at the water heater, and wait time for hot water can be reduced
* control of noise
* reduction of unwanted heat gain to air-conditioned spaces
Insulation for hot water pipes will cost around £20 and can save around £10 a year.
Fitting insulation to pipes is easy if the pipes are accessible, but professional help may be required to fit insulation to harder-to-reach pipework, which would incur extra cost.
Factsheet No 3.c
Loft Insulation
As much as a third of the heat produced in a home could be escaping through the roof. Most loft insulation materials work by preventing the movement of heated air through the material. Loft insulation is located between the joists on the loft floor of a property (roof insulation is located between the tiles and the rafters). The materials most commonly used are quilted mineral wool, blown mineral wool and blown cellulose (usually recycled newspaper). Sheep's wool is also available as a natural fibre.
Quilts: Sold in flexible blankets of different thicknesses. Man-made from glass or rock fibre, some of which will have been recycled. Mineral wool is the most common form of loft insulation quilt in the UK.
Blown insulation: Blown loose into specific, sectioned-off area to the required depth. Blown cellulose fibre or mineral wool should only be installed by professionals.
Loft insulation quilts should be laid horizontally between the joists and reach the top of the joist. Typically, this will make the insulation around 100mm to 150mm deep. More layers should then be added at right angles, to close up any gaps between the joist and the quilt, and to bring the depth to the recommended 270mm. Quilts are suitable for DIY installation, but blown insulation should only be installed by professionals with specialist equipment.
Air vents (and soffit, tile or ridge vents) must be kept clear to help prevent condensation. All electric wires, cables and light fittings must be kept visible to avoid overheating. If in doubt, it may be best to contact a professional installer.
The recommended depth for loft insulation is 270 mm for glass wool, 250 mm for rock wool or 220 mm for cellulose.
Remember to insulate the pipes and water tank. Insulating between the joists of a loft will keep a house warmer but make the roof space above colder. So, without their own insulation, pipes are more likely to freeze. Also, the cooler air of an insulated loft could mean cold draughts through the hatch, so this should also be insulated.
For a list of professional installers, see the National Insulation Association website www.nationalinsulationassociation.org.uk
Loft insulation can help lower heating bills, reduce wear and tear on boilers and reduce global warming and climate change. Potential savings range from £120 to £225. Loft insulation top-up offers potential savings of £11 to £21.
There are a number of grants and schemes available to home owners which can substantially reduce the cost of installing these products - see Chapter 4 Sources of Help and Funding
Flat roofs can also be insulated. This is usually done using rigid insulation boards, and is best undertaken when weatherproofing/roof coverings are being replaced. Potential fuel bill savings are similar to those for loft insulation. If a flat roof is being replaced, it must be insulated in order to comply with current Building Regulations.
Factsheet No 3.d
Cavity Wall Insulation (CWI)
The external wall of a house is often constructed of two masonry (brick or block) walls, with a cavity (gap) of at least 50mm between. Metal ties join the two walls together.
The cavity wall is injected with insulating material by drilling holes in the external wall, through the mortar joint. Holes are generally of 22-25mm diameter and are 'made good' after injection. Each hole is injected in turn, starting at the bottom.
Before the installation, the installing firm will undertake an assessment of a property to confirm that it is suitable for insulation.
There are several different types of insulation:
* bonded bead (polystyrene beads)
* glass or rock wool (yellow/white or grey/brown in colour)
* urea formaldehyde foam (white foam)
Note: both glass wool and rock wool are known as 'mineral wool'.
All systems of CWI have been tested, assessed and approved by the British Board of Agreement (BBA) or the British Standards Institution. All are suitable for their purpose. Except for Urea Formaldehyde foam, the systems can be used in all parts of the UK. All systems have a similar insulation value.
A technician must undertake checks before and after installation, including a check of any heating appliances, so it is essential that they have access inside the property.
Ventilators supplying combustion air to fuel burning appliances must be safeguarded. Similarly, ventilators at ground level that ventilate below timber floors must be safeguarded. A technician will investigate them to check they are already sleeved. If they are not, the technician will remove them and seal around them to stop them being blocked by the insulation. Other vents, which may be redundant, such as cavity vents or vents that are used to supply air to open fires in bedrooms may be closed off. Redundant airbricks may be filled.
CIGA (Cavity Insulation Guarantee Agency) issue an independent 25 year guarantee covering materials and workmanship. All professional approved installing firms are members of CIGA and can apply for a CIGA Guarantee, for properties built with traditional cavity walls.
The Cavity Assessment Surveillance Scheme (CASS) checks the suitability of properties for upgrades, ensures assessments are structured and independent and confirms they are sent to the BBA. The BBA then checks the assessments to verify the correct procedures have been followed.
With CWI, a house should hold its temperature for longer, therefore the time between heating cycles may be longer. The result should be a more even possible.
Filling cavity walls is not a DIY job. Installation must always be carried out by a professional installation company, registered with one of the following organisations:
1. National Insulation Association (NIA)
3. British Board of Agreement (BBA)
2. Cavity Insulation Guarantee Agency (CIGA)
There are a number of grants and schemes available which may support the installation of cavity wall insulation.
See Chapter 4 on Sources of Help and Funding
Factsheet No 3.e
Solid Wall Insulation (SWI)
Internal and External Insulation
Solid wall properties tend to be more difficult and expensive to improve in terms of adequate insulation and heating. Solid walls lose heat more quickly than cavity walls, but because they are solid there is no easy way to insulate them. Solutions include external and internal wall insulation.
External wall insulation (EWI)
This involves adding a decorative weather-proof insulating treatment to the outside of the house. The thickness of the insulation needs to be between 50mm and 100mm and is usually installed where there are severe heating problems or the exterior of the building requires some form of other repair work, providing the opportunity of adding insulation.
External insulation systems are made up of an insulation layer fixed to the existing wall, using a combination of mechanical fixings and adhesive - depending on the insulation material used. This is then covered completely with a protective render or cladding finish. Most external renders consist of either thick sand/cement render applied over a wire mesh, or a thinner, lighter polymer cement render applied over a 'GRP scrim'.
External wall insulation must be fitted by a specialist installer trained by approved system designers. To find such an installer visit the Insulated Render & Cladding Association (INCA) website or the National Insulation Association (NIA) website. The installer will need full access to all the walls from the outside. It is not recommended for homes with structurally unsound outer walls that cannot be repaired.
To prevent condensation, recessed areas around windows must be insulated as well as the walls – with the depth of insulation depending on the width of the window frame.
The Energy Saving Trust estimates that an average semi-detached house (gas heating) could save around £260 per year on fuel bills by installing external wall insulation.
External insulation is likely to change the appearance of a home and will cover up existing brickwork. Planning permission may therefore be required.
For information on planning permission in Scotland, visit the Scottish Government Building Standards webpage https://beta.gov.scot/policies/building-standards/
Internal wall insulation (IWI)
Solid walls can also be insulated by applying internal wall insulation, usually readymade insulation/plaster board laminates or wooden battens in-filled with insulation or flexible linings.
Thermal boarding is a composite board made of plasterboard with a backing of insulation. The insulation backing can be specified in a variety of thicknesses. Insulation in excess of 60mm will typically be required to achieve best practice performance. Up to 100mm of insulation can be included. Thermal boards are fixed to the wall surface using continuous ribbons of plaster or adhesive, plus additional mechanical fixings.
Insulation/plaster board laminates consist of plasterboard backed with insulating material typically to a total thickness of up to 90mm. Installing them involves the boards being fitted directly to the inside of the wall and the thicker the board the better the insulation.
Alternatively, wooden battens in-filled with insulation and covered with a plasterboard finish can be fitted to a wall. Flexible insulating linings (a form of dry lining) can also be used. These are cheaper and less disruptive to install, though savings on energy bills are lower. Flexible thermal linings are insulation on a roll specifically for use in solid wall homes, mansard roofs and dormer ceilings.
The Energy Saving Trust estimates that installing internal wall insulation will save an average semi-detached house (gas heating) £260 per year.
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NAME
Matching Faces Directions
You need
Geoblocks
Play with a partner. Work together.
1 Find pairs of Geoblocks that have matching faces.
2 Match the faces and place them on the table.
3 Find as many pairs as possible.
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Part C: World War II in the Pacific
Vocabulary: extreme poverty, colonies, influence, natural resources, expand territory, territorial expansion, embargo, American Pacific fleet, naval base, barrage, assault, reciprocated
The Great Depression began in the United States in 1929. It spread to Europe and Asia. Like the rest of the world, Japan had a very weak economy. Many young men joined the army to escape the extreme poverty of their villages in rural Japan. The army was strong and gained power during the 1930s. It established colonies in Korea, Taiwan, and northwest China to expand Japanese influence in Asia and to use the natural resources of the colonies to make Japan's economy strong. Japan had to go to war with China to keep its colonies in northwest China. Japan also started buying steel and oil from the United States. The United States did not want Japan to expand its territory. President Franklin D. Roosevelt, the President of the United States, placed an embargo of steel and oil exports to Japan to persuade Japan to stop the territorial expansion.
In this map there is a clear outline to identify the countries of China, South Korea and Japan. In the second map we can see in more detail and also identify Taiwan, the Pacific Ocean and all of Korea.
Japan had to protect its supply of steel and oil. If it lost these two resources, its army and economy would collapse. Japan decided to continue its territorial expansion to countries that could supply Japan with steel and oil. Japan was sure this plan would be successful because it knew three important things about the world situation. One, it knew Germany and Italy were too busy invading the countries of Europe to stop Japan. Two, it knew the American people did not want to go to war. And, three, it knew the only force that could stop the Japanese from territorial expansion was the American Pacific fleet in Hawaii. Japan did not want to start a long war with the United States. But it believed that if it destroyed this important naval base in the Pacific Ocean, the people of the United States would not be able to fight back; but, most importantly, they would not want to fight back. The Japanese were right that it could destroy the American Pacific fleet. But the Japanese were wrong about the American people.
Read the quoted material below to understand more about the attack on Pearl Harbor and how the United States entered the war. The quoted material is from "Pearl Harbor," History.com Staff, History.com, 2009.
"Just before 8 a.m. on December 7, 1941, hundreds of Japanese fighter planes attacked the American naval base at Pearl Harbor near Honolulu, Hawaii. The barrage lasted just two hours, but it was devastating: The Japanese managed to destroy nearly 20 American naval vessels, including eight enormous battleships and more than 300 airplanes. More than 2,000 American soldiers and sailors died in the attack, and another 1,000 were wounded. The day after the assault, President Franklin D. Roosevelt asked Congress to declare war on Japan. Congress approved his declaration with just one dissenting vote. Three days later, Japanese allies Germany and Italy also declared war on the United States, and again Congress reciprocated . More than two years into the conflict, American had finally joined World War II."
Video "Attack on Pearl Harbor": http://www.history.com/topics/world-war-ii/pearlharbor
Follow the link below to see a clear map of the countries that touch the Pacific Ocean. Why is this part of World War Two called the War in the Pacific? http://www.mapsofworld.com/geography-map/pacific-centric-world-map.html
Look at the map and find
1. Japan 2. Hawaiian Islands (Pearl Harbor is there) 3. The United States
4. What states in the United States are on the Pacific Ocean?
5. Why do you think Japan would be so worried about the ships in Pearl Harbor enough to bomb them?
The battleship USS Alabama (BB-60) is seen anchored in Casco Bay, Maine, in December 1942, where its crew trained. Picture courtesy of Encyclopedia Britannica and the U. S. Navy.
"The USS Alabama (BB-60) is a World War II-era battleship and the fifth ship named after the state of Alabama. It is… best known for its role in helping to take Japanese-held islands in the Pacific from 1943 to 1945, earning numerous citations. It is now the centerpiece of USS Alabama Battleship Memorial Park on the Mobile River, in Mobile, Mobile County, and one of the state's most visited attractions."
Information from Encyclopedia of Alabama
Japanese bombing at Pearl Harbor near Honolulu, Hawaii; picture courtesy of Encyclopedia Britannica
Pearl Harbor bombing: picture Courtesy of Encyclopedia of Alabama
Vocabulary Words
1. Extreme poverty: the condition of someone who does not have enough money, clothes, food, or possessions to live a normal life.
2. Colonies: areas of land that are controlled by a country that is usually far away. Japan took areas of Korea to colonize or control.
The people who lived in rural Japan lived in extreme poverty.
3. Influence: the power to change or affect someone or something. Japan wanted to have a wider influence in Asia.
Japan doesn't have many natural resources.
4. Natural resources: industrial materials and capacities (such as mineral deposits and waterpower) supplied by nature.
5. Expand territory; territorial expansion: usually said about a country that takes land from another country and adds it to its own country.
Japan expanded its own territory to China.
6. Embargo: a government order that limits trade.
The United States embargoed the trade of oil and steel with Japan.
7. American Pacific fleet: a group of military ships controlled by one United States leader and located in a port city in the Pacific Ocean.
The ships at Pearl Harbor made up America's Pacific fleet.
8. Naval base: a military location, usually a seaport, used by the United States Navy that provides services for the ships and sailors.
Pearl Harbor was the main Naval base in the Pacific.
9. Barrage: a heavy and continuous amount of gunfire or bombs over a wide area to stop the enemy or protect the allies.
During the two-hour attack, the gunfire and sounds of bombs exploding never stopped.
10.Assault: a physical attack.
The attack on Pearl Harbor was an assault.
11. Reciprocated: responded to an action by making a similar one.
Germany declared war on the United States and the U.S.
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Edexcel Chemistry GCSE
CP 7: Identify the ions in unknown salts, using the tests for the specified cations and anions in 9.2C, 9.3C, 9.4C, 9.5C Notes
www.pmt.education
Identifying ions
Aim
Identify the ions in unknown salts, using the tests for the specified cations and anions in 9.2C, 9.3C, 9.4C, 9.5C
Equipment list
* Distilled water
* Test tubes
* Wire loop
* Bunsen burner
* Heatproof mat
* Tongs
* Red litmus paper
* Boiling tube
* Bung and delivery tube
Chemicals required
* Unknown samples of salts
* Hydrochloric acid
* Dilute sodium hydroxide
* Limewater
* Barium chloride
* Nitric acid
* Silver nitrate
Method
For all tests below, except the flame test, dissolve the unknown solid in a small volume of distilled water before starting.
Flame test:
1. Clean a wire loop by dipping it in HCl then holding it in a blue flame until it burns without altering the colour of the flame.
2. Dip the clean wire loop into the unknown salt and then hold the loop in the blue flame of a bunsen burner. Record the colour.
3. Repeat for the other unknown samples.
Hydroxide precipitates test:
1. Place a little of the unknown solution in a test tube and add a few drops of dilute sodium hydroxide solution. Record any observations.
2. If a white precipitate forms, add an excess of sodium hydroxide solution and record any observations.
Test for ammonium ions:
1. Place a little of the unknown solution in a test tube and add a few drops of dilute sodium hydroxide solution. Warm the solution gently with a bunsen burner, holding the test tube with tongs.
www.pmt.education
2. Place a piece of damp red litmus paper over the end of the test tube and record any observations.
Test for carbonate ions:
1. Add a few drops of dilute hydrochloric acid to a boiling tube containing the unknown solution.
2. Place a bung and delivery tube onto the boiling tube and place the other end of the delivery tube into a test tube of limewater. Record any observations.
Test for sulfate ions:
1. Add a few drops of hydrochloric acid to a test tube of the unknown substance followed by a few drops of barium chloride. Record any observations.
Test for halide ions:
1. Add a few drops of nitric acid to the unknown solution followed by a few drops of silver nitrate. Record any observations.
Key points
* To distinguish between Al 3+ ions and Ca 2+ ions using the hydroxide precipitates test, excess sodium hydroxide must be added after the white precipitates form. The precipitate Al(OH) 3 reacts to form a colourless solution whereas the precipitate Ca(OH) 2 remains unchanged.
* Testing for halide ions in dilute solutions may lead to incorrect identification as faint/ pale precipitates may form. This makes difficult to identify what colour the precipitate is.
* Acid is added before testing for sulfate ions to react with carbonate ions and prevent false positives. This is because carbonate ions react with barium chloride to form a white precipitate. Sulfuric acid must not be used as this would introduce sulfate ions, giving a false positive result.
* The flame test cannot be used to identify ions in a mixture as the different flame colours produced by each ion would blend together.
Safety precautions
* Solid barium chloride is harmful and toxic. Only use a dilute solution and do not ingest.
* Silver nitrate solution causes skin and eye irritation. Wear safety goggles and gloves to avoid contact with skin. Wash skin immediately if it comes into contact with silver nitrate.
* Take care when using a Bunsen burner. Leave on the safety flame or turn gas off when not in use. Tie long hair back and keep any flammable solutions away from the naked flame.
* Treat all of the unknown samples as harmful and irritant.
* Replace lids on chemicals after use to avoid spills.
* Clear up any broken glassware or chemical spillages immediately.
* Ensure the laboratory is well ventilated.
www.pmt.education
Analysis of Results
Flame test results:
| Ion | Flame colour |
|---|---|
| Lithium (Li+ ) | Red |
| Sodium (Na+ ) | Yellow |
| Potassium (K+ ) | Lilac |
| Calcium (Ca2 +) | Orange-red |
| Copper (Cu2 +) | Blue-green |
Hydroxide precipitates test:
Positive test for ammonium ions:
Gas produced by the reaction turns damp red litmus paper blue.
Positive test for carbonate ions:
Bubbles of gas are produced. Limewater turns cloudy.
Positive test for sulfate ions:
White precipitate forms.
Positive test for halide ions:
Chloride ions (Cl - ) - white precipitate
-
Bromide ions (Br) - cream precipitate
Iodide ions (I - ) - yellow precipitate
www.pmt.education
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Your Baby's Incredible Mind
From birth, your baby's brain has grown, changed, and developed as a result of all of their experiences and interactions—good and bad. This includes the relationship they have with you and their family, the love and care you give them, and their expanding understanding of their world. And the most critical time for this is in their first few years. During this time, you will want to strictly limit electronic use for your child. In fact, the American Academy of Pediatrics suggests that babies under the age of two have VERY limited time on electronics and only when an adult is standing by to co-view, talk, and teach. Involve your baby in as much as you can throughout your day and make sure that the caregivers you put them with are responsive and caring, just like you. The more you talk, read, play with, and include your baby in everyday family life, the more their brain grows and develops.
Movement Milestones
By nine months, your baby's mobility is really taking off! They are doing everything they can to take their first step! Soon enough they'll be walking and then running, and then you'll be running after them! Your baby has likely gotten crawling down pretty well by now, and they're also likely pulling themselves up to stand. They may even be letting go of furniture occasionally to test their balance. If not, they will be soon. You might catch them cruising around the couch or coffee table while holding on. It's only a matter of time until, with a little coordination and balance, and a lot of courage, and then your little cruiser will take their first solo step! Put padding on those squared, sharp edges of furniture to prevent bruises and owies. You don't need to use a baby walker to teach your baby to walk. They really don't help, and they can be very dangerous. The American Academy of Pediatrics recommends against them. You'll notice that your baby has the pincer grasp down re ally well by now. They can manipulate their toys, feed themselves, and are getting better at voluntarily letting go of things in their grasp.
Language and Communication Milestones
You may notice, as your baby nears one year of age, that their nonverbal communication is getting pretty good. They may crawl toward something they want, point, and well…you know just what they mean. They may also be imitating tones and gestures they see you doing when you talk, such as pointing, waving, nod ding, or shaking your head. They're also putting sounds together that make words. When they say "Mama" or "Dada" and you get excited and praise them, they learn how meaningful those words are. They learn that "Mama" gets your attention in such a special way. Eventually they learn that you are Mama. Watch as they practice these new special words! This is communication! Remember that their words don't always sound like the actual word. You don't need to correct them, but when you use a word, make sure you pronounce it correctly so that, with time, they can learn the right way to say it.
Social and Emotional Milestones
Social and emotional skills are how your baby responds to you and other people, and how they handle their emotions. They're now aware of people they don't know—strangers! You may start seeing your baby grow more nervous or shy around strangers. This is completely normal. They may even become more anxious or cry around people they used to be comfortable with, such as babysitters or relatives. At about the same time, your baby may also get more upset when you leave them and may cling to you and scream as you try to leave. Eventually they will learn from experience that you WILL come back for them, and just like that, this stage will pass.
©2001-2020 True to Life Productions
Cognitive Milestones
Their brain really is the center of everything! At nine months, your child's attention span was still pretty short— they likely could only focus for a couple minutes on any one thing. At this young age, they're highly distractible! But like everything else, their attention span also continues to grow, and by their first birthday, they might be willing to sit for as long as fifteen minutes. That's progress! You'll start seeing them explore their environment in different ways, such as throwing, shaking, and banging things together. They might even find glee in the game of retrieve. That's where they drop their bottle or cup, and you pick it up—over and over and over—hundreds of times! And speaking of cups, your baby will start to use one correctly, as well as brushing their hair—or yours! You'll even see your baby begin to follow simple directions like, "pick up the toy," or "come to Mama!" They'll also start to understand the names of things and will point to the right picture when it's named.
When to Call Your Provider
The reason we share these milestones with you is because you know your child best. You're with them every day, and you're the one who will likely notice any delays. Knowing the guidelines will help you keep an eye on your baby's development and alert your provider to any problems. If your child is delayed or missing any of the milestones, or if you have any concerns, talk to your medical provider, who can refer you to a specialist who can help your baby catch up.
Movement Milestones
Language and Communication Milestones
* Gets to a sitting position without help.
* Pulls up to stand, walks holding on to furniture (cruising).
* May take a few steps without holding on.
* May stand alone.
Cognitive Milestones
* Explores things in different ways, like shaking, banging, throwing.
* Finds hidden things easily.
* Looks at the right picture or thing when it's named.
* Copies gestures.
* Starts to use things correctly; for example, drinks from a cup, brushes hair.
* Bangs two things together.
* Puts things in a container, takes things out of a container.
* Lets things go without help.
* Pokes with index (pointer) finger.
* Follows simple directions like "pick up the toy."
References:
1. Mundkur, Nandini. Neuroplasticity in Children. Department of Pediatrics Bangalore Children Hospital, medind.nic.in/icb/t05/i10/icbt05i10p855.pdf. Accessed 5/8/2020
2. "Healthy Digital Media Use Habits for Babies, Toddlers & Preschoolers." HealthyChildren.org, American Academy of Pediatrics, 12 Nov. 2019, www.healthychildren.org/English/family-life/Media/Pages/Healthy-Digital-Media-Use-Habits-for-Babies-Toddlers-Preschoolers.aspx. Accessed 5/8/2020
3. "Your Child at 1 Year - Centers for Disease Control and ..." Centers for Disease Control and Prevention, U.S. Department of Health & Human Services, 2009, www.cdc.gov/ncbddd/actearly/pdf/checklists/CDC_-LTSAE-Checklists-with-Tips-1year-P.pdf. Accessed 5/8/2020
4. "Movement: Babies 8 to 12 Months." HealthyChildren.org, American Academy of Pediatrics, 7 Apr. 2021, www.healthychildren.org/English/ages-stages/baby/Pages/Movement-8-to-12-Months.aspx. Accessed 5/8/2020
5. "Language Development: 8 to 12 Months." HealthyChildren.org, American Academy of Pediatrics, 1 Aug. 2009, www.healthychildren.org/English/ages-stages/baby/Pages/Language-Development-8-to-12-Months.aspx. Accessed 5/8/2020
6. "Emotional and Social Development: 8 to 12 Months." HealthyChildren.org, American Academy of Pediatrics, 1 Sept. 2009, www.healthychildren.org/English/ages-stages/baby/Pages/Emotional-and-Social-Development-8-12-Months.aspx. Accessed 5/8/2020
7. "Cognitive Development: 8 to 12 Months." HealthyChildren.org, American Academy of Pediatrics, 1 Aug. 2009, www.healthychildren.org/English/ages-stages/baby/Pages/Cognitive-Development-8-to-12-Months.aspx. Accessed 5/8/2020
©2001-2020 True to Life Productions
* Responds to simple spoken requests.
* Uses simple gestures, like shaking head "no" or waving "bye-bye."
* Makes sounds with changes in tone (sounds more like speech).
* Says "Mama" and "Dada" and exclamations like "uh-oh!"
* Tries to repeat words you say.
Social and Emotional Milestones
* Is shy or nervous with strangers.
* Cries when Mom or Dad leaves.
* Has favorite things and people.
* Shows fear in some situations.
* Hands you a book when they want to hear a story.
* Repeats sounds or actions to get attention.
* Puts out arm or leg to help with dressing.
* Plays games such as "peek-a-boo" and "pat-a-cake." | <urn:uuid:ccf85561-ea7e-4395-afa8-fe7fdc2f34b3> | CC-MAIN-2024-10 | https://www.brightcourse.com/LessonFiles/Factsheets/0480.pdf | 2024-02-21T08:00:15+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00203.warc.gz | 714,544,595 | 1,940 | eng_Latn | eng_Latn | 0.994698 | eng_Latn | 0.996942 | [
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SUMMER CARE TIPS
WEEDING
It is very important to make sure you are pulling out weeds before they go to seed. Any weed that is allowed to bloom and go to seed will spread across your garden and begin competing with your perennials for resources. Be sure to pull weeds out by the root to prevent them from regrowing. Vines like bindweed and English ivy can regrow from even a small part of their root system.
Visit the Virtual Service Center:
WATERING
As the summer warms up, your garden is going to need more water. The best time to water is early in the morning before the ground starts to heat up. If your garden isn't getting enough water, you will start seeing plants sag. If your plants are hanging their leaves down instead of holding them up to the sun, you know they need more water. Avoid watering late in the evening as having damp mulch can grow mushrooms overnight.
DEADHEADING
Deadheading is the common practice of removing old flowers to encourage new flower growth. This is typically done to annuals, however, in a perennial garden, it can actually be harmful. If you remove flowers before they dry out, you're preventing the seeds from spreading and new plants from growing. Allowing these seeds to fall naturally will help your garden to fill out. These seeds also serve as an important food source for birds.
MONITORING
Summer is a good time to take a critical look at how the garden is growing and treating stormwater. If you have a rain garden, track how long it takes the garden to empty after a rain. It should empty within 48 hours. You can also check to make sure excess water is overflowing where you want it to and not emptying onto any impervious surfaces. If you have a BayScape, you'll want to keep an eye out for erosion, especially after large rain events.
GARDEN EDGES
Where gardens and lawns meet, you may find grass creeping into the garden. Left unchecked, you can easily lose the distinction between garden and lawn. Use a spade to recut any receding borders. Avoid using timbers or plastic/metal garden edging as a border for your garden. This can prevent water running across the surface of your lawn from entering your garden. | <urn:uuid:6652b454-3ed2-4cd3-ae23-534c50282465> | CC-MAIN-2024-10 | https://www.allianceforthebay.org/wp-content/uploads/2022/06/Summer-Care-Tips-1.pdf | 2024-02-21T07:54:54+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00204.warc.gz | 674,231,028 | 471 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998781 | [
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UK-China Research Innovation Award (RIA) 2021: Corpus-assisted curriculum and material development
Project Report
UK-China Research Innovation Award (RIA) 2021:
Corpus-assisted curriculum and material development
Executive summary
This research project was managed by British Council China for the Chinese Basic Education Curriculum and Teaching Material Research Center (BECTMRC). The project sought to identify:
1.) the most commonly used medium to high frequency, age-appropriate language chunks that are presented in the updated 2021 New National English Curriculum (NNEC) (covering Grades 3 to 9) through comparison with commonly used, ageappropriate lexical chunks used by similarly aged native-speaking children in the UK.
2.) prominent gaps in high-frequency language within the New National English Curriculum (NNEC) that can be supplemented or included in future materials revision.
TransformELT, an independent language education consultancy based in the UK, was awarded the grant to conduct the research and publish the results. The principal researcher, James Thomas, created the Corpus of Native Youth English (CONYE23), a corpus of native speaking children's output, drawing mainly on the CHILDES database and the age-appropriate sections of the BNC14 Spoken corpus for the language produced by children. Large samples of language input written for the NNEC age group, (i.e. 9 to 15), were also collected, as children's language output is strongly influenced by the language they encounter in written texts, when reading both for pleasure and for study purposes. Project outputs have been published in the form of an online database and a 'book of chunks' (with and without metadata), all of which can be accessed at https://transformelt.com/china-corpusproject/.
The research outputs will enable Chinese curriculum designers and materials writers for Grades 3 to 9 to verify their intuitions about the language used by similarly aged native-speaking children in the UK, and also to enhance the NNEC word lists with vocabulary items that will bring their teaching materials into closer alignment with native youth English.
Research process
Two research objectives were set at the outset of this project.
The first was to identify the most commonly used medium to high frequency, ageappropriate language chunks that are presented in the updated 2021 New National
English Curriculum (NNEC) covering Grades 3 to 9 (ages 9-15), and to compare them with commonly used, age-appropriate lexical chunks used by similarly aged nativespeaking children in the UK. The second objective was to identify prominent gaps in high-frequency language within the NNEC that can be supplemented or included in future materials revision.
To address both objectives, a corpus of native-speaking youth English, CONYE23, was created, from which various multi-word units that contain each of the words on the lists were downloaded and then uploaded into a database for further processing and future access. During the life of the project, the output of the corpus research evolved to show the chunks in which the nouns, verbs and adjectives on the NNEC lists are used. The corpus output also enabled us to identify word families whose head words appear on an NNEC list, which simplifies their learning, as well as a significant number of word families not represented on the NNEC lists and which would therefore require more elaborate teaching.
NNEC word lists
The NNEC word lists represent the minimum vocabulary requirement for school-aged children in China learning English. The lists are presented as lemmas (canonical or dictionary forms) without different parts of speech. There are 482 words on the Primary list and 1,628 on the Lower Secondary list. Of these, 1,144 are not on the Primary list. Very many of these words undergo conversion, i.e., they function in more than one part of speech. After downloading the lists of lemmas in all their parts of speech from the CONYE23 corpus, the primary school list has 778 lemmas and the secondary list, which includes the primary list, has 2,326.
Very many of these words also combine with each other to form collocates, chunks and other multi-word units. In the CONYE23 database there are many phrasal verbs, compound nouns and chunks which are combinations of words on the NNEC lists. However, knowing the words head and start does not ensure knowing what a head start is. Knowing stand and with does not ensure knowing the 'support' meaning of this phrasal verb. Furthermore, the concepts that these items express may well be beyond the conceptual needs of the target age groups.
Corpus of Native Youth English: CONYE23
The Corpus of Native Youth English was created in 2023, using the corpus management tool, Sketch Engine. It contains 53,556,453 tokens which include 43,809,730 words.
As each of the texts was collected, mainly from the internet, they were entered into an online database, and the 5,520 documents were tagged for genre, key stage, provenance (UK / US) and corpus (input / output), school year and school subject, whenever this data was available. In compiling the corpus, Sketch Engine also lemmatised and tagged each word for its part of speech.
Key stages
In analysing the data, the most decisive category of metadata was key stages (KS), divisions in the British education system. The percentages represent their portions of the corpus.
We refer to the first of these as KS0. Due to data collection methods, this occupies the largest proportion of the corpus and revealed features of language such as reduplicatives (word combinations that are duplicates or near duplicates like dingdong) and holophrases (single words used by infants to convey a larger meaning), which are rarely used by older children or adults. The corpus shows that collectively, these very young native speakers have an active and/or passive vocabulary of 22,795 lemmas, of which 6,585 are proper nouns. The proper nouns that children know depend on the people and places in their environments, as well as on their exposure to electronic and print media. KS0 data was not used in the analyses.
All of the data that was analysed was extracted from a subcorpus of KS1 to 3 which contains 31,023,143 tokens. KS1 was included because this represents the language that native-speaking children already know prior to the age at which Chinese children start learning English. Many of the texts for specific KS or age groups are in mixed categories, as they are recommended for multiple age groups. In these cases, the lowest KS was chosen for the metadata.
Another major division of the corpus is its separation of input and output data. Input refers to the language that children are exposed to and output refers to the language they produce. The following section describes these subcorpora.
Input corpus
This is the corpus of texts created for young native speakers of English, thereby embracing their receptive skills. It includes school subject resources, fiction, the transcripts of films as well as the subtitles of some age-appropriate films. While not every child will read and watch the same things, the basic assumption is that their authors have reason to believe that the language they choose to use will be comprehensible to their audience. This assumed knowledge is not just knowledge of words but a knowledge of the world that words inhabit. It was a relatively straightforward process for a small team of research assistants to scour the internet for appropriate texts and input them into the corpus database.
Output corpus
It proved more challenging to obtain samples of language produced by young native speakers, to demonstrate their productive use of language. We planned to gather this data by inviting schoolchildren through their teachers to register anonymously on our website, and to paste in texts they were writing as part of their schoolwork as well as any writing they had done on their own. Given the profound concerns around child safety, special care was taken to prevent identification of the children. It was clear that this had to be undertaken on a large scale: one thousand children each submitting one thousand words yields only one million words, which is quite a small corpus. The project appointed a schools liaison officer to contact schools and regional departments of education with a view to garnering their collaboration. UK subject groups on Facebook were also approached: History, Maths, Geography, Physics, Music, Art and Design, Media studies, Computer science. The Literacy Trust and even the Scouts were also approached.
For a number of reasons, this approach to collecting native-speaker children's writing proved impractical. Language produced by teenage bloggers, young presenters of TED Talks and YouTube Kids was subsequently explored as an alternative source, but ultimately this made only a small contribution to the corpus. We therefore decided to turn to appropriate existing data: CHILDES and a subcorpus of the BNC Spoken (2014) to populate the output subcorpus.
Resources
CHILDES
The acronym CHILDES stands for Child Language Data Exchange System, which includes a database of transcripts used for research into child language (MacWhinney and Snow 1990).
The UK sections of the CHILDES English Corpus were downloaded from their website and processed accordingly. There are 11,712,579 tokens from CHILDES in the CONYE23 corpus. The age ranges in CHILDES correspond roughly to those of the key stages. Many thousands of duplicate sentences were deleted, as well as those consisting of one word only. As the table below shows, there was a disproportionate quantity of KS0 data, which the research team decided to keep for future comparisons. However, it was not used in the analyses for multi-word units.
BNC Spoken
BNC Spoken 2014 (Love et al. 2017) is a corpus of present-day spoken British English, gathered in informal contexts in the years between 2012 and 2016. It contains 10,495,185 words of transcribed content, featuring 668 speakers in 1,251 recordings. Among its metadata is the age groups of speakers, which was crucial for our research. Unfortunately, the two youth age groups are the broad spans of 0 to 10 and 11 to 18 that were established in the first phase of their data collection. In their second stage of data collection, exact ages were stated, so the texts were tagged with age groups:
The relevant sections of the corpus were downloaded and the many sentences containing taboo words were deleted.
From all of this data, some conclusions could be drawn about the vocabulary size of the target groups and their use of the vocabulary. The KS1 subcorpus of CONYE23 contains 17,433 lemmas, though no individual child up to six years could be expected to know all of them. Of these lemmas, 3,429 are proper nouns which will differ for each child, depending on their environment. Excluding proper nouns, there are 9,242 lemmas that occur more than once in the KS1 subcorpus and 4,855 lemmas occurring five or more times, the median being 7,048. The median between 0 lemmas and all the lemmas excluding proper nouns is 7,880. Hence our estimate that English children will start school familiar with around 7,500 lemmas.
The CONYE23 database
This is actually a suite of relational databases, whose home database contains the NNEC primary and junior secondary school words. It facilitates generating lists of the words in each part of speech within these two levels. Beside each word in the Word List database, is a row of buttons: bigrams, collocations, grammar patterns and chunks. Clicking these buttons shows how the word is used syntagmatically in CONYE23. One of the original research questions focussed on chunks alone, but these databases furnish this richer palette of lists. The focus of the linguistic analysis was on the syntagmatic patterns in which the NNEC words participate. These are bigrams, collocations and chunks. The online database can be accessed via Sketch Engine.
Findings
Identifying prominent gaps in the NNEC
In order to identify prominent gaps in the NNEC, it was compared with a word list extracted from CONYE23. There are 43,425 nouns, verbs, adjectives and adverbs in its KS 1–3 subcorpus. The top 400 lemmas, many of which undergo conversion, were selected manually according to their relevance to essential ELT topics such as parts of the body, cultural and sporting activities and technology. The list can be accessed by frequency in CONYE23 and by alphabetical order.
Bigrams
These are pairs of words that occur adjacently in natural language. The high frequency items for each word represent features of word usage that learners need to be aware of. The database of bigrams was created by searching CONYE23 for part of speech pairs, such as noun + verb, verb + noun, adjective + noun, verb + adverb. The lists were downloaded one by one along with their metadata: genre, KS, provenance, corpus. Here, for example, are some of the most frequent adjective + noun pairs from novels which appear in the KS3 list:
long time, other side, deep breath, old man, last night, young man, same time, good friend, good thing, old woman, whole thing, next morning, other way, last week, little kid, right hand, next week.
When looking at the lists of verb + preposition and verb + adverb, a great many phrasal verbs appear. While not all phrasal verbs are contiguous, and they are used much less frequently in the language than single word lexemes, this database shows phrasal verbs widely used by native-speaking youths. These are the most frequent ones from KS3:
look at, look like, go on, feel like, look for, get back, look back, turn back, turn away, fall down, run away, get away, look down.
Compound nouns are an essential word formation process in English. There are 14,610 compound nouns in KS3 where both nouns are on the NNEC lists. Here some of the most frequent:
way home, bedroom door, kitchen table, dining room, night sky, police officer, night air, power plant, stone wall, stone step, police station, pocket watch, car park, bedroom window, school bus, glass door, coat pocket, forest floor, front door, force field, coffee table, day care, dance floor, grandfather clock.
Collocation
The collocation database is based on the grammatical relationships of a word and its collocates. These syntactic relationships, along with grammar patterns, are an invaluable source of data for a lexical syllabus since they facilitate the teaching of clause structures that are governed by the lexicogrammatical properties of words. This accords with the psycholinguistic processes of language production. They instantiate syntactic pairings, such as the nouns that are the objects of a particular verb.
Gramrels (grammatical relations)
When there is enough data, gramrels show the words that follow a specific preposition that follows a particular word. These are often the skeletons of chunks. For example, answer for everything, wait for answer, need for answer, reason for answer, push for answer, search for answer, care about answer, sure about answer, think about answer.
Grammar patterns
Grammar patterns can be thought of as extended colligations and are therefore properties of words. Grammar patterns are not sentence level syntactic structures such as conditionals, passive structures, etc.
The grammar patterns in the database were not derived from the corpus; rather they are a subset of the Collins COBUILD books of the grammar patterns that contain the patterns of many thousands of nouns, verbs and adjectives (Hunston & Francis 2000). The subset contains NNEC words only. This facilitates a systematic approach to vocabulary study that teaches syntactic patterns with the vocabulary in which they function. Students start by saying someone accepts something for someone, then they replace the placeholders with concrete references, such as the captain accepted the prize for her team.
Chunks
Chunks are by definition, semantically whole and require a different approach to deriving them from corpora. Corpus tools are not currently equipped to identify strings of words that are semantically whole. Nevertheless, using syntagms as an intermediary stage, it has been possible to derive many thousands of semantically whole chunks.
Conclusion
The CONYE23 corpus and database of the multi-word units which instantiate how young native speakers use the words on the Chinese NNEC word lists demonstrate that they use words in the same patterns as adult speakers. This is inevitable as the precise meanings of words in any spoken or written text often result from their co-texts of collocation, colligation and grammar patterns. The majority of the chunks that are handed down to young native speakers remain in the language of adult native speakers.
Some language produced for and by young native speakers is dropped as they mature linguistically, socially, physically and educationally. This includes discourse encompassing activities, games, toys, characters in stories, poems and songs, as well as various manifestations of asserting independence as they grow older.
Project outputs have been published in the form of an online database and a 'book of chunks'. The database is a useful resource that will facilitate the study of existing texts and the writing of new texts to be used in teaching materials. This will enable more linguistically and pedagogically reliable approaches to the study of vocabulary. A well-structured syllabus that teaches collocation, grammar patterns and chunks recycles vocabulary in a way that leads students to grasp the roles of co-text and context in creating meaning.
This study has sought to bring to light the highly patterned nature of the language that young native speakers use. The properties of words which they acquire as they are exposed to language and develop their own use of language have the potential to become enriched content in foreign language teaching syllabuses.
Sarah Mount Alan Pulverness James Thomas
July 2023
References
Love, R., Dembry, C., Hardie, A. Brezina, V. and McEnery, T. (2017) The Spoken BNC2014: Designing and building a spoken corpus of everyday conversations. International Journal of Corpus Linguistics 22(3), 319-344
MacWhinney, B., & Snow, C. (1990) The Child Language Data Exchange System: An update. Journal of Child Language, 17(2), 457-472. doi:10.1017/S0305000900013866 | <urn:uuid:97afefaa-3547-4463-9fdb-a15104f917c3> | CC-MAIN-2024-10 | https://www.britishcouncil.cn/sites/default/files/ria_china_corpus_project_report_-_full.pdf | 2024-02-21T09:02:47+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00204.warc.gz | 721,683,061 | 3,817 | eng_Latn | eng_Latn | 0.973664 | eng_Latn | 0.99856 | [
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THE THREE CULTURES OF Cáceres
Three religions, one city
Musulmanes For centuries, the Islamic
Christians
On 23 April 1229, Alfonso IX definitively incorporated Cáceres into the Christian Kingdom of León.
Jews
From the 13th century until 1492, there was a significant Jewish community in Cáceres.
presence was instrumental for the evolution of Cáceres.
slims
THE THREE CULTURES OF Cáceres
At the end of the Middle Ages in Cáceres, people of the Jewish, Muslim and Christian religions lived together in perfect harmony.
Synagogues
The hermitages of San Antonio and de la Cruz, integrated into the Palacio de la Isla, were originally Jewish synagogues.
Mosques
There must have been Islamic temples, the locations of which are still unclear. Some archaeologists propose that one could have been near the Islamic cistern of the Museum of Cáceres.
Churches
For centuries, there were four collations of Cáceres, each with its own church: Santiago, San Juan, San Mateo, and Santa María, the current co-cathedral. | <urn:uuid:d148e5e5-ebdc-42af-ad64-51b5823190b1> | CC-MAIN-2024-10 | https://turismo.caceres.es/sites/default/files/multimedia/63.%20F_EN.%20LAS%20TRES%20CULTURAS_WEB.pdf | 2024-02-21T08:56:51+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00202.warc.gz | 601,196,413 | 262 | eng_Latn | eng_Latn | 0.949338 | eng_Latn | 0.968096 | [
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CAMERA
Activity 6
AGE LEVEL = 10-12 (8-14) DURATION = 30-45 min. LEARNING STATION = Outdoors RELATED ACTIVITIES = None
UNDERSTANDING: Visual awareness can be increased by looking at natural objects in new ways.
MATERIALS:
For each child:
* Clipboard (see Activity A) and paper
* Pencil, pens, crayons
* Empty toilet paper or paper towel roll
* Blindfold (see Activity A)
For the group:
* 35 mm camera (optional)
PREPARATION: Gather the necessary items and review the activity.
LESSON:
Warm-up: Discuss how we normally see the world. Explain that when walking in the woods we usually look at our feet. Why? Tell the children that they will explore the world as if they were a camera. They will focus on light, shade, shapes, sizes, angles and compositions to create pictures.
Activity: Have the children spread out, then bend at the waist and look between their spread legs. Ask them what they see. (Most will hint at an upside-down world.) Explain that a camera reverses all images when it takes a picture. Processing the film corrects this, just as our brain, in conjunction with our eyes, corrects images for us.
Hand an empty toilet paper or paper towel roll to each child. Have them close one eye, put their "telephoto lens" on and slowly look at a tree from top to bottom concentrating on light, shade, shapes and empty space. Have them repeat the activity lying down under a tree. Substitutions for a cardboard lens are two fists placed together with an opening or a leaf with an insect hole. Experiment with different size fist or leaf holes to illustrate aperture size and new perspectives.
Have the children work in pairs, with one person the photographer, the other the camera. The camera closes their eyes (or is blindfolded) and is carefully guided by the photographer to a chosen subject such as wildflower, pond, mushroom, deer track, the sky and so on. The photographer positions the camera for the desired "shot." Once in position, the photographer gently squeezes the camera's earlobe (shutter); the camera opens their eyes (or removes their blindfold) for a second (much like a shutter), closes them, and is carefully led to the next subject. After two or three subjects, the camera draws or describes to the photographer what images were shot. Have the children switch roles and repeat.
Wrap-up: Discuss the similarities between our eyes and a camera lens. What familiar objects did you see in a new way? What objects did you see that you had never seen before? Describe a pretty picture that you saw and would like to take home and hang on your wall.
OPTIONS AND FURTHER EXPLORATIONS:
Divide children into groups of four or more and choose one member as a movie or video camera. Have the other members prepare a pantomime of a natural event. Some ideas are a plant sprouting and growing, squirrels gathering nuts, forest trees swaying in the wind, or coyote preying on a rabbit. When the pantomime is ready, have the video camera move into place and shoot (rapidly blinking eyes while moving their head from side to side and up and down). Have the camera describe the movie afterward. Assign a new video camera and repeat. | <urn:uuid:84b84274-4978-4be0-babc-d4aed98147bd> | CC-MAIN-2023-50 | https://extension.umaine.edu/tanglewood/wp-content/uploads/sites/3/2011/03/Activity-6.pdf | 2023-12-03T20:05:21+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00335.warc.gz | 285,622,497 | 696 | eng_Latn | eng_Latn | 0.997796 | eng_Latn | 0.99762 | [
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Lesson 141 Activity
WHAT IS NEEDED?
1.
2.
3.
4.
5.
6.
7.
8.
9.
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When families pray together they are blessed by God. Read Deuteronomy 6:1-15 and fill in the blanks in the sentences below. Then copy the words in the proper spaces on the puzzle. The words in the shaded area of the puzzle will tell you what is needed in a Christian home.
That thou mightest (1) the Lord thy God, to keep all his (2) and his (3) , which I command thee, thou, and thy son . . . (verse 2)
Here, therefore, O Isreal, and observe to do it; that it may be well with thee, and that ye may (4) mightily, as the LORD God of thy fathers hath promised thee, in the land that floweth with (5) and (6) . (verse 3)
And thou shalt love the LORD thy God with all thine (7) , and with all thy (8) , and with all thy (9) . (verse 5)
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What a geographer looks like in the EYFS
Characteristics of Effective Learning: Playing and exploring – children investigate and experience things and have a go; Active learning – children concentrate and keep trying if they encounter difficulties and enjoy achievements; Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things. In addition, the prime area of learning PSE, CL and PD underpin and are an integral part of all areas of learning.
Understanding the World Educational Programme: Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children's personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society, such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children's vocabulary will support later reading comprehension.
Intent: Through the Geography curriculum at Orlelton we equip children with the skills and language of geographical enquiry. We believe our children deserve first-hand experiences to make geography come alive. During their journey at Orleton, the children will learn about their locality, the United Kingdom and the wider world. Our children leave reception with an increased knowledge and sense of the physical world around them, their community and the wider world. They will respect the world around them and others, celebrating our similarities and differences. The children will have a greater sense of themselves and the changing environment. Through their learning the children will experience using a range of equipment and sources (including maps) to enable them to find out and gather information which they then use to further their understanding and learning. They will have opportunities to explore, observe and find out about places, cultures and environment, and will partake in visits to local areas and school trips that will enhance their learning.
in the world are man-made,
| A1 – All About Me A2 – Healthy Me | | Sp1 – Winter World Sp2 – The World Beyond | | |
|---|---|---|---|---|
| We will learn about where we live, and we will try to remember our street name and house number. Using a map, we will be able to find the UK and know that England, where we live, is a part of the UK and Orleton is the school we go to. We will learn the simple features of our classroom, shared areas and outside space.. Compare where we live to finding India on a world map (Diwali celebratioins) We will describe our environment and draw a simple map. We will look for signs of Autumn/winter on a walk about our school grounds. We will learn about religious cultures within our school and community. We will celebrate Harvest, Diwali and Christmas, and understand why some people do this every year. We will be able to recall the Christmas story and take part in our Infant Nativity. | | We will compare the Arctic and Antarctica, Polar regions to where we live (contrasting locations). We will know that they are cold places, and where they are on a world map/globe. Compare where we live to finding China on a world map (Chinese new year) We will learn that we live Earth and it is our planet. We will look at where we are in our Solar System. We will make simple maps from stories We will look for signs of Winter/Spring on a walk about our school grounds. We will compare living in the countryside to the town. We will learn about religious cultures within our school and community. We will celebrate Chinese New Year and Easter and understand why some people do this every year. We will be able to recall the Easter story and visit St George’s Church. | | |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
| To be able to draw information from a simple map for their local area and understand a map gives you directions. To identify buildings and roads from aerial maps. | To be able to talk about members of their immediate family and community. To know, name and describe people who are familiar to them. To know and understand that some places are special to members of their community. | To consider the differences & similarities between 2 different environments. To be able to talk about the lives of people around them and their roles in society. To talk about different religions and celebrations | To recognise some environments that are different from the one in which they live. To build an imaginary setting using construction. | To be able to recognise some similarities and differences between life in this country and life in other countries – home focus. To make a journey (nature/story) stick and then create own map with key features. |
children need to know by the end
of every half- term.
I know that in the Summer sky, land, sea, manmade,
| To know Orleton is the village the school is located in. | To comment on experiences of a wide range of experiences and celebrations | To talk about life in China compared to the UK. | | |
|---|---|---|---|---|
| I know that I belong to Class R in Orleton Primary School, in Orleton village. I know that it is the Autumn Season and I can look for signs of Autumn on a walk around our grounds. | I know that we have different kinds of weather. | I know that it is the Winter / Spring Season and I can look for seasonal signs on a walk around our grounds. | I know how to use and draw information from a simple map | I know some similarities and differences between life in this country and life in another country. |
| map, aerial, birds-eye view, local, UK, England, Orleton, village, Near Ludlow, town, street, house, building, road | community, place, celebration, church, India | society, world, China, UK globe | countryside, town, buildings, farming, environment | map, , imaginary, feature, country, hot, cold, warm, hot, sun, snow, ice, weather |
During KS1, children will learn
During KS1, children will learn
Locational knowledge
* Name and locate the world's seven continents and five oceans
* Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Human and physical geography
* Use basic geographical vocabulary to refer to:
* identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* Key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
* Key human features, including city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
What a geographer looks like in the EYFS
* Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
* Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
SEASONAL CHANGES
* Observe and describe weather associated with the seasons and how day length varies.
* Observe changes across the four seasons.
Model the vocabulary needed to name specific features of
Understand the effect of changing seasons on the
natural world around me
| Geographical Skills and Fieldwork Begin to use geographical skills, including first-hand observation, to enhance their locational awareness | | | Place Knowledge Identify similarities and differences between places, drawing on my experiences and what has been read in class Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. |
|---|---|---|---|
| Collect, analyse and communicate a range of data gathered through experiences of fieldwork. | Interpret a range of sources of geographical information, including maps, diagrams, globes, photographs and geographical information systems, such as, Google Earth. | Communicate geographical information in a variety of ways e.g. maps and drawings. | |
| I know how to use and draw information from a simple map I can look at aerial views and comment on buildings, open space, roads and other simple features | | | |
Our geography journey through the year
To talk about different religions and celebrations and understand China is bigger than the UK.
To know that St George is a special place to members of their community. To know Orleton is the village the school is located in.
To draw information from a simple map for their local area and understand a map gives you directions
To identify buildings and roads from aerial maps.
To draw a map of an imaginary setting and understand some features.
To create their own maps and include some simple features.
To understand dinosaurs lived in the skies, land and seas.
To talk about the lives of people around them and their roles in society.
To recognise similarities and differences to UK and a contrasting country.
To recognise some environments that are different from the one in which they live.
The countryside is surrounded by mostly fields and is open and town is surrounded by buildings and closed up. They may share churches, hospitals and other important building.
Talk about oceans and recreate oceans in small world play using under the water sea animals, shells, sand and rocks.
Festivals from around the world, e.g. Chinese New Year
Tasting and trying different foods from around the world.
Weather – class calendar
What a geographer looks like in the EYFS
Exploring different geographical stories from around the world. E.g. Handa's Surprise
Parents share information about any multicultural families. Children with grandparents in other countries, friends and other relatives. Map these around the world.
Creating different environments in small world play – mountains, rivers, beaches, cliffs, woodlands.
Exploring our grounds … Forest School sessions .
Talk about the holidays we've been on and how they are different fron where we live.
Creating different kinds of maps: treasure maps, story maps and plans that include symbols, labels and pictures.
Exploring different habitats (& our school grounds) looking for minibeasts and ponddipping.
School trip, Seasonal walks, walks to local church. | <urn:uuid:e98a3397-b804-465b-9a64-d9728fb0df24> | CC-MAIN-2023-50 | https://www.orleton.hereford.sch.uk/_files/ugd/0093c8_dcd83a92d2c2423aa19e0b85ab4e11be.pdf | 2023-12-03T19:48:33+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00337.warc.gz | 1,054,542,012 | 2,341 | eng_Latn | eng_Latn | 0.994807 | eng_Latn | 0.996332 | [
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Over the course of a week, monitor how many times that you use water as part of each of the activities. At the end of the week, multiply the number of times you took part in an activity by the estimated amount of water per activity/
| Mon | Tues | Wed | Thurs | Fri | Sat | Sun | Total number of times | Estimated amount of water per activity |
|---|---|---|---|---|---|---|---|---|
| | | | | | | | | 6 litres per min |
| | | | | | | | | 8 litres |
| | | | | | | | | 8 litres |
| | | | | | | | | 13 litres |
| | | | | | | | | 8 litres |
| | | | | | | | | 4 litres |
| | | | | | | | | 9 litres |
| | | | | | | | | 13 litres |
| | | | | | | | | 50 litres |
| | | | | | | | | 80 litres |
| | | | | | | | | 150 litres per 10 mins |
| | | | | | | | | 5 litres | | <urn:uuid:02674be1-1f08-4cf8-afc8-657bb2a51bda> | CC-MAIN-2023-50 | https://www.kidsagainstplastic.co.uk/wp-content/uploads/2023/10/Session-2-Home-Activity-Sheet-Water-diary.pdf | 2023-12-03T20:30:12+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00336.warc.gz | 948,649,456 | 364 | eng_Latn | eng_Latn | 0.998991 | eng_Latn | 0.998991 | [
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Moorgate Primary Academy Key stage 1 newsletter
Achieve, Challenge, Enjoy!
Summer 1
Edit on 4
i
Welcome to the Summer Edition of the Key Stage 1 Newsletter. Our current topic is called 'The Scented Garden' and has a big focus on Science!
Our Topic is The Scented Garden!
Children have loved exploring and investigating plants so far in our new topic! They have had opportunities to plant their own seeds, learn about how wheat is grown from our visitor from Packington Farm and learn how plants grow and live.
We are excited to see how our plants grow and go and see some plants at Tamworth Castle. We are going to be creating our own observational drawings inspired by Georgia O'Keefe.
DATES FOR THE DIARY
INSET DAY—Thursday 5th May
Conker's Trip—Wednesday 18th May
YEAR 2 SATS—23rd—27th May
Year 1 Tamworth Library trip—Thursday 26th May
Year 1 Phonics screening— Week beginning 6th June
In Key Stage 1, children get free fruit daily but you are also welcome to send your own fruit/vegetables in if your child is not keen on the choices. We also provide a hot snack at morning break time. Children are welcome to bring in money daily to chose from the following items:
Toast—25p Crumpet—35p Apple/Orange Juice—30p
PE
Class C Monday Outdoor Friday Indoor
Class D Monday Outdoor Wednesday Indoor
Class E Wednesday Outdoor Friday Indoor
As we teach both indoor and outdoor PE each week, please ensure children have appropriate footwear.
Homework Club
Miss Walker will be running a homework club on a Wednesday.
If you wish for your child to attend please return the letter asap. This is a first come first serve basis.
Homework
All homework in Key 1 & 2 is set online via Spelling Shed, Maths Shed, Purple Mash & Floppy's Phonics. Homework is set on a Friday and we do our best to send a text out to let families know the focus for the week.
For those pupils in Year 2, you will be able to access the platforms using last years logins.
For our Year 1 children, a homework login sheet will come out shortly for you with some additional information.
If you would like a reminder, please feel free to email your class teacher. | <urn:uuid:b794179b-2cd7-4dc3-b728-c688115c5e4c> | CC-MAIN-2023-50 | https://www.moorgateacademy.co.uk/wp-content/uploads/2022/05/Phase-Newsletter-The-Scented-Garden-Summer-1-1.pdf | 2023-12-03T20:04:08+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00334.warc.gz | 1,000,522,162 | 503 | eng_Latn | eng_Latn | 0.997873 | eng_Latn | 0.997873 | [
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Tummy Time
Tummy time is an essential aspect of development from birth. It promotes:
* Healthy development of the central nervous system and brain
* Strong neck, back and upper body muscles
* Balance, coordination, stability and postural skills
* Rolling over
* Visual development
* Crawling - an essential developmental milestone not to be missed
* Flat hand development, which increases precision finger and thumb movements.
If your baby finds being on his tummy physically uncomfortable, introduce tummy time gradually, two or three times a day for a few minutes. It will eventually become part of your baby's daily routine and he will learn, play and practise essential head control movements in this position. Make sure your baby is safe and attended.
How to make tummy time fun
1. Keep your baby company on the floor. Coo, sing or make funny sounds to encourage him to lift up his head
2. Roll up a towel and place it under your baby's chest. Extend your baby's arms forwards over the towel. This supported position allows your baby to lift up his head and look around, which improves focusing ability and strengthens neck muscles
3. Place your baby on his back. Slowly pull your baby up to a sitting position (hold your baby under his arms). Hold him there for a few seconds and then ease him back down again
4. Place a safety mirror or favourite toy in front of your baby and draw his attention to it. The object will encourage your baby to lift up his head to get a better look
5. Shake a rattle or bell to one side of your baby to encourage him to turn towards the sound
6. Encourage creeping movements by placing interesting toys out of reach
7. Lie on your back and put your baby on your tummy or chest. Say your baby's name to encourage him to raise his head to get a better look at you
8. Place your baby on his tummy across one arm. Your baby's head will rest in the crook of your arm, but his legs will dangle free. Rock your baby in this position
9. Place your baby across your legs and pat his back. Patting will encourage your baby to lift up his head and straighten his legs
10. Place your baby on your lap facing your knees. Draw up your knees so that he can see what's going on. He'll probably love the new view
11. Put your baby on edge of the bed and sit on the floor with your face next to his. From this position, you can interact and play together
12. Put your baby on his tummy over a beach or gym ball and hold him firmly while you gently rock the ball back and forth. Your baby will learn to shift his body weight, which improves balance and coordination
13. Roll a ball over your baby's back, legs and arms. It's a great way to stimulate his skin and relieve tension
14. Place a ball in front of your baby and within easy reach. As soon as he touches the ball, it will roll away. Your baby will either 'swim' or on his tummy or lift himself up on his forearms in an attempt to reach it
15. Exercise or massage your baby while he lies on his tummy
16. When your baby can sit up unaided, place an interesting toy in front of him. He may end up on his tummy when he tries to grab it. In this position, he may make crawling movements, which is good for his brain development
17. Avoid putting your baby in a recliner or restraining device unless absolutely necessary. Your baby needs to be able to move and coordinate his movements without restriction
18. Spending time with your baby and giving plenty of praise and encouragement will soon make tummy time a pleasurable habit.
Tummy time is an essential aspect of development because it leads on to crawling. Crawling fires groups of neurons (brain cells) in different parts of the cortex responsible for visual processing, sensory perception, conscious planning and prediction. It also activates eye-teaming, a crucial skill in learning to read.
Crawling is a key period in your baby's physical and intellectual development and it only takes a few minutes of daily tummy time to start seeing results.
Babies who spend most of their waking hours on their backs may experience delays in developmental milestones. If you have any concerns about your baby's development, see your GP.
Special Thanks
The Little Miracles Trust would like to acknowledge, and thank, Baby Sensory and Founder Dr Lin Day for their help with producing this resource.
Dr Lin Day (PhD, M.Phil, PGCE, BSc, Dip Ed), is one of the UK's leading parenting experts and a renowned author within the field of childcare and education. With over 35 years of practical experience working with parents and children and driven by the passion and commitment to offer the best possible service, Dr Lin Day developed Baby Sensory to provide the support and knowledge necessary to lead baby learning and development forwards in the most important year of life (and ran classes herself for 9 years).
About Baby Sensory Classes
The remarkable ability of the brain to make connections and to absorb information has provided Baby Sensory with a wonderful op portunity to encourage the learning and development of babies from birth. Their classes give parents the chance to spend quality time with their babies, to interact warmly with them on a one-to-one level and to enjoy a wealth of rich sensory experiences.
All activities are accompanied by valuable developmental information. This is important because parents need to know why and how they can lead their baby's learning and development forwards in the most important year of their lives.
To learn more, head to www.babysensory.co.nz | <urn:uuid:c3e3ff30-71d1-415a-8e2f-d4d4b731aca7> | CC-MAIN-2023-50 | https://littlemiraclestrust.org.nz/wp-content/uploads/2022/08/LMT-TummyTime.pdf | 2023-12-03T21:04:56+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00337.warc.gz | 429,866,019 | 1,177 | eng_Latn | eng_Latn | 0.99751 | eng_Latn | 0.997928 | [
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MA.4.NSO.1.2
4 th Grade FAST Test Prep Freebies
Complete the statement to correctly decompose the number 713,456.
713,456 can be decomposed as:
+ + +
71 ten thousands.
3 thousands
45 hundreds
71 thousands
3 hundreds
45 tens
6 hundreds
6 tens
71 hundreds
3 tens
45 ones
6 ones
Complete the statement to correctly decompose the number 713,456.
713,456 can be decomposed as: | <urn:uuid:de61baa7-f5f2-40ee-91ae-839999ee79ca> | CC-MAIN-2023-50 | https://www.mccarthymathacademy.com/uploads/9/7/2/5/97255346/fmf_4th_aug9_workbook.pdf | 2023-12-03T20:24:01+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00342.warc.gz | 968,057,655 | 108 | eng_Latn | eng_Latn | 0.967735 | eng_Latn | 0.967735 | [
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ISSN: 2395-7476
IJHS 2020; 6(3): 381-383
© 2020 IJHS
www.homesciencejournal.com
Received: 05-07-2020
Accepted: 10-08-2020
Dr. Reena Khanooja
Associate Professor, Department of Home Science, Government Arts Girls College, Kota, Rajasthan, India
Corresponding Author: Dr. Reena Khanooja Associate Professor, Department of Home Science, Government Arts Girls College, Kota, Rajasthan, India
Impact of fast food on nutritional status of adolescents
Dr. Reena Khanooja
Abstract
People are increasingly being warned against the ill effects of fast food and the potential damage they pose to the human health. The effects of fast food include nutritional, obesity, increased cholesterol levels, cardiac problems and other threatening health hazards.
Keywords: Adolescents, fast food, nutritional status, obesity
Introduction
Fast food needs no introduction in today's world of speed and leisure. Everyone from a 2 year old grandchild to a 70 year old grandpa seems to be enjoying it at every chance they get and what wrong? It's delicious, it's filling, is really affordable, and readily available just any time of the day, being only a drive or phone call away. Adolescents generally consume fast food in high amount due to faulty food habits. This is found more in students living away from homes in hostels. Fast food is all good in taste, except that it is not nutritionally balanced and, therefore, unhealthy in the long run if consumed on a regular basis. It is designed to promote consumption of the maximum number of calories in the minimum amount of time. Fast food is generally high energy density and they also lack in the nutrients. It is loaded with calories from refined sugar and fats (especially, the artery-clogging saturated and hydrogenated fats, which are repeatedly reheated to high temperatures for frying purpose).
It is also very high in sodium, coming from common salt and other additives. On top of all this, fast food is deficient in dietary fiber and essential micro-nutrients like vitamins and minerals. Adolescence is a period of marked changes, a period during which the individual rapidly undergoes a series of sequential physical and mental changes that transform a small child into a young adult. The dramatic physical changes include increase in height and weight, deposition and redistribution of fat, increase in lean body mass and development pf various organs. Nutritional status is the condition of the health of an individual influenced by the utilization of nutrients. Eating frequent fast food meals causes teens and young adults to gain more weight and face an increased risk of developing insulin resistance. Fast food increased the risk for many serious health problems including high blood pressure, heart disease, cancer and type 2 diabetes. But that's not the end, it's just the beginning – Not many people who love fast food are ready to acknowledge that obesity is not simply an eyesore – it is major risk factor for a large number of readily disease like hypertension, diabetes, high cholesterol, heart diseases, and even many types of cancers.
Recent scientific studies have shown that high calorie foods rich in fats, refined sugar and salt could reconfigure the hormones in the body in such a way that they make you crave for such foods and always leave you asking for more. The situation is worse in case of children who from a very young age get hooked on fast food. Making them change their food habits from fatty and sweet foods and develop a taste for health promoting fruits and vegetables is a task easier said than done. Such children would grow up to be obese adults who have never felt the advantages of being a healthy weight.
Materials and Methods
Respondents were randomly selected from four coaching institutes of Kota city which were also randomly selected. A pre-designed and pre-tested questionnaire was used to collect the information regarding the nutritional and health status of adolescent girls and boys who consumed fast food.
The questionnaire was prepared which was divided under two main sections-
Section (b) consisted of information regarding nutrition and health status and quantity of food consumed every week.
Section (a) consisted of general information regarding age, sex, coaching institute, family, height, weight of the respondents.
Results and Discussion
It was observed that the mean weight of the students in the age group of 16-18 years was higher in comparison to the standard weight. The percentage of students having normal appetite was 65 percent while the percentage of students having anorexia was 35 percent.
The major finding of the study were –
Table 1: Distribution of the surveyed student according to the consumption of the foods
| Girls | 10 | 31 | 9 | 50 |
|---|---|---|---|---|
| Boys | 12 | 34 | 4 | 50 |
| Total | 22 | 65 | 13 | 100 |
It is clear from the table above that 20 percent girls and 24 percents boys were consuming fast food on a regular basis and 62 percent girls and 68 percent boys were consuming fast food weekly while 18 percent girls and 8 percent boys were consuming fast food monthly. The average consumption of energy for all students was more than the RDA. So they suffered from various deficiencies and obesity. This may be due to poor eating habits, lack of knowledge and socioeconomics status. The mean intake of protein was lower than the respective RDA. The mean iron consumption was lower and vitamin A consumption was almost adequate. It was concluded that the diet consumed by both adolescent girls and boys was deficient in vitamin, iron and protein while energy and fat consumption was higher in both the groups who consumed fast food. Thu they were suffering from obesity.
Table 2: Show the details of Energy Protein Fat Iron and Vitamin A
| - | Energy (kcal / d) | | Protein (gm/d) | | Fat (gm / d) | | Iron (mg / d) | | |
|---|---|---|---|---|---|---|---|---|---|
| Gender | Avg. quality intake | RDA | Avg. quantity intake | RDA | Avg. quality intake | RDA | Avg. quality intake | RDA | Avg. quality intake |
| Girls | 2360.2 | 2060 | 51.6 | 63 | 24.2 | 22 | 26.4 | 30 | 580.0 |
| Boys | 2850.4 | 2640 | 64.8 | 78 | 26.4 | 22 | 42.8 | 50 | 582.2 |
Conclusion
Adolescents generally consumed fast foods in high amount due to faulty food habits. Both girls and boys were having more weight in comparison to the standard weight as fast food are generally high energy density. It may be in important part of many complex problems due to their limited nutritional value and high levels of fat, sugar and salt. Fast food can increase the risk for many serious health problems including high blood pressure, heart disease, cancer and type 2 diabetes.
So fast food as it is consumed is not a part of a healthy life style. It results in pilling up of unused empty calories in the body, which get stored as body fat – till one day you look in the mirror and realize that your great figure has been replaced by this creature the mirror.
To start with, a simple change that one could make is to successively reduce the frequency of eating fast food and eat more frequently home cooked food, with plenty of fresh food and vegetables.
References
1. Adair IS, Popkin BM. Are child eating pattern being transformed globally? Obese. Res 2005;12(7):1281-1299.
2. Corinne, H. Robinson, Normal and Therapeutic Nutrition, 14 th Edn. Oxford and IBH Publishing Company 1967.
3. Ludwig DS, Peterson KE, Gortmaker SL. Relation between consumption of suger-sweetened drink and childhood obesity: a prospective, observational analysis. Lancet 2001;357:505-508.
4. Trojano RP, Flegal KM, Kuczmarskf RJ, Cempbell SM, Johnson CL. overweight prevalence and trends for children and adolescents. The National Health and Nutrition Examination Surveys, 1963 to 1991, Arch Pediatre, Adoiesc. Med 1995;149:1084-1091.
5. Winick Myron, Nutrition in health and Disease, A Willey interscience Publication 1980. | <urn:uuid:4b801fa6-8aba-48e4-beb0-8bea7d1dfa6e> | CC-MAIN-2023-50 | https://www.homesciencejournal.com/archives/2020/vol6issue3/PartG/6-3-88-796.pdf | 2023-12-03T20:29:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00341.warc.gz | 905,857,775 | 1,796 | eng_Latn | eng_Latn | 0.90941 | eng_Latn | 0.998345 | [
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