Split (1)

train · 6.3M rows

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## Chicken Predators ### Owls Found: All over North America Prevention: - House chickens in a durable, fenced enclosure that will allow the birds to safely eat and loaf outside during the day. - Install overhead bird netting that is strong enough to support the force of a large Owl. ### Raccoons Found: All over North America Prevention: - Remove potential den sites. - Clean up any food or water sources. - Move chickens indoors at night and lock enclosure with a 2 step latch as Raccoons are very good at opening latches because of their dexterous hands. - Use at least 16 gauge cloth fencing that is ½ inch by ½ inch. They can chew through lower quality wire such as poultry wire. - Cover with a roof and eliminate nearby tree limbs so that raccoons can’t climb over the top of fencing. ### Crows Found: All over North America Prevention: - Install avairy bird netting over top or use hardware cloth with reinforced supports. - Clean up any spilled grain or feed that may attract them. ### Hawks Found: All over North America Prevention: - Eliminate Hawk stalking areas & make sure there are no perch sites within 100 yards. - Install overhead bird netting that is strong enough to support the force of a large Hawk. ### Snakes Found: All over the world except for Antarctica Prevention: - Add Snake proof fencing with no openings larger than ¼ inch and is 30 inches high. - Remove Snake hiding spots such as tall grass, wood piles and large rocks. ### Bobcats Found: In almost all 50 States Prevention: - Run one or two electrified wires towards the top of the fence to prevent bobcats from jumping the lower hot wires. ### Coyotes Found: All over North America Prevention: - Install 19-gauge or higher, 1/2-inch or 1/4-inch hardware cloth fencing that is 6 to 7 ft. high. - Install electrically charged wires along the bottom and top of woven wire fences to increase their effectiveness. - Fencing must be buried at least 2ft into the ground or 2ft outward along the ground surface and firmly anchored into the ground to prevent digging under. ### Badgers Found: In Southern, Mid and Western States Prevention: - Protect from digging underneath by using mesh fencing buried at least 12 to 18 inches below ground. ### House Cats Found: All over North America Prevention: - Install an overhead ceiling using wire mesh with openings smaller than 2.5 inches. ### Weasels Found: Found in almost all 50 states Prevention: - Ensure there are no openings larger than 3/4” thick. Weasels have flexible rib cages, allowing them to flatten their bodies to fit through very small spaces. - Seal areas with 1/2” plastic-coated hardware cloth. Do not use chicken wire, as it is not effective for keeping weasels out. ### Opossums Found: Mainly in mid to Eastern and Southern U.S. Also in far Western U.S. such as California, Oregon and Washington Prevention: - Don’t provide access to garbage, Clean BBQ grill grease traps thoroughly, and eliminate potential den sites. - Trim tree branches that hang within 10 feet of your roof or poultry enclosure, to prevent opossums from climbing them and jumping down. - Equip chicken coops with well fitted doors and secure locking mechanisms. - Completely enclose outdoor pens with 1/2 inch woven wire fencing. ### Skunks Found: All over North America Prevention: - Prevent skunks from digging under the coop by burying fencing 1 to 2ft. under the ground. - Eliminate tall grass and shrubbery and remove woodpiles that may be used as den sites. ### Foxes Found: All over North America Prevention: - Use galvanized 19-gauge or higher, 1/2-inch or 1/4-inch hardware cloth fencing at least 6ft. high. - Prevent foxes from digging by extending the fencing at least 12 inches under the ground or 12 inches outward along the ground surface and firmly anchored into the ground to prevent digging under. --- Once you have identified which predators are causing problems with your flock, you can take actions to prevent their attacks. These actions may involve changing a flock’s enclosure, modifying the habitat around the area where you keep a flock, using a guard dog, or seeking assistance from wildlife services. Sources: - [http://articles.extension.org/pages/79204/predator-management-for-small-and-backyard-poultry-flocks](http://articles.extension.org/pages/79204/predator-management-for-small-and-backyard-poultry-flocks) - [https://cengage.com/products/chicken-predators/](https://cengage.com/products/chicken-predators/) - [http://www.poultrydvm.com](http://www.poultrydvm.com)	916e0f65-931f-403c-9c97-1ebc6a100b8e	CC-MAIN-2022-27	https://www.cacklehatchery.com/wp-content/uploads/2019/02/Cackle_Predators_Infographic.pdf	2022-06-28T11:59:15+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103516990.28/warc/CC-MAIN-20220628111602-20220628141602-00124.warc.gz	747,066,707	1,087	eng_Latn	eng_Latn	0.993188	eng_Latn	0.993188	[ "eng_Latn" ]	true	rolmOCR	[ 4650 ]	[ 2.796875 ]	1	0
You therefore must endure hardship as a good soldier of Jesus Christ. No one engaged in warfare entangles himself with the affairs of this life, that he may please him who enlisted him as a soldier. And also if anyone competes in athletics, he is not crowned unless he competes according to the rules. The hardworking farmer must be first to partake of the crops. Consider what I say, and may the Lord give you understanding in all things. 2 Timothy 2:3-7 Welcome to the Resolution! Train. Cultivate. Advance. Grow in your Christian walk and character as you train like an Athlete, cultivate like a Farmer, and advance like a Soldier! It’s not always easy—muscles may ache, drought may hit, or enemies may advance—but God is for you. Make it an Unforgettable Summer! This summer we will be studying the unique challenges faced by the Athlete, the Farmer, and the Soldier, and we will learn the specific character traits that propel each one forward as we complete specific activities related to each. The Athlete, the Farmer, and the Soldier each have different activities listed under three categories: Mental, Physical, and Spiritual. Try to pick one activity from each category to accomplish daily! For example, as an Athlete you could pick the Mental category and read a portion of a Lamplighter book, then as a Farmer pick the Physical category and go for a hike while paying special attention to God’s creation, then as a Soldier pick the Spiritual category and do a study on the word soldier. Each activity is worth points. Track your points and keep a daily journal entry (journal page downloads available on registration page). THE ATHLETE Grow strong in faith, love, joy, and service. PG. 04 THE FARMER Be on time and work with joy and excellence. Use resources wisely. PG. 07 THE SOLDIER Take a stand, wearing full armor and carrying the Sword. PG. 10 The ATHLETE ...love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. -Mark 12:30 Mental BIBLE MEMORY (25 pts. per passage) Joshua 1:8-9 1 Corinthians 16:13-14 Psalm 31:23-24 2 Timothy 1:7 Isaiah 40:29-31 Psalm 73:26 Philippians 4:13 2 Corinthians 12:9-10 1 Chronicles 16:11-12 Habakkuk 3:19 Ephesians 6:10 Mark 12:30 2 Peter 1:3-4 2 Timothy 2:5 (or memorize a Bible passage found in a Lamplighter book you are reading.) CREATIVITY (50 pts. per activity) • Set Scripture to music to help you memorize it. • Write a story that teaches about the importance of training. • Draw, paint, or color something that motivates you to train. • Paint an abstract painting that conveys how it feels to train. • Create a space where you can train without interruption. • Build a model from legos, Lincoln Logs, or other materials, to portray an important scene from a book. • Dress up as the characters from a Lamplighter book, then pose for a picture. READING (1 pt. per page) Any Lamplighter Book(s) Read as many as you can during the challenge. Be sure to write down what you learn from each story and include it in your daily journal. Physical SERVICE (50 pts. per activity) • Write encouraging letters, notes, or cards for others. • Participate in community service. • Pick up trash from the side of the road (with supervision). • Be involved at your church (work with the younger kids, participate in music, or help clean the building(s). • Clean out and organize your room. Donate items you no longer need. • Encourage others with sincere compliments. • Help others anonymously. • Read a Lamplighter story to a shut-in or to someone in a nursing home that is not a grandparent (or have grandparent read, for pre-readers) • Use a Lamplighter resource to share the gospel with someone who does not yet know the Lord. CHORES (25 pts. per completed chore - Do all of your chores without any grumbling or complaining - do all that you do as unto the Lord (this is a spiritual discipline)) • Sweep all the hard floors • Vacuum all carpets and rugs • Dust all furniture (even under and behind things) • Clean up clutter/toys/laundry around the house (put it where it goes!) • Clean a bathroom (toilet,sink,shower/tub,and floor) • Wash the dishes (dry them and put them away too!) • Clear off kitchen counters and wipe them down (clean the kitchen sink while you’re at it!) • Help out with or do the laundry (wash,dry,fold, and put away) • Empty all trash cans and take all the trash out EXERCISE (15 pts. per activity) • Do 10 minutes of full-body stretches. • Do 3 rounds of jumping jacks, squats, and lunges. • Run each day, increasing time and distance as you’re able. Cool down with a 10-min walk. APPLY-JOURNAL IT (50 pts. per completed journal page used to describe how you've applied the following activities) • As you work, sing songs of praise and thanksgiving. • Thank God for His faithfulness and love for you. Be specific. Share with others. • Find a friend to share about how your Scripture reading is affecting you. • Share your favorite worship music with others. • Ask the Lord to show you how to share His love with others. • What is a lesson you learned in your Lamplighter book reading? Find a way to apply it. • What was significant in your Scripture memorization? Find a way to apply this. • Memorize the Romans Road. • Write an entry on how powerful words can be and how you learned to use words wisely that day • Watch how someone else trains. Is there anything you can learn from them? OBSERVE (15 pts. each) • Watch your family members and find a way to bless them in a specific way • Listen to a Lamplighter Theatre audio drama • Get your Sunday School class (or similar group) to listen to the matching Lamplighter Theatre dramatic audio for a book that you read. STUDY (75 pts. for each written activity) • Word Study—use a concordance to look up any references to athletes or athletics in the Bible. • Read sermons from great preachers of the past (Charles Spurgeon, D. L. Moody, Jonathan Edwards, George Whitefield). Take notes. • Do a study on the word perseverance. Look up this word in the dictionary and in the original Greek and Hebrew. Using a concordance, find all the references that use this word or a form of it. • Take a character comprehension quiz after you read a book (Email email@example.com to request a coupon code to download all available quizzes.) • Read a book of the Bible. (Points are not awarded per page, but per book read in its entirety.) • Write a three-paragraph poem or character description of an admirable character from a Lamplighter book. Be sure to include what traits made this character admirable and how the character challenged you to be more Christlike. The Farmer He that abides in me, and I in him, the same brings forth much fruit. - John 15:5 Mental BIBLE MEMORY (25 pts. per passage) James 1:17-18 Ecclesiastes 3:11 2 Corinthians 9:10 Matthew 6:33 Malachi 3:10 Jeremiah 17:7-8 Galatians 5:22-23 Matthew 3:8 James 3:18 Hebrew 12:11 John 15:5 Matthew 13:22 Hebrew 10:24-25 Leviticus 26:3-4 2 Timothy 2:6 (or memorize a Bible passage learned in Sunday School or church.) CREATIVITY (50 pts. per activity) • Draw, paint, or color something that motivates you to care for creation. • Create a space where you can cultivate some plants of your own (this can be as small as a window sill or as big as a garden plot in your yard). • Organize your living area in a way that looks clean and is efficient. • Write a song (lyrics and music) about creation. • Draw a picture that portrays an important scene from a biography you’re reading. • Learn to sew! You can create beautiful things. READING (1 pt. per page) Biographies and Nonfiction Read biographies and nonfiction. Write what you’ve learned in your daily journal. We highly recommend The Beggar’s Blessing, Girls of Courage, and Boys of Grit for kids. Bruchko, If I Perish, and Gladys Aylward: The Little Woman for teens and adults. SERVICE (50 pts. per activity) • Babysit your younger siblings (or babysit for a friend). • Mow a neighbor’s lawn (with permission). • Help your siblings or a friend with chores (with a joyful attitude). • Rake and weed a neighbor’s property (with permission). • Volunteer at your local pet shelter, homeless shelter, or soup kitchen. • Do an extra chore without being told. • Give a Lamplighter book as a gift for a birthday or other occasion. • Find 3 friends who have never heard of Lamplighter and who would like to hear about the Lamplighter Summer Reading Challenge. Get their permission and send their names and email addresses to firstname.lastname@example.org. (You will receive 50 points for every 3 friends interested in hearing from us.) • Bake or cook a treat and take it to a neighbor or someone you know who needs encouragement. • Read a Lamplighter book to a younger sibling. (These 50 points are in addition to the points awarded for reading the book.) CHORES (25 pts. per completed chore - Do all of your chores without any grumbling or complaining - do all that you do as unto the Lord (this is a spiritual discipline)) • Care for pets (feed/water/groom/clean up after). • Weed your garden and any other landscaping. • Sweep off all sidewalks, patios, and porches. • Water indoor and outdoor plants as needed. • Prepare a meal for your family or another family. • Start and maintain a compost pile. • Do your chores on time, with minimal waste, with excellence and joy. • Rake up leaves and debris from your yard. EXERCISE (15 pts. per activity) • Go for a hike and observe new plants and animals. • Walk a trail and pick up any trash you see along the way. • Add a new workout to your exercise routine. APPLY-JOURNAL IT (50 pts. per completed journal page used to describe how you’ve applied the following activities) • Look for ways to serve and then do so with joy (others will notice and this is a legitimate form of evangelism!) • Leave encouraging and biblical notes in fun places to be found by others • Ask the Lord to give you His eyes that you may love others in the same selfless and unconditional way he does • What is a lesson you learned from one of your biographies? How can you apply it? • Suggest one of the biographies you’ve read and be ready to lend yours out to a friend • Sing a new song unto the Lord OBSERVE (15 pts. each) • Listen to the sounds of creation. Now think of ways to care for and redeem the beauty of creation (prune trees/plants, water, weed, and fertilize, pick up waste and trash, start a compost pile to reduce waste, etc.) • Watch the birds and remember that if God takes care of their needs, he will meet yours as well • Watch documentaries or true stories of missionaries or church leaders and learn how they served others STUDY (75 pts. for each written activity) • Read the Bible in several different translations (ESV, KJV, NLT, The Passion, NKJV, NIV, etc.). Notice the differences and pay attention to footnotes! Take notes. • Do a study on the word cultivate. Look up this word in the original Greek and Hebrew. Using a concordance, find all the references that use this word or a form of it. Read these passages in multiple different Bible versions. • Do a Bible study on corporate worship • Read a biography and write a three-paragraph essay on the person you read about. Be sure to tell what made him/her great and how this person’s life inspired you. (These points are in addition to the points awarded for reading the book). Therefore take up the whole armor of God, that you may be able to withstand in the evil day, and having done all, to stand firm. -Ephesians 6:13 Mental BIBLE MEMORY (25 pts. per passage) John 15:13 Luke 9:24 Ephesians 6:11-20 Deuteronomy 31:6 Isaiah 54:17 Exodus 14:14 Proverbs 4:23 Isaiah 1:17 1 Corinthians 13:6-7 2 Timothy 4:18 2 Timothy 2:3-4 Nahum 1:7 (or memorize a Bible passage found in a non-fiction book you are reading) CREATIVITY (50 pts. per activity) • Think of a creative way to share your testimony through story, art, music, poetry, or the spoken word. • Design and build something practical and useful for your family. • Create decorative notecards and include affirming Scriptural verses. • Write a poem about your experience with putting on the full armor of God. • Create an original stage play, screenplay, or audio drama that depicts what it means to be a soldier in the Lord’s Army. • Make an eye-catching book cover out of paper, fabric, or leather which portrays, in an intriguing way, an introduction to the plot of the story. READING (1 pt. per page) Scripture/Books that Develop Spiritual Growth Read books that develop spiritual growth. Write in your daily journal what you have learned. We highly recommend A Tale of Three Kings, The Hidden Years of Nazareth, The Wild Goose Chase, Raising a Modern Day Knight, Reading Between the Lines, and When People Are Big and God Is Small. Physical SERVICE (50 pts. per activity) • Write/send letters to men and women in the military. • Learn a new skill to help someone (example: how to fix a leaky faucet). • Learn about missionaries your church supports and do something special to meet their specific needs. • Prepare care packages for the homeless, orphaned, and widowed. • Does your community have a prison ministry? If so, see if you can be a part of putting together material that will help the inmates. • Find someone in your church to minister to in a specific way. • Partner with a sibling or friend to organize a food or toy drive, or host an event to raise money for missions. • If your Pastor, Church Elder, Sunday School Teacher, Youth Pastor, etc. is unfamiliar with Lamplighter, share a review of a Lamplighter book and explain why these books have had a strong influence on your life. • Start a reading club with a minimum of 3 local friends (not siblings who are still living at home with you) willing to read and discuss Lamplighter books together. Meet at least three times this summer and read and discuss at least three stories together. (These points may be awarded to each participant in the club, and are in addition to the points awarded for reading each book). CHORES (25 pts. per completed chore - Do all of your chores without any grumbling or complaining - do all that you do as unto the Lord (this is a spiritual discipline)) • Organize the linen closet. • Detail clean the family car. • Add a new chore to your list of responsibilities. • Organize all of the kitchen cupboards/drawers (with supervision). • Organize a cluttered space in your house, garage, or shed. • Train yourself to be a handyman/handywoman around the house. EXERCISE (15 pts. per activity) • Stretch for 10 min then do sit-ups and push-ups. • Stretch for 10 min and then go for a run. • Hold a plank position for as long as you can and then do some squats. • Look up a new exercise and work on perfect form. Add it to your workout routine. APPLY-JOURNAL IT (50 pts. per completed journal page used to describe how you’ve applied the following activities) • Learn how to play a new instrument for worshiping the Lord. • Get up early and watch the sunrise. Worship the Lord with song and spend time in prayer. • Always carry Gospel tracts and notecards with Scripture verses. Give them away whenever you can. • Testify about what Jesus has done and is doing in your life! Speak about it to anyone and everyone. • Listen for the still small voice of God in your life (especially while reading Scripture!) Finally, be strong in the Lord and in his mighty power. Put on the whole armor of God, that you may be able to stand against the schemes of the devil. For we do not wrestle against flesh and blood, but against the rulers, against the authorities, against the cosmic powers over this present darkness, against the spiritual forces of evil in the heavenly places. -Ephesians 6:10-12 OBSERVE (15 pts. each) • After learning about what it means to advance the kingdom of God, look for new ways to do it. • Listen to a Fastened Like Nails podcast or a Life Transforming Seminar by Dr. Mark Hamby and apply what you learn. • Listen to the matching dramatic audio of a book you read with an elderly friend or grandparent. STUDY (75 pts. for each written activity) • Do a Bible study on corporate worship. Start with 2 Chronicles 20:21-22. • Write a devotion or a Bible study lesson and share it in a group setting. • Do a study on the word soldier. Look up this word in the dictionary and in the original Greek and Hebrew. Using a concordance, find all the references that use this word or a form of it. Read these passages in various Bible versions. • Write a three-paragraph devotional based on a lesson learned in one of the books you have read. For your essay, answer each of the following questions as thoroughly as possible using full sentences: 1. In which role (Athlete, Farmer, Soldier) have you seen the most growth? 2. In which category (mental, physical, spiritual) did you see the most growth? 3. Was there a key turning point for you during the challenge? If yes, explain. If no, why do you think there wasn’t? 4. What was the most difficult part of the challenge? Why? 5. What was your favorite part of the challenge? Why? 6. Share a particular book, passage of Scripture, or service opportunity that was most significant to you and why. 7. What are some key areas of growth that you experienced during the challenge? 8. How will you continue to apply what you’ve learned from this challenge in the future? Essay Guidelines - Pre-reader - 1-3 paragraphs* - Elementary - 3-5 paragraphs* - Junior High, High School, and Adult - one full page minimum Your essay should not exceed 2 full pages. A paragraph should consist of a minimum of 3 sentences. If typed, use Times New Roman or Arial size 12 font double spaced. If handwritten, make sure it is neat and on lined paper. Include your full name in the upper right hand corner of the first page. Once you’ve written your essay, you may award yourself 100 bonus points! Be sure to submit it along with your activity sheets by August 18, 2023. 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HOW TO BECOME A MARINE BIOLOGIST FIRST You need to have a keen interest in the ocean. Watch as many wildlife documentaries as you can and read as many books as you can. GCSE Pick GCSE options that will give you a scientific basis Double award science Geography Psychology Languages A LEVEL At A Level Biology is essential and a second science is highly recommended. Relevant subjects include: Chemistry Physics Psychology Geography Economics Environmental Science DEGREE There are a number of Degrees which lead to a career in marine biology including Marine Biology Zoology Oceanography Ocean Science - or - A combination of those above EXPERIENCE & QUALIFICATIONS It is important to gain experience along the way as you will need it for applying to university and also for getting a job in this competitive field - Join Cape ED in South Africa on one of our marine eco tours - Gain your PADI Scuba diving qualifications - Look for internships with companies that study the ocean WHAT DOES A MARINE BIOLOGIST DO? Population estimates of endangered species such as sharks Ocean management projects Pollution monitoring Fisheries management Marine environmental impact studies Sea bed exploration Marine conservation Education CAPE ED Offer school trips to South Africa where students experience the ocean and see what it is like to be a marine biologist. Ask your teacher for more information or go to www.Cape-ED.com Follow us on: @CapeEDSchoolTrips	069ae334-e1b1-4089-afc3-b6995b11d41f	CC-MAIN-2022-27	https://www.cape-ed.com/_files/ugd/e0cd33_e1558cf9e1c94154a965523dca16d961.pdf	2022-07-06T04:35:25+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104660626.98/warc/CC-MAIN-20220706030209-20220706060209-00749.warc.gz	714,403,177	321	eng_Latn	eng_Latn	0.990845	eng_Latn	0.990845	[ "eng_Latn" ]	true	rolmOCR	[ 1458 ]	[ 2.421875 ]	1	0
Black History Month The Intersection of Substance Use Disorder, Hunger, and Black History During Black History Month, it’s essential to shed light on the intersectionality of various issues that affect the African American and BIPOC community. One such intersection that demands attention is the link between substance use disorder (SUD), hunger, and the narratives of resilience within the black community. A vast body of research shows that communities of color have less access to substance use disorder (SUD) treatment than does the White population, and that barriers to accessing substance use care for people of color may contribute to racial and ethnic disparities, highlighting the need for a nuanced discussion around these issues. Hunger, too, plays a significant role in the black community, with a disproportionate number of Black and African American households experiencing food insecurity. According to Feeding America, 21.2% of Black households faced food insecurity in 2019, compared to the national average of 10.5%. The intertwining of SUD and hunger can often be traced back to systemic issues such as socioeconomic disparities and limited access to SUD treatment, food resources, and employment opportunities. To truly understand the complexities of substance use and hunger within the black community, one must acknowledge the historical context. Centuries of systemic racism have contributed to the socioeconomic disparities that persist today. These disparities, in turn, impact access to education, employment, and healthcare, creating an environment where individuals may turn to substance use as a coping mechanism. However, amidst these challenges, the history of black resilience shines through. Black leaders and communities have continuously demonstrated strength, perseverance, and the ability to overcome adversity. Many organizations such as the Black Emotional And Mental Health Collective (BEAM) https://beam.community and https://justroots.org, located in Greenfield, MA, work tirelessly to address SUD, mental health, and food justice in the black community, offering support, resources, and education. As we celebrate Black History Month, it is crucial to recognize and address the intersection of SUD, hunger, and the historical context that shapes these issues. By fostering understanding and promoting initiatives that address systemic inequalities, we can contribute to a future where all individuals, regardless of their background, have equal access to opportunities, resources, and the support they need. Let us honor Black History Month by acknowledging the resilience of the African American and BIPOC community and by working toward a more just and equitable future. Hope for the Holidays We are profoundly grateful for the unparalleled generosity within our community—it truly makes us feel blessed beyond measure! Year after year, your unwavering support never fails to inspire and amaze us. A heartfelt thank you to our incredible network of community partners, sponsors, grantors, in-kind donors, and supporters of every kind that have helped make the holidays extraordinary for our residents and guests. Masterman’s Safety & Industrial Supply Co. Every Thanksgiving, our friends at Masterman’s generously deliver thirty pies from Giovanni’s Bakery & Deli and thirty Butterball turkey vouchers for the residents and guests of our program to enjoy! This year they including winter hats for the Holiday Wish Program. What a wonderful and heartwarming treat! Worcester Telegram & Gazette & United Way of Central MA For 85 years the T&G Santa Fund along with their main partner the UWCM has donated toys, games, and books to children and teens in need throughout the region. United Way partners with over 20 local community service organizations, like Jeremiah’s Inn, to connect these gifts with nearly 8,000 children! Advantage Truck Group Haulin 4 Hunger (H4H) Since 2012, H4H has distributed over 30,000 meals to local organizations during the holidays. Each year, they generously provide 30 turkeys and 30 bags of sides for the residents and guests of the food pantry. We express our deep gratitude for being a consistent recipient of their generosity each and every year. Lakeview School Jill Shea and her incredible middle school students have been spreading joy through the Holiday Wish Program with their annual toy drive. So much gratitude for the abundant donation of toys, clothing, and books that brought smiles to the faces of the children in our community. What makes this act of kindness even more extraordinary? Jill shared the beautiful tradition of a former student returning to donate a toy, proving that the spirit of giving is deeply ingrained in the Lakeview School family! Thank you Jill, faculty and students at Lakeview for another successful year!! Holiday Wish Program Your support made this incredible achievement possible! Our aim was to provide each resident and their children with a complete outfit, including shoes and a coat, along with one additional gift. We not only met but exceeded our goal, and it's all thanks to our wonderful sponsors, dedicated shoppers, generous campaign donors, and those who shared our posts on social media. Your collective contributions and enthusiasm played a pivotal role in making this initiative a success. We would also like to thank our dedicated staff for all of their hard work promoting and organizing sponsors and shoppers, wrapping, and helping with the Holiday Wish Program party and preparations. Our heartfelt thanks to each and every one of you for making a positive impact! Tech Goes Home (TGH) Comes to JI TGH empowers communities to access and use digital tools to overcome barriers and advance lives. They bring computers, internet, and training to those without so students can do homework, adults can find jobs and manage finances, seniors can connect with loved ones, and all can lead healthy lives. The TGH community of learners includes people of all ages living in communities throughout MA. TGH deliberately partners with communities most affected by structural injustices. - 90% live in households that are considered “very low income” (HUD 2022) - 85% identify as BIPOC (including 34% who identify as Black and 34% who identify as Latin) Jeremiah’s Inn TGH trainer will facilitate a 15 hr course on basic computer skills on TGH provided Chromebooks and at the end of the course students will be able to take home their device and receive a year of free internet! We are very excited to be able to offer this program to our residents make sure you follow us on social media to see updates. www.techgoeshome.org NEW Sign Up for Food Pantry Volunteers To streamline the organization of volunteer shifts at our food pantry, we've implemented an online sign up system. This allows volunteers to easily view available shifts, schedule, and cancel them at SignUp.com. Food pantry assisting is not suitable for large groups due to the limited space we have for distribution. If you are looking for an opportunity for larger groups check out the other opportunities on our website: www.jeremiahsinn.com/volunteer-programs Volunteers Needed! Nutrition Center Program Cornerstone Bank CSX Transportation, Inc. Hanover Insurance Group Foundation, Inc. The M&T Charitable Foundation Mildred H. McEvoy Foundation Saint Francis Community Health Care, Inc. The TJX Foundation, Inc. Unrestricted George F. & Sybil H. Fuller Foundation George I. Alden Trust Herlihy Insurance Group J. Irving England and Jane L. England Charitable Trust POBCO, Inc. 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Welcome to Space Geodesy in Saudi Arabia Saudi Arabia Laser Ranging Observatory SALRO Nasr A. Al-Sahhaf, PhD Saudi Arabian Space Geodesy Program Plan For SALRO to become a Global Geodetic Core Station By means of Co-locating multiple geodetic instruments, each providing for a different measuring technique allowing for data to be correlated thus providing improved accuracy and integrity Saudi Arabian Space Geodesy Program Geodetic Instruments for National and Global Reference Frames, Geodetic Research, Earth Science Studies and Space Exploration - Lunar Laser Ranging – LLR - Satellite Laser Ranging – SLR - Space Debris Tracking – SDT - Global Positioning System – GPS - Very Long Baseline Interferometry – VLBI - Continuous Operating GNSS Network – COGNET Program Active: Satellite Laser Ranging (SLR), Global Positioning System (GPS), Continuous Operating GNSS Network (COGNET) Future Plans: Lunar Laser Ranging (LLR), Space Debris Tracking (SDT), Very Long Baseline Interferometry (VLBI) Lunar Laser Ranging – LLR * Function The LLR is a geodetic instrument capable of measuring the distance between our Planet Earth and the Moon with a high degree of accuracy. * Operation High energy laser pulses are transmitted to the Lunar surface and reflected back to the LLR-Observatory (Earth Station) from the retroreflector placed on the Moon during the Apollo Space Missions to measure the Time of Flight (TOF). * Measurement The LLR measures the Time Of Flight (TOF) of very short laser pulses traveling from the station to the Moon and back. Application LUNAR science, geodynamics, gravitational physics, astronomy and many more. Lunar Laser Ranging – LLR NASA photo of Apollo Mission Picture of an LLR Observatory in New Mexico ranging to the Moon The distance between the Earth and the Moon is calculated with a high degree of accuracy from the TOF Equation: $d = c \times t / 2$ $d$ distance, $c$ formula for speed of light and $t$ round-trip of time of flight Plot: LLR return signals 8 December 2005 time into gate (nanoseconds) time (minutes) Credit: The Apollo Lunar Ranging Collaboration Satellite Laser Ranging – SLR * Function The SLR System is an instrument that forms part of a global network of stations measuring the orbital paths of geodetic satellites. * Operation SLR transmits short laser pulses to geodetic satellites orbiting the Earth as they pass through the SLR Station field of view, these pulses are then reflected back from the satellites to the SLR System for Time Of Flight (TOF) measurements. * Measurement TOF measurements are used to compute instantaneous range measurements to satellites with sub centimeter accuracy. * Application Planetary Geodynamics supporting the International terrestrial reference frame (ITRF), scientific studies of the Earth its atmosphere and the oceans. SALRO ranging to satellite in orbit What appears to be a continues laser beam is actually a train of very short pulses of less that 200 pico seconds. The exact time of each pulse leaving the station and returning back is measured to determine the time of flight that is used to determine the distance between the station and the satellite. Global Network of SLR Stations - Operational ILRS System - Prospective Laser System - Historic Laser System Occupation Mobile Systems: - FTLRS (France) - TROS (China) Space Debris Tracking – SDT * Function The Space Debris Tracking System is an instrument able to detect, identify and track space debris objects orbiting our Planet. * Operation Different techniques are used for debris tracking: Like Space Optical Image Tracking, RADAR Tracking and LASER Tracking. Saudi Arabia is planning to make use of a Multimode LASER Tracking System. * Measurement Different measuring techniques are used, with a multimode laser tracking system installed (SDT, LLR and SLR) Saudi will benefit from significantly enhanced data quality and integrity by correlating data obtained from the multiple techniques referenced to the same reference position (Monument). * Application To identify and track space debris (natural and man made) and to catalogue them in support of current and future space programs, space exploration and efforts to remove the debris. Satellites and Debris orbiting the Earth View from outside geosynchronous orbit Natural Debris: Small pieces of meteorites, coming from our solar system and originate from asteroids and planetoids orbiting the Earth. Artificial Debris: Man-made objects like remains of spacecrafts, their payloads and hardware including fragments from collisions. Global Positioning System – GPS * Function A constellation of satellites that provides for radio signals to GPS receivers enabling them to calculate their positions. * Operation GPS signals are received by the receivers, they process these signals to determine their location in three dimensions. * Measurement GPS satellites are equipped with high accurate timing systems synchronized to facilitate simultaneous transmission of position information. This information arrives at the GPS receiver at slightly different times. The receiver then measures and computes the phase relationship of these signals to determine its position with a high degree of accuracy. * Application Navigation, Global terrestrial reference frame, mapping, monitoring of geodetic reference monuments, tracking and guiding of moving objects and many other geodetic applications. Geodetic Instruments co-located at SALRO Co-locating of space geodesy instruments adds value to the integrity of the data produced SALRO-IGN “Tie-in” (Surveying Mission 2012) Monuments, benchmarks and calibration piers have been surveyed with a high degree of precision as part of the “tie-in” solution for the SALRO co-located SLR and GPS (SOLA) instruments. Very Long Baseline Interferometry – VLBI * Function The VLBI System is a radio telescope (Astronomical Interferometry Instrument) that allows for image observation of distant cosmic radio sources. * Operation When the VLBI data is correlated with data collected from other Radio Telescopes simultaneously recorded they produce an image size of equal to the maximum separation between the telescopes serving as one giant telescope. * Measurement VLBI Systems have very accurate timing systems typically hydrogen maser clocks to facilitate accurate measurements of the time differences between the arrival of cosmic radio sources (phase angle of the radio waves) at the separate observatories. * Application Radio Astronomy, tracking of spacecrafts and many space geodesy science applications. VLBI observing a point source (Extra Terrestrial Radio Signal) Extra terrestrial radio emissions comes from a variety of sources like the Sun, the Galactic center, Supernova, Pulsars, Quasars and many more objects in outer space. Continuous Operating GNSS Network—COGNET * Function COGNET is a network of GPS receivers that measures the differential positioning of various fixed terrestrial reference points. * Operation Satellite navigation systems provide autonomous geo-spatial positioning signals with global coverage, these signals when received by the GPS receiver are processed to produce positioning data. * Measurement Carrier phase measurements are used in addition to pseudo ranges due to their superior accuracy to provide for accurate positioning data. * Application To define the International terrestrial reference frame, for land, ocean and airspace navigation, steering and controlling of machine and man-made moving objects, mapping and many other applications. KSA-COGNET will serve as the backbone GNSS Network in the Kingdom providing a platform for high precision geodesy and Earth science applications. It will be compatible and in agreement with the International Terrestrial Reference Frame (ITRF) standards thus becoming part of the Global Network of GNSS Stations. The mission after theoretical calculations was to identify 16 sites for the COGNET infrastructure, in order to meet with the minimum density for a National CORS network. In addition to this we have selected 2 more sites to avoid any possible site related problems. Many factors were taken into consideration for selecting the best sites for the network, below is a brief list of some of the criteria taken into account during the scouting mission. * Durability * Long term satellite visibility * Monument stability * Availability of power * Internet connectivity * Non-interference signals * Low risk of future obstructions * Installation costs * Accessibility * Security Monument Specification for site installation Pilar concrete reinforced with steel bar diameter 0.4 m +/-0.02 cable path int. diameter > 0.05 m depth > 0.3 m pilar foot concrete reinforced with steel bar ground Saudi Arabian Space Geodesy Program Data Processing with MicroCosm Software Instrument Error Correction - Instrument Clock and Timing - Instrument Biases - Monument Shift - Measurement Ambiguities Models - Earth Rotation - Earth Gravitation - Tropospheric Refraction - Earth Precession - Solar Radiation Pressure - Atmospheric Drag - Tectonic Plate Motion - Polar Motion - Solid Earth Tides - Ocean Tides - Ocean Loading Geodetic Instruments - SLR - LLR - GNSS - TDRS - DORIS - Radar Alt. Microcosm geodetic parameter determination Some of the key capabilities: - Numeric integration of satellite parameters of motion for orbit prediction - State vector estimation - Atmospheric drag - Solar radiation - Time tag biases and station clock polynomials - Tropospheric refraction - Lunar, solar and planetary gravitational efficiencies - Station coordinates - Polar motion and Earth rotation - Solid Earth and ocean tides - Tectonic plate movement - Simultaneous processing of multiple satellites per data arc Saudi Arabia and its adjacent tectonic plates Map: Illustrating the relationship between the Arabian and adjacent African, Indian and Eurasian tectonic plates Geodetic data needs to be processed to support scientific studies in order to fully understand the tectonic plate activities and predict the influence it will have on mankind. Patents SALRO (SLR System) → Patents pending Mechanical Design → * Precision optical mounts * High voltage enclosures * Special-to-type fixtures Electronic Design → * High voltage power supplies * Control and logic circuits * Fast photon detection circuits * Q-switch control circuitry * Avalanche switching devices Optic and Laser Design → * Laser optical sub-systems * Laser System Mechanical Design Pictures of some of the precision mechanical mounts locally developed and manufactured. This was to meet with laser specific requirements. Electronic Design Pictures of some of the electronic equipment locally developed Top left is 2 high voltage power supplies, in the middle is the new laser safety security system and at the bottom the new laser receive controller. Laser and Optical Design Laser and optical development includes photo detection, mode-locking, q-switching and optical subsystems. Regret no pictures Thank you Nasr A. 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What is VHS? Viral hemorrhagic septicemia (VHS) is an extremely serious viral disease of fresh and saltwater fish. It has recently spread into the Great Lakes region of the United States and Canada. VHS virus has been found in Lake Huron, Lake St. Clair, Lake Erie, Lake Ontario, Lake Michigan, and the St. Lawrence River in New York. The virus also has infected several inland lakes in New York, Michigan, and Wisconsin. The disease can cause large-scale fish kills and have severe economic consequences. Prohibited fish species It is illegal to import baitfish into Michigan unless they have been certified disease-free. The following fish species are known to be susceptible to VHS and are subject to the restrictions imposed by Fish Disease Control Order FO-245. The most up-to-date information is maintained at www.michigan.gov/vhs. - Black Crappie - Bluegill - Bluntnose Minnow - Brown Bullhead - Brown Trout - Burbot - Channel Catfish - Chinook Salmon - Coho Salmon - Emerald Shiner - Freshwater Drum - Gizzard Shad - Lake Whitefish - Largemouth Bass - Muskellunge - Northern Pike - Pacific Herring - Pink Salmon - Pumpkinseed - Rainbow Trout - Rock Bass - Round Goby - Shortnosed Redhorse - Silver Redhorse - Smallmouth Bass - Spottail Shiner - Trout Perch - Walleye - White Bass - White Perch - White Sucker - Yellow Perch What are the symptoms? At a low level of infection, fish might not display any noticeable symptoms. As the infection intensifies, fish will display widespread hemorrhages (bleeding) throughout body surface (eye, skin and fins) and within the internal organs (swim bladder, intestine, kidney, etc.). Because of the bleeding, gills and liver might appear pale. Sick fish often will be listless, swim in circles, and frequently are observed at the surface of the water. VHS is an extremely serious disease of fresh and saltwater fish. It is spreading into the Great Lakes region of the United States and Canada. NOTE: Confirming VHS infection requires laboratory testing. A diagnosis cannot be made based solely on observation because many different diseases of fish have very similar symptoms. Household bleach can be used to disinfect equipment. What about other waters in Michigan? While VHS has not been confirmed in all waters of the state, other areas are at risk for VHS infection. To prevent or slow the spread of VHS to other waters, anglers are reminded to keep the following tips in mind when using baitfish: - Learn to identify the species of baitfish you are using. Species known to be susceptible to VHS and typically used as live bait include emerald shiners, spottail shiners, and white suckers. Other species occasionally used as bait that are susceptible to VHS include blue mussel minnows, trout perch, gizzard shad, shortnosed redhorse, and silver redhorse. - Request that your local bait store sell baitfish that are certified disease-free. - Purchase and use only baitfish that are certified disease-free. - Never move live fish between bodies of water. - Check the Michigan Fishing Guide for current regulations and follow the regulations restricting baitfish use. - Disinfect bait bucket between uses. - Listed online at www.michigan.gov/vhs. Where has VHS been found in Michigan waters? To date, we have found VHS in the following waters: Lake Huron including Saginaw Bay, the St. Clair River, Lake St. Clair, the Detroit River, Lake Erie and all tributaries up to the first dam or barrier. VHS also has been documented in Budd Lake in Clare County and in Baseline Lake in Washtenaw County. As other areas are identified positive for VHS, they will be listed online at www.michigan.gov/vhs. Protect the waters that supply our hatcheries To protect hatchery stocks of fish from possible VHS infection, the use of baitfish and live (fish eggs) is prohibited in certain waters of the state, including portions of the following waters in Benzie, Chippewa and Marquette counties. Check the DNR Web site at www.michigan.gov/dnr for a more detailed description of these waters. - Benzie County: Brundage, Kinney and Shaliney Creeks. - Chippewa County: Penobscot Lake (T47N, R4W, S2S, 26) and Penddils, Sullivan and Vedder Creeks. - Marquette County: Cherry Creek.	c2066394-907b-48cd-b2d8-ef377f62f014	CC-MAIN-2020-16	https://mymlsa.org/wp-content/uploads/2011/06/MDNR_Fish_Virus_Brochure.pdf	2020-03-28T23:41:29+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00476.warc.gz	607,362,928	991	eng_Latn	eng_Latn	0.992593	eng_Latn	0.992593	[ "eng_Latn" ]	true	rolmOCR	[ 4228 ]	[ 2.78125 ]	1	0
Saccha Bachpan Children’s voices on child labor and the new child labor law 21.11.16 – 23.11.16 Vaagdhara Tribal Development Resource Center Banswara, Rajasthan The group of 20 people, including children and adults, is standing in a field with green plants around them. They are holding a large poster or banner that appears to be related to an event or project. The setting suggests a rural or agricultural environment. Dear Reader India is sadly the home to the largest number of child laborers in the world. The Census in 2011 found a total number of 4.4 million child laborers. Poverty, lack of good schools and growth of informal economy are considered as the important causes of child labor in India. The increasing gap between rich and poor, privatization of basic services and neo-liberal economic policies are causing that major sections of the population are threatened by unemployment and without access to basic needs. This adversely affects children more than any other group. Child labor is one of the most pernicious threats that Indian children face today. The full and prompt attention of different stakeholders is needed to entirely eradicate it. But the Child Labor (Prohibition and Regulation) Amendment Act, 2016 gave its nod to the proposal to allow children below 14 years to work in family enterprises and entertainment industry with certain conditions, while completely banning their employment elsewhere. Since most of Indian child laborers work to some extent in a family enterprise this law remains ineffective in banning child labor. The new child labor law completely banned employment of children below 14 years in only 18 hazardous industries. Saccha Bachpan is an effort to make children participate in the process of policy making. Since the child labor law directly influences the lives of millions of children it is an urgent need to give those a voice in the process of policy making. VAAGDHARA, which engages with marginalized communities, is seeking out the voices of affected children regarding their rights. That’s why we conducted a Ground-Level Panel of children to comment on the Child Labor (Prohibition and Regulation) Amendment Act, 2016. VAAGDHARA believes that participation is a basic right of all children. The Ground-Level Panel enables a process of sharing the experiences and opinions of 15 children on child labor and how it impacts their lives. The purpose is, to develop a statement from the panelists, which we will share with policy makers. With the outcome VAAGDHARA will give a voice to children from deprived areas of southern Rajasthan. It shall reach out to government agencies, civil society, and the media and collectively voice for change. Jayesh Joshi Secretary VAAGDHARA Introduction of the GLP As VAAGDHARA aims to put tribal communities from southern Rajasthan into the mainstream development, the sample of 14 children for this event was chosen considering several criteria. All the participants are tribal children either from Banswara or Dungarpur district. The eight boys and seven girls are aged between 12 and 18 years. They are coming from different backgrounds as some of them are child laborers, some dropouts and some are students. Background In India, there were many laws enacted that prohibited and/or regulated employment of children in different sectors. In 1986, the Child Labor (Prohibition and Regulation) Act prohibited the employment of children below the age of 14 in hazardous occupations identified in a list by the law including 83 occupations. On 19th July of 2016 the government of India remitted a law that allows children to work in family enterprises. The new law brings several changes. The law amendment brings down the list of hazardous occupations from the earlier 83 to just three: mining, inflammable substances, and hazardous processes as classified in the Factories Act 1948. These will further disadvantage vulnerable groups such as tribal and lower-caste communities. It puts such a great burden on poor low-caste families that instead of promoting education, the Act increases the potential for dropouts. And parents, scared of the huge fines that they may have to pay for employing their children, are likely to lie about school attendance. The amendment in the law makes it practically impossible to implement the RTE. The Panelists 1. Anita (14) is from Kamji Ka Khera, a small village in south Rajasthan and lives with her parents in a small house. She is studying in class 8 of the Government Upper Primary School in her village. She has always been an eager learner and an outspoken, active girl. She is also a member of a Child Group. Though she was a bright student she used to leave school to go to Mansore (MP) for soybean harvesting. At her worksite, she faced some difficulties in her living conditions. Neither she was getting enough food nor sleep. By this time, Child Group members together with Village Child Protection Committee released her from her labor relations. Now she is continuing her school career. She decided that before finishing school she doesn’t want to go to labor again. In her school, there are only 3 teachers for 160 students. She wishes that in future there will be more teachers to help her and her friends studying. When she grows up, she wants to become a teacher so she can spread the message that studying is important for all children. 2. Shilpa is 14 years old and lives in Kamji Ka Khera in Banswara, Rajasthan. She is studying in 8th class in the Upper Primary School in her village. Shilpa enjoys to read. Therefore, she would like to have a library at her school. Also, she is member of a Child Group and is very much aware of the importance of education and the disadvantages emerging from child labor. Together with her Child Group she rescued 13 children from child labor on NREGA worksites and 5 children from soybean cutting. In future, she wants to become a teacher so she can contribute to society by creating awareness of child issues and the importance of education. 3. Sarika (12), lives in Budha village of Banswara district in Rajasthan with her parents and siblings. Her father is a security guard who works between 12 and 15 days per month. Her father is a very important person in Sarika’s life as he is providing great support to her. Sarika who is enrolled in 6th standard loves to study. She thinks that more female teachers should teach in schools. Through that more girls would get motivated to attend class. Besides girls are also more likely to share their problems with females. Another problem her village is facing, is that there is no Senior School nearby. That’s why, she says, most girls drop out after Upper Primary School. She is an active member of a Child Group who likes to express her ideas. When she grows up she wants to become a doctor. 4. Anita is 16 years old. She comes from Amlipara village in Kushalgarh Block of Banswara. In 5th class she had to drop out of school even though back then she liked to study. Her parents decided that she had to work instead. When she asked for permission to go back to school her parents refused. Now she is regularly migrating to Gujarat to work on construction sites with her family. Usually they stay there for one to three months. Her family has been following this practice for 3 years now. The living conditions in Gujarat are quite hard. The family lives in tents close to the construction site. Anita gets up at 4 AM to cook food for the family. Then she will work for at least 8 hours on construction sites. Afterwards she is again doing household chores like cleaning and cooking. When Anitas family returns to their village Anita has to help with the harvest. Nowadays, Anita says, that she does not desire to go back to school anymore because she already got used to working. 5. Ajad (17) is from Amlipara village in Kushalgarh Block, Banswara. He’s got 5 sisters and is the only son of his parents. His father is already too old to go to work so Ajad must earn some money to support his family. He migrates with his cousin to Gujarat to prepare marriage ceremonies. He earns roughly 13000 to 14000 INR per month. Ajad has been working for the past four years now. After Upper Primary School Ajad dropped out of school. Even though he is interested in studying, he says that his family conditions do not allow him to go back to school. 6. Ramesh (15) from Bada Talab in Anandpuri block of Banswara has two brothers and one sister. It has been two years since Ramesh didn’t attend school anymore. After 7th grade he left school to work instead. Ramesh says that he would have preferred to finish school. But even though he used to like school he had to earn some money since his father has problems with his leg and can’t earn sufficient money for the whole family. Ramesh’s work is to operate machines in construction work. Therefore, he sometimes migrates to Gujarat. Whenever he’s got some free time he likes to spend it with his family. He is also encouraging his younger siblings to study. 7. Vishwas (15) comes from Amlipada village in Kushalgarh Block of Banswara. After 5th grade Vishwas left school. For the last six years Vishwas has been migrating to Gujarat to work on construction sites. Since his father is already too weak to work, nobody was there to earn money for the family, Vishwas says. That’s why Vishwas is going to work together with one of his six sisters. On his worksite, he is facing different kind of problems. Sometimes his salary is not on time or he must work extra hours without getting payed. Two of his sisters are married and 3 are still going to school. With his work Vishwas also wants to support those of his sisters who are still in school so that they can continue their education. 8. Prakash (17) is from Biluda in Dungarpur District. He has 6 siblings, 3 brothers and 3 sisters. His parents are small farmers. Prakash never went to school. Instead his parents sent him to work in agriculture. He must take care of the family’s livestock. Sometimes Prakash also migrates to Gujarat where he works in the tile fitting industry. There he earns about 5000 INR per month. 9. Arjun (17) comes from Patampura Sabla Block of Dungarpur District. He’s got five brothers of which four are still studying, his parents are marginal farmers. After Upper Primary School Arjun left school. He was enrolled in Senior School as well but in the very beginning of 9th class he got sick for a few weeks and afterwards became irregular. Same as Prakash he is also migrating to Gujarat for tile fitting. His parents encouraged him to go to work instead of continuing with his studies. Arjun says, that he prefers to work rather than going to school. His goal is to become a headman at his worksite and be successful in what he is doing. Arjun wishes for his brothers that they continue with studying. With his work, he wants to support his brothers who are still attending school. 10. Roshni (12) hails from Singhoura village in Ghatol Block, Banswara. She is currently studying in 7th class. She’s got two brothers and one sister and lives together with her uncle. Her hobbies are dancing, singing & playing with friends. Roshni is an eager student who loves to learn and go to school. Nevertheless, she says, that her school building is in a very bad condition. When Roshni grows up she would like to become a doctor. 11. Priyanka (13) lives in Talwara village in Banswara District. She has three sisters and 2 brothers. Priyanka is enrolled in 8th standard. Her hobbies are singing and dancing. When she grows up she would like to become a teacher because she likes studying so much. 12. Sushila (13) comes from Amlipada village in Kushalgarh Block of Banswara. Her hobbies are singing and dancing. She is Vishwas younger sister. Just like her brother she had to leave school early after 5th grade. Now she is travelling with her brother to Gujarat to work on construction sites. At her worksite, she is facing a lot of problems since a construction site is a very unhealthy environment for a 13-year-old child. From carrying heavy weights Sushila often gets back pain. If she gets the chance, she would like to go back to school again. Her dream is to become a teacher. 13. Kuldeep (17) is from Timeda village in Kushalgarh block of Banswara. He’s got one brother and two sisters. Shortly before graduating he had to drop out of senior school to earn money. Now he is working as a driver in Gujarat even though he doesn’t have a license. He would like to study further and go to college so that one day he can have a good job. 14. Kalpesh (14) comes from Biluda, a village in Dungarpur district. He dropped out of school in 7th class. He decided on his own to do so because teachers scolded him and used harsh words. Also, he was influenced by other children who were already working. He saw that they had mobile phones, so he thought if he’d go to work, he would also be able to buy himself a mobile phone. He used to travel to Gujarat to work there in a hotel. But after a while he left that worksite. Now he is working in the production of clay products. Kalpesh’s hobby is playing Kabaddi. 15. Chagan (17) comes from Bada Talab in Anandpuri Block, Banswara. Chagan left school in 6th standard because he had to earn money for his family. He is very aware of the importance of education, but he had to take the responsibility to earn enough money for his family, he says. In a village in Banswara which is more than one hour away from his home he is working in the field of marble cutting. Since his employer doesn’t provide any protective wear, Chagan faces a lot of health risks at his work site. Introduction & identification of social background Mapping daily routine of the children and reasons & solutions of children's condition in child labor through making understanding on rights of children Discuss with children on general issues of child labor and the reasons of child labor Highlighting the change in child labor law and introducing various schemes and laws meant for child protection along with compiling the recommendations from Penalists. Listing challenges & barriers Identifying the most marginalized children Sharing a voice of children with Key stakeholders (CWC, civil society etc) Share recommendations with government Children’s identities At the first morning, the event started with some games so children had the chance to get to know each other and feel comfortable in the new environment. This was a first introduction of themselves and their likings. The panelists gave information on their identity the results are displayed in the word cloud. Information on the panelist’s literacy and school attendance were collected as well. Most children were able to read and write. While the majority is not going to school at the moment. Literacy - 6 Draw - 13 Read - 13 Write School attendance - 5 Go to school - 8 Dropped out - 1 Never went to school Children talked about their experiences in child labor and school and described their daily routine. Five groups explained that they wake up between 4 AM and 6 AM. Some of the children go for open defecation. After taking bath and having breakfast some of the girls clean the house and wash utensils. Children are also engaged in cleaning the cattle shed, foddering animals and cooking breakfast for the family. Some children go to school in the morning, some must work. Some of the girls help their mothers with household chores. Children who go to school study in the evening from 8 to 10 after finishing domestic work. The panelists had to distribute the 24 hours of their day in different categories. The sixth group “European Teenager” was represented by a volunteer participating in the event. Panelists's daily routine - Migrants: Sleeping (10), Household chores (5), Agriculture (5) - Child labourer at home: Free time (10), Remunerated work (5) - Boys: Agriculture (10), Remunerated work (5) - Girls: Playing with friends (10), Education (5) - Children in school: Playing with friends (10), Education (5) - European Teenager: Free time (10), Education (5) Afterwards the panelists thought about how an ideal day for children from 0 to 14 and from 14 to 18 years should look like. The results differ significantly from the actual time distribution in children’s everyday life. As per the panelists the following terms should be fulfilled. - In the ideal daily routine of a children of all ages there should be no time for remunerated work - Children of all ages should get 9 hours of education - Children should have free time and time to play with their friends - Children of all ages should not spend more than three hours per day on agriculture and household chores Solutions for Child Labor The panelists were provided three scenarios which they discussed on. They worked on these scenarios to figure out possible solutions to solve problems that lead to child labor. 1. A child which lives in a poor family with low socio-economic status is forced to work to earn money for the family’s livelihood. 2. A child from a poor family which goes to a school with very low quality of education and poor facilities drops out of school. After leaving school the child engages in child labor instead. 3. The parents of a girl don’t allow her to go to school since they think that girls should not receive education. Instead she stays at home, does household chores and gets married early. The causes for these problems according to the panelists were: - Poor quality of schools - Economic pressure on families - Cultural acceptance of child marriage - Cultural doubts against girl’s education The solutions they figured out were: - Parent’s awareness raising on the importance of girl’s education - Establishing Child Protection Committees in every village - Raise children’s awareness on Child Line 1098 - Enacting a strict law which completely bans child labor Children’s problems Children had to think about the most deprived child in their village and what they wish for it. They told about children whose parents died, who are engaged in child labor, and dropped out of school. Differences between rich and poor children were identified. Children listed up that children of rich family’s study, don’t have to work and they have enough food. Children explained that in their experiences rich people often oppress the poor. Poor families do not have access to governmental schemes. One reason for that is the lack of education. The poster shows things that are forbidden for children, like signing a contract or driving a car. Children were confronted with the question, why those things are prohibited to children, but child labor is not. Children discussed that this is unfair and it’s the governments’ duty to completely ban child labor. Children’s problems at work: - Lack of food - Unpaid extra hours - Violence - Lack of hygiene facilities - Open defecation - Salary not on time - Children have to sleep on the ground - Separation from family - Dangerous and hazardous work environments e.g. on construction sites - Problems with back and joints through lifting heavy weights Children’s problems at school - Teachers beat children and use harsh words - Broken roof - Handpumps are not working - Lack of class rooms available - No blackboards - Broken windows - Not enough plates for lunch - Power cuts - No separated toilets and no water in toilets - Lack of teachers - No female teachers ➢ Children don’t experience school as a safe place where they can develop and grow! Challenges occurring during the event 1. Child labour is a part of the panellists’ reality. Realizing that their way of living is harmful was not easy for a majority of the panellists. 2. It was difficult for the panellists to understand the importance of education, since quality of education is not sufficient and school environment is not friendly. 3. It was a problem for the girls to accept that there is gender inequality within society, because in that case they would have to blame their own relatives. 4. In the first phase of the event panellists’ who were engaged in child labour didn’t participate as much as the children who were going to school. Dialog between stakeholders and panelists Anita: If children don’t have the right to vote, to drive, to form their unions or to sign contracts then why are they provided with ‘freedom’ to work by government. Stakeholders Response: This is really a matter of concern; this question of children should reach to policy makers. They need support from various civil society organizations for this. Sarika: Government has built many committees and groups for child security but who is responsible here to ensure child rights and protect children from getting exploited? I want to go to a girls’ hostel for further study, how can I get enrolled? Stakeholders Response: Various committees meant for child welfare are responsible and apart from this if anybody feels any miss-happening with a child then they can directly call on 1098. The children will get every support if they want to get enroll in hostels. They will ask Education department too to include such children in hostels first. Kuldeep: I want to study; how can you support me and the children like me? You all are saying that children can go to hostels for studies where they will get all the necessary and basic things along with studies but what about rest of the family, because elder children of the family have been provided with responsibility to earn and to feed others? Stakeholders Response: Any child who is need can come to SJE department office and can have asked for their problems and solutions to it. The children can get enrolled in Tribal Area Development Hostels and can complete their education. The children who have completed schooling can also go under ITI studies; in coming future, the district is going to have good openings in this sector. Sarika & Roshini: When our schools’ conditions will become better and when our schools will have separate toilets for girls Stakeholders Response: Under Swacch Bharat Abhiyaan Schools will have toilets soon. Recommendation from the panelists to policy makers - Education should be free for Children aged up to 18 years - Children aged below 18 should not get engaged in child labor. It’s the government’s responsibility to take care of this. - Schools’ environment should be appropriate to children’s needs and desires. This would give an incentive to stay in school instead of working. - The list of hazardous works given by the Factories Act is incomplete. Children often still have to work in dangerous conditions. The list of hazardous works needs to be extended. - Child labor is a direct outcome of poverty and lack of opportunities. If you want to end child labor, you need to fight poverty. - Children are not allowed to vote, to drive, to form unions or to sign contracts but they can work in family enterprise. As this is not fair, children should be free from the burden of work. - If their family members would be working in jobs where they earned sufficient money, children would not have to work. The government should provide jobs with a payment which is sufficient for at least one grown up per family. Quotes Sarika: The children who belong to the wealthy, upper cast families often beat and suppress the poorer children. When children are treated that way they will leave the village. Arjun: The wealthy people never have to ask for anything. Prakash: The government is responsible for taking care of children. Anita: Teachers beating children in school makes children feel bad. Then they choose to drop out of school and work instead. Chagan: I’m helpless I must work because nobody else in my house is earning money. But I will help my younger brother to educate himself so he can find a good job later. Ajad: We work like slaves. I will not let any other child in my village or relation to become a laborer. Kuldeep: I want to study rather than wasting my life in labor. Roshni: School environment is similar to working environment. VAAGDHARA VAAGDHARA is a non-profit organization, registered under Rajasthan Societies Act 1958. The core value of the organization is swaraj 'self-reliance' which is drawn from Gandhian philosophy. At the same time VAAGDHARA believes in the use of latest technology for the development of the poor population of India. During last decade and half, VAAGDHARA has impacted about 25000 tribal and poorest of the poor families to enhance their living conditions. It has implemented several interventions with support of government, national and international organizations like UNDP, UNICEF, WFP, Welthungerhilfe, NABARD, IGSSS, Save the Children and Plan India. The organization works intensively on issues related to nutrition, health, education and child rights. VAAGHDHARA adopts a twin-track approach to enhance child protection and inclusive quality education in the target area. By 2020 the organization has plans to reach about 1 lakh children to ensure their protection against all kinds of abuse, exploitation and violence. 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Call for Proposals: Due May 15 Volunteer Conference of Southern States Rock Eagle 4-H Center in Eatonton, GA October 6-9, 2016 Interested in attending the 2016 Volunteer Conference of Southern States (VCOSS)?! We need volunteers (and Agents too!) to submit proposals for educational sessions, which can come in a variety of formats and may include demonstrations, experienced lecture, ignite presentations, panels, skill building or think tanks. Teams are encouraged to apply in order to create hands-on, engaged sessions. Think of ways to share information that may be used with 4-H members or other adult volunteers in enhancing the total club experience, introducing new ideas, concepts and skills, offering opportunities for discussion and solution building together, enhancing existing programs or learning all new skills. Contact Ashley Burns (firstname.lastname@example.org) if you need assistance in this process. For more information on the conference and how to submit a proposal, visit: http://vcoss.weebly.com/conference-workshops--learning-labs.html. The Call for Proposals is attached to this flyer. Proposals are being accepted for Workshops, Funshops and Learning Labs through Sunday, May 15th. Sessions will be peer reviewed using a selection rubric and presenters will be notified mid-June. There will be a $30 discount (10%) on the registration for the primary presenter for each session. Individuals volunteering at the conference will also earn a registration discount! South Carolina 4-H Volunteer Leaders Symposium Saturday, August 13, 2016 9:30am – 4pm in Columbia, SC Make plans to join us for the 2016 Volunteer Leaders Symposium! Whether you are a brand-new volunteer or have been with 4-H for years, we have something for you! It will be held in Columbia and registrations will be taken online. Watch for more details to come. Image credit: Alabama 4-H 4-H Club Awards Due to State 4-H Office Wednesday, June 1, 2016 Is your 4-H Club or Group eligible for state awards?! See the attached Standards of Excellence to determine if you qualify for awards (to be announced at the Volunteer Leaders Symposium in August). Submit the form to the State 4-H Office by mail (2054 Barre Hall, Clemson, SC 29634), email (email@example.com), or fax (864-656-7595) by June 1. Monthly 4-H Club Activity Idea Mosquito Mitigation Objective: to learn practical skills that can reduce mosquito breeding grounds and potentially reduce the spread of mosquito-borne diseases. Age Range: All ages. Hands-on Activity: walk outdoors to identify mosquito breeding grounds and discuss ways to manage them. Really ambitious groups can collect water from different sources and determine if they harbor mosquito eggs, larva, or pupae! Life Skills: HEAD = decision making HEART = social skills, communication, cooperation; HANDS = leadership, contributions to group effort, teamwork; HEALTH = self-esteem, character, Introduction It is that time of year again when going outdoors, especially in the mornings and evenings, means being attacked by mosquitos! What is a mosquito? A mosquito is a small, flying insect. Before laying eggs the female mosquito sucks blood from a host! They are most active in spring & summer months. What happens when a mosquito bites you? Mosquitos suck blood through a long tube-like mouth. The bite itself is virtually painless and you will not be harmed by the loss of blood. However, the saliva (i.e. spit) of a mosquito causes an itchy, irritating rash on the skin’s surface. (If your group is mature enough to handle the conversation, you can also talk about how mosquitos can be vectors that spread diseases like West Nile virus and Zika virus. Just try not to be too scary!) What can you do to prevent being bitten by mosquitos? Limit time outdoors when mosquitos are most active (mornings & evenings). Cover exposed skin by wearing long-sleeved shirts and long pants. Use insect repellents. Do mosquitos have any natural predators (something that eats mosquitos)? Yes! Adult mosquitos are eaten by a variety of birds (especially waterfowl – ducks, geese), lizards, frogs, and spiders. Developing mosquitos are eaten by aquatic animals such as fish, nymphs, and amphibians. Stages of Development Eggs: are laid in very, slow-moving or stagnant (still, not-moving) water. They can be laid attached to plants/debris in the water or assembled into floating rafts. The eggs will hatch in 1-4 days to release larvae. Larvae: live in the water and breathe air at the surface through a long siphon (like a snorkel!). They eat organic matter in the water and molt as they grow. Very active swimmers when disturbed. After the 4th molt, they are pupae. This process takes about 1 week. Pupae: also live in the water at the surface. They also breathe air, but through 2 horn-like tubes on their backs. Mostly still, but can swim by strong flicks of their tails. The adult hatches from the pupae after 2-3 days. Adult: Live on land and fly. They only live about 3 weeks in the summertime, but can live 3 months or longer over the winter. From egg to adult = 10-14 days. The warmer the weather, the faster the development occurs, sometimes as little as 4 days!!! Activity 1, Mosquito Metamorphosis You can prepare this activity about 1 week in advance (or potentially collect water from Activity 2) to allow youth to examine mosquitos’ stages of development. Place glass jars outdoors and allow them to fill with rainwater (or add about 1 inch of tap water). Mosquitos will find the water source and lay eggs. For a short period of time, you can secure a metal lid over the jar; for extended closure, you can use a rubber band to secure a coffee filter over the opening. Youth will be able to observe multiple stages of development inside the jars within 1 week, assuming good growing conditions. (DO NOT open or store the jars indoors! You do not want to unintentionally release adult mosquitos!!!) See the descriptions above and pictures below to identify the different states of development. Activity 2, Egg Elimination Have youth break into groups and brainstorm ideas to reduce the amount of mosquitos around their homes, schools, and communities. (Tip: Once the adult hatches, you really cannot do much to get rid of them.) After youth brainstorm ideas, they can share them with the entire group! Remove any area of standing water after rain (i.e. flower pots, containers, tarps, etc.). Replace water in standing vessels (i.e. bird baths) every 2-3 days. Add predators (i.e. fish) to ponds and animal water troughs that will eat eggs, larvae, and pupae. Aerate the water to create movement and prevent mosquitos from laying eggs. Take a walk around the building (and/or challenge youth to walk around their homes) to identify and remove sources of standing water that mosquitos will use as breeding grounds. Conclusion Youth have the power to educate others and reduce mosquito populations around them! Did you know?! • Only the female mosquito ingests blood. • Blood is a protein source for the female mosquito, which allows her to develop eggs. • When not drinking blood, mosquitos live off of plant nectar. • Mosquitos act as pollinators, like honey bees! http://www.kids-activities-learning-games.com/animal-life-cycles.html Call for Proposals 4-H Volunteer Conference of the Southern States October 6-9, 2016 You're invited to submit a presentation proposal for the 4-H Volunteer Conference of the Southern States, October 6-9, at Rock Eagle 4-H Center in Eatonton, Georgia. We hope you'll take this opportunity to share your knowledge and experience. Workshops are instructional, in-depth sessions engaging learners and instructors. The focus is to engage learners in practical knowledge and skill development to immediately impact work with 4-H members and volunteers. Each session is 90 minutes. 4-H Volunteer Research, Knowledge & Competencies The Volunteer Research Knowledge and Competency Taxonomy Model (VRKC) is based on a study that identified the competencies that volunteers need in order to effectively deliver 4-H Youth Development programs and activities. This taxonomy provides 4-H professionals with a national focus and direction related to the levels of competency and the perceived needs of 4-H volunteers. It is based on a comprehensive study of paid staff and volunteers in 21 states covering all four Extension regions. (More information about VRKC: [http://nextgeneration.4-h.org/volunteerism/vrkc/](http://nextgeneration.4-h.org/volunteerism/vrkc/)) The VRKC taxonomy is expressed in six domains that are listed in the cumulative order of importance, competence and use, as determined as a result of the 2003-2004 study. The six domains are communication, organization, 4-H program management, educational design and delivery, positive youth development and interpersonal characteristics. Conference session proposals should address at least one of these domains. Essential Elements of Positive Youth Development The 4-H essential elements are derived from traditional and applied research of the characteristics of effective programs contributing to positive youth development. In 1999, the National 4-H Impact Design Implementation Team was charged with determining the “critical elements of an effective 4-H experience.” After a comprehensive study of youth development research findings the team decided that there were eight elements that were critical to the well being and positive development of youth who participated in organized, non-formal educational experiences and settings. Those eight critical elements were affirmed in 2002 by an expert panel convened by the Institutes of Medicine/National Research Council. The eight elements are: 1) positive relationship with a caring adult; 2) a safe emotional and physical environment; 3) an inclusive environment; 4) engagement in learning; 5) opportunity for mastery; 6) opportunity to see oneself as an active participant in the future; 7) opportunity for self-determination; 8) opportunity to value and practice service to others. (More information about Essential Elements of 4-H Youth Development: [http://www.4-h.org/resource-library/professional-development-learning/4-h-youth-development/youth-development/essential-elements/](http://www.4-h.org/resource-library/professional-development-learning/4-h-youth-development/youth-development/essential-elements/)) Educational Focus Special attention will be given to workshop seminars that address focus areas identified by Volunteer Conference of Southern States participants. These areas include leadership, involving parents & volunteers, technology, science, and citizenship. Additionally participants may submit sessions of general interest that may not directly relate to these foci. Application & Selection Process Workshop proposals must be submitted electronically online: [https://ugeorgia.qualtrics.com/SE/?SID=SV_3K2epiDzlUFNA0d](https://ugeorgia.qualtrics.com/SE/?SID=SV_3K2epiDzlUFNA0d) Applications will be accepted through May 15, 2016. Sessions will be peer reviewed using a selection rubric and presenters will be notified mid-June. Presenters selected should be available for the duration of the conference and are responsible for their own expenses including conference registration, travel, lodging, equipment, handouts and materials. There will be a $30 discount (10%) on the registration for the primary presenter for each session. For additional information concerning application and selection refer to [the website](http://) or contact Bryan Terry ([firstname.lastname@example.org](mailto:email@example.com) or 352-273-3539) or Veronica Del Bianco ([firstname.lastname@example.org](mailto:email@example.com) or 225-578-2978). In order to better prepare for the electronic submission, the following is a list of necessary information as it appears on the electronic form. The form cannot be saved in progress so it is advised that you first draft your responses so you can cut and paste into the survey proposal form. Should you submit an incomplete proposal, email contact Bryan Terry ([firstname.lastname@example.org](mailto:email@example.com) or 352-273-3539) or Veronica Del Bianco ([firstname.lastname@example.org](mailto:email@example.com) or 225-578-2978) to indicate your submission revision(s). Application Includes - Name and Title of Lead Presenter - Additional Presenter(s) Name(s) - Mailing Address for Lead Presenter - Email Address for Lead Presenter - Phone number for Lead Presenter - Presentation/Poster Title - Most Applicable VRKC Domain for Presentation - Communication - 4-H Program Management - Positive Youth Development - Organization - Educational Design & Delivery - Interpersonal Characteristics - Most Applicable Essential Element(s) for Presentation - Positive relationship with a caring adult - Safe emotional and physical environment - An inclusive environment - Engagement in learning - Opportunity for mastery - Opportunity to see oneself as an active participant in the future - Opportunity for self-determination - Opportunity to value and practice service to others - Educational Focus - Leadership - Parent & Volunteer Involvement - Technology - Science - Citizenship - Maximum number of session participants (minimum 25 required) - Session description of no more than 60 words for conference program - Learner objectives for session (At the end of this session, the learner will be able to:) - Program description (abstract) not to exceed 250 words to include teaching methods, potential audience, relevance to audience, and other information to help describe your program - Presenters teaching experience with this topic to include past sessions taught on this or similar topic(s), audiences delivered to and other experience with the topic, if the session has been taught at past 4-H Volunteer conferences and the year - Each workshop will have a presenter table and a table and chairs for participants. Posters will have a table and easels. What additional equipment would you need? - LCD projector - Easel with Chart paper - Wireless access - Additional information Note: No additional participant fees may be charged for any presentations or funshops. Standards of Excellence for 4-H Clubs and Groups Check the following Club Performance Standards completed during the 4-H year. Documentation may come from meeting minutes, scrapbooks, photos, newspaper articles, letters, etc., and should be attached to this form. Club/Group Name ____________________________________________ County ______________________________________________________ Club/Group President Signature ________________________________ Date __________ Organizational Volunteer Signature _____________________________ Date __________ Total Number of checked responses for the 20 Excellent Standards __________ Club Performance Standards 1. Club/group had a planned annual program that includes group goals. (Ex: recruit 4 new members; all members will choose one county learning activity to attend) 2. Club/group members were actively involved in planning the club/group’s annual program. 3. Club/group selected an area of focus for their annual program. (Ex: health & fitness; environmental science; pet care; community service; intercultural understanding) OR club/group is represented in the community, by serving on a committee, council or board with adult partners. 4. Club/Group members were involved in implementing the annual program/activities. (Ex: planning and bringing snacks; leading the pledges; calling club/group members for a meeting or assignment; presenting a demonstration; organizing a tour; introducing a speaker; leading recreation; teaching others) 5. A calendar for the year was printed and distributed to members, parents, volunteers, and the local Extension Office. (Ex: identify meetings dates, locations, educational programs; special projects; social events; county or district events) 6. All members were invited and at least 75% of club/group members were involved in at least nine club/group activities during the year. (Ex: meetings; club/group tours; recognition event) 7. Club/Group officers were elected or appointed, and fulfilled their leadership roles. 8. Club/Group completed at least one (1) community service project. 9. Club/Group completed at least one (1) promotion activity that promotes 4-H visibility at the community or county level. (Ex: participating in a community parade; radio interviews during National 4-H Week; project displays in business windows; or doing website development for County Extension office.) 10. Club/Group has completed at least one (1) project that promotes 4-H visibility at the county, multi-county, district, state, multi-state, national or global level. 11. Club/Group recruited at least one (1) project volunteer for at least 75% of the member’s project learning areas. 12. At least 75% of the members made progress toward individual 4-H project goals. 13. Group developed a method to communicate with families at least three (3) times per year regarding club/group activities, education, and achievements. (Ex: newsletters; e-mails; calling tree; group activity that includes families) 14. Club/Group planned at least one (1) activity to include parents and families in club/group activities. (Ex: project showcase; skating party; tours; recognition event) 15. Members took part in a variety of non-competitive activities and/or meetings beyond the 4-H club/group level. (Ex: county project workshops; council meetings; interstate exchange programs) 16. A scheduled recognition event was held for members, volunteers and parents. 17. Club/group planned and implemented at least one multi-club activity. (Ex: doing multi-club community service; several clubs managing a community or county event; conducting a multi-club learning or social event) 18. Members participated in competitive 4-H events beyond the club/group level. (Ex: county events; district events; state fair; project area competitions) 19. 4-H club/group consistently had a safety/supervision ratio of 1 adult to 10 youth. 20. The racial/ethnic composition of the club reflects the diversity of the surrounding community. (If club does not reflect the diversity of the community, then successful efforts to contact minority citizens in person, by mail, and through mass media may be used. Work with your county 4-H agent for help achieving this goal.) 12-13 Checked of 20 questions = BRONZE Clover Club Award 14-15 Checked of 20 questions = SILVER Clover Club Award 16-17 Checked of 20 questions = GOLD Clover Club Award 18-20 Checked of 20 questions = EMERALD Clover Club Award This report is due in the State 4-H Office June 1 of the current club year. What’s The Best Way To Keep Mosquitoes From Biting? January 30, 2016 · 5:48 AM ET SUSAN BRINK Testing The Effectiveness Of Mosquito Repellents A 2015 study tested eight commercial mosquito repellents, two fragrances and a vitamin B patch by releasing mosquitoes into a sealed chamber with a treated hand. The study found that after four hours, the most effective were products containing DEET, as well as one “natural” DEET-free spray. SHARE OF MOSQUITOS ATTRACTED... UPON APPLICATION - OFF Deep Woods insect repellent VIII (25% DEET) 6% - Cutter lemon eucalyptus insect repellent 9% - EcoSmart organic insect repellent 9% - Repel 100 insect repellent (98.11% DEET) 10% - Cutter Skinsations insect repellent (7.0% DEET) 11% - Victoria Secret Bombshell 17% - Avon Skin So Soft Bath Oil 31% - Avon Skin So Soft Bug Guard 48% - Cutter natural insect repellent 57% - No repellent 61% - Mosquito skin patch 68% AFTER FOUR HOURS - OFF Deep Woods insect repellent VIII (25% DEET) 29% - Cutter lemon eucalyptus insect repellent 18% - EcoSmart organic insect repellent 67% - Repel 100 insect repellent (98.11% DEET) 14% - Cutter Skinsations insect repellent (7.0% DEET) 30% - Victoria Secret Bombshell 47% - Avon Skin So Soft Bath Oil 53% - Avon Skin So Soft Bug Guard 67% - Cutter natural insect repellent 65% - No repellent 68% - Mosquito skin patch 68% Notes The study tested two mosquito species. The chart above shows attraction rates for the Aedes aegypti species. Source: Journal of Insect Science Credit: Katie Park/NPR Testing The Effectiveness Of Mosquito Repellents A 2015 study tested eight commercial mosquito repellents, two fragrances and a vitamin B patch by releasing mosquitoes into a sealed chamber with a treated hand. The study found that after four hours, the most effective were products containing DEET, as well as one "natural" DEET-free spray. SHARE OF MOSQUITOS ATTRACTED... \| Product \| Upon Application \| After Four Hours \| \|----------------------------------------------\|------------------\|------------------\| \| OFF Deep Woods insect repellent VIII (25% DEET) \| 6% \| 29% \| \| Cutter lemon eucalyptus insect repellent \| 9% \| 18% \| \| EcoSmart organic insect repellent \| 9% \| 67% \| \| Repel 100 insect repellent (98.11% DEET) \| 10% \| 14% \| \| Cutter Skinsations insect repellent (7.0% DEET) \| 11% \| 30% \| \| Victoria Secret Bombshell \| 17% \| 47% \| \| Avon Skin So Soft Bath Oil \| 31% \| 53% \| \| Avon Skin So Soft Bug Guard \| 48% \| 67% \| \| Cutter natural insect repellent \| 57% \| 65% \| \| No repellent \| 61% \| 68% \| \| Mosquito skin patch \| 68% \| 68% \| Notes The study tested two mosquito species. The chart above shows attraction rates for the Aedes aegypti species. Source: Journal of Insect Science Credit: Katie Park/NPR Don't get bitten by mosquitoes. That's the advice offered to the public in virtually every article on the rapidly spreading, mosquito-borne Zika virus. There's no arguing with the advice. Zika, once considered a relatively mild flu-like illness, has now been linked to a surge in severe birth defects in Brazil and possibly to cases of paralysis. But anyone who is a mosquito magnet must be asking: Can humans really keep the bloodsucking bugs at bay? To find out how people can best protect themselves, NPR talked with researchers, many of whom spend lots of time in mosquito-infested jungles, marshes and tropical areas. Which repellents work best to stop mosquitoes from biting? "DEET" is the immediate one-word answer from Dr. William Reisen, professor emeritus at the School of Veterinary Medicine at the University of California, Davis and editor of the Journal of Medical Entomology. "DEET is the standard," agrees Dr. Mustapha Debboun, director of the mosquito control division of Harris County Public Health and Environmental Services in Houston. "All the repellents being tested are tested to see if they beat DEET." DEET is shorthand for the chemical name N,N-diethyl-meta-toluamide. It's the active ingredient in many insect repellents, which don't kill mosquitoes but keep them away. Dr. Dan Strickman agrees that DEET is tried and true. Strickman is with the Global Health Program at the Bill and Melinda Gates Foundation (which is a funder of NPR) and author of Prevention of Bug Bites, Stings, and Disease. DEET appeared on store shelves in 1957. There was some early concern about its safety — speculation that it was linked to neurological problems. But recent reviews, for example a study published in June 2014 in the journal Parasites and Vectors, says, "Animal testing, observational studies and intervention trials have found no evidence of severe adverse events associated with recommended DEET use." Other repellents work to prevent mosquitoes from biting as well. But DEET isn't the only weapon. Products containing the active ingredients picaridin and IR 3535 are as effective, says Strickman. And repellents with any of those active ingredients are recommended as safe and effective by the Centers for Disease Control and Prevention. They are widely available around the world. Actually, Strickman gives the edge to picaridin. "Picaridin is a little more effective than DEET and seems to keep mosquitoes at a greater distance," he says. When people use DEET, mosquitoes may land on them but not bite. When they use a product containing picaridin, mosquitoes are less likely to even land. Repellents with IR 3535 are slightly less effective, Strickman says, but they don't have the strong smell of other products. Then there is oil of lemon eucalyptus, or PMD, a natural oil extracted from the leaves and twigs of the lemon-scented gum eucalyptus plant, also recommended by the CDC. PMD is the ingredient in the oil that makes it repellent to insects. When researchers from New Mexico State University tested a variety of commercial products for their ability to repel mosquitoes, they found that a product containing lemon eucalyptus oil was about as effective and as long lasting as products containing DEET. "For some people, there's a stigma to using chemicals on their skin. They prefer a more natural product," says Stacey Rodriguez, an author of the study published on Oct. 5, 2015, in the Journal of Insect Science. Not all products deliver what they promise. "We tested a vitamin B1 skin patch," says Dr. Immo Hansen, professor at the Institute of Applied Biosciences at New Mexico State University and also an author of the study comparing repellents. "We didn't find any evidence that it has any effect on mosquitoes." One surprising finding was that a perfume, Victoria's Secret Bombshell, was a pretty good repellent. Hansen and Rodriguez said they added it to the products they tested as a positive control, believing its floral scent would attract mosquitoes. It turned out bugs hated the smell. But in addition to the problem that few people would want to douse all their exposed skin in perfume, there is another impediment to researching many cosmetics: The ingredients are secret. "It's probably composed of dozens of secret ingredients, and maybe one or two of them are repellents," says Rodriguez. "We don't know what the active agent is." How often should you reapply a repellent? Generally, it's a good bet to follow the manufacturer's instructions, experts said. People who will be outside for an hour or two hours should be protected with, say, a product that contains a lower concentration of DEET (about 10 percent — identified on the label). Those who will be out in the woods, or jungle or marshland, should use a higher concentration of 20 to 25 percent, and refresh every four hours or so, says Dr. Jorge Rey, interim director of the Florida Medical Entomology Laboratory in Vero Beach. "The higher the concentration, the longer it lasts," says Rey. And again, follow manufacturer's directions on the amount used. "A lot of people think that if a little is good, a lot is better," says Reisen. "You don't have to take a bath in the stuff." What kind of clothing helps protect against bites? When Rey goes on research trips to highly infested areas, like the Florida Everglades, he suits up. "We wear long pants and long-sleeved shirts," he says. "If it's particularly bad, we use hats with nets coming down over the face. And we depend on repellent on exposed areas." That could mean hands, neck and face. But don't spray the face, experts say. To avoid irritating the eyes, put the repellent on hands and rub it on the face. And don't forget the feet. Mosquitoes have quirky olfactory preferences. Many of them, especially the Aedes variety that transmits the Zika virus, love the smell of feet. "Wearing sandals isn't a good idea," says Rodriguez. Shoes and socks are called for, and tucking pants into socks or shoes helps keep mosquitoes from getting inside clothing. She wears long pants when outdoors in mosquito territory — and definitely not yoga pants. "Spandex is very mosquito friendly. They bite through it. I wear baggier pants and long-sleeved shirts, doused in DEET." Reisen adds high-topped boots and often work gloves to the mosquito prevention outfit. "Since I'm bald as a cucumber, I also wear a hat. I wear glasses, so more and more of me is getting covered." Strickman lived in Thailand for a while, and he would start his day armed with a spray bottle of repellent. "I'd spray my socks, the lower part of my trousers and the upper part of my shoes," he says. "The mosquito that transmits Zika has a strong tendency to bite parts of the body that are near the ground." What else can reduce the risk of mosquito bites? Mosquitoes can bite at any time of day, but the one that transmits Zika prefers midmorning and early evening, says Strickman. If possible, stay indoors in screened-in or air-conditioned buildings during those times. Since these particular mosquitoes breed in standing water in containers like plant pots, old tires, buckets and trash cans, people should rid their immediate area of things that can collect water. "Swimming pools, unless they're abandoned, are OK," says Rey. The chemicals used to keep pools safe for swimming also keep mosquitoes away. It takes some close looking to find every possible breeding ground for mosquitoes. "I've seen some developing in a film of water next to a sink, or in the bottom of a glass people use to brush their teeth," says Strickman. Cleaning up all those areas of standing water can greatly reduce the number of mosquitoes. "It's up to individuals to make their own backyards safe," says Rey. And their front yards and as much of their surrounding environment as possible. The more people do that kind of basic cleanup, the fewer mosquitoes there will be. "It may not be perfect, but you'll lower the number of mosquitoes tremendously," says Strickman. Can you get to zero bites? "There's no way you're going to prevent all the mosquitoes from biting, but you can reduce your chances of getting bitten," says Rodriguez. And Rey is deeply concerned about Zika because of all that science doesn't yet know about the virus. So he stresses how important it is to use the preventive efforts we have available. "Your chances of getting infected with some mosquito-borne illness are never zero," he says. "You don't change your lifestyle. But you take precautions." --- Clarification Jan. 30, 2016 An earlier version of this post had the headline "DEET-Containing Sprays Have Stronger Repellent Effects" for the chart. The headline has been changed to account for the effectiveness of one of the non-DEET repellents.	c7fa84d7-f2a0-43ec-b3d1-aeafd8e0829a	CC-MAIN-2022-49	https://dc.statelibrary.sc.gov/bitstream/handle/10827/36751/CU_ES_We_CU_Volunteer_2016-05.pdf?sequence=1&isAllowed=y	2022-12-01T11:13:06+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00709.warc.gz	226,287,851	6,762	eng_Latn	eng_Latn	0.984345	eng_Latn	0.997091	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2283, 5204, 7282, 12326, 14265, 16004, 18173, 18808, 20344, 22665, 25512, 28321, 30858 ]	[ 2.796875, 2.515625 ]	1	0
In the past half century, per capita use of mineral resources, including fossil fuels, has been increasing steeply. Technological innovation that has improved material and energy efficiency has been overwhelmed by the sheer increase in demand from rising incomes and populations. Population growth accelerated first before slowing during the 20th century, with world population exceeding 6 billion by 2000. The period since World War II has been marked by a historically unprecedented rise in living standards and levels of consumption experienced by a growing number of countries. When broken down by region, industrialized countries, with 15% of the population, used 50% of the fossil energy, industrial minerals and metallic ores as of 2005. This is changing quickly, however. Between 1990 and 2006, total energy use in developing countries increased by 40% while in high-income OECD countries it increased by half as much.$^1$ Much of the world’s population remains poor and the gap in living standards between rich and poor needs to be narrowed substantially, not least to achieve the Millennium Development Goals (MDGs). The development transition needs to occur even as consumption and production patterns are transformed in a decoupling transition. Living standards of the poor must rise even as humankind’s ecological footprint shrinks. Consumers in developed countries and wealthy consumers everywhere will need to take the lead in moving towards sustainable patterns of consumption. Production systems also need to move towards sustainable patterns of resource use, with reduced pollution and waste. Developed country enterprises can chart the way forward, supporting their suppliers and partners around the world with technology and know how. --- Trends in global resource extraction, GDP and material intensity (1980–2005), 1980 = 100 - GDP - Population - Material intensity - Resource extraction Source: SERI, 2010 The accelerating materials and fossil energy demand of the past decade-and-a-half has begun to be reflected in commodity prices. Before the recent recession, most were spiraling upward. While a boon for resource-rich economies, the price rises have been a bane for many resource-poor countries, which have been particularly hard hit by high food prices. Fundamental changes in the way societies produce and consume are indispensable for achieving global sustainable development...Governments, relevant international organizations, the private sector and all major groups should play an active role in changing unsustainable consumption and production patterns. — Johannesburg Plan of Implementation 2002, III Commodity Food Price Index includes Cereal, Vegetable Oils, Meat, Seafood, Sugar, Bananas, and Oranges Price Indices Commodity Cereals Price Index includes Wheat, Maize (Corn), Rice, and Barley Commodity Agricultural Raw Materials Index includes Timber, Cotton, Wool, Rubber, and Hides Price Indices Commodity Metals Price Index includes Copper, Aluminum, Iron Ore, Tin, Nickel, Zinc, Lead, and Uranium Price Indices Source: IMF; 2010	efc68358-acd0-4a9e-9b23-8db7996f402a	CC-MAIN-2021-49	https://www.un.org/esa/dsd/resources/res_pdfs/publications/trends/trends_sustainable_consumption_production/ch1_trends_in_resource_use.pdf	2021-12-01T16:38:43+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964360803.6/warc/CC-MAIN-20211201143545-20211201173545-00204.warc.gz	1,068,296,944	607	eng_Latn	eng_Latn	0.987971	eng_Latn	0.994369	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1958, 3107 ]	[ 2.390625 ]	1	0
seetest&treat® Educator Guide Including Healthy Lifestyles, Cervical Health, and Breast Health Activities Version 1.0 Last Updated 12/29/2016 by the capfoundation # Table of Contents Your Goals and Tools ........................................................................................................... 3 See, Test, & Treat Patient Education FAQs ........................................................................ 4 Education Agenda within the Patient Activity Guide ...................................................... 7 Making the Connection: The Role of a See, Test & Treat Educator .................................... 10 Overview of Required See, Test & Treat Education Activities ........................................... 12 “Ask a Doc” Cervical Health Education Activities .......................................................... 13 “Ask a Doc” Breast Health Education Activities ............................................................. 17 “Make a Healthy Change” Healthy Lifestyles Activities ............................................... 21 More Resources for Educators ............................................................................................. 27 Acknowledgements and References .................................................................................... 28 This Educator Guide is the property of the CAP Foundation. The material within is presented for entirely non-profit, educational purposes. Permission to reproduce this work, in part or in entirety, for any purpose other than use in the See, Test & Treat program must be granted in writing by the CAP Foundation. Your Goals and Tools There are five See, Test & Treat education program goals: - Increase the level of health literacy in Patients. - Increase their adoption of potentially life-saving habits. - Build Patient trust in the health care team. - Build Patient know-how for accessing health care and health insurance. - Measure Patient knowledge gain. To help you reach these goals, your See, Test & Treat Education Toolkit includes four tools that support Healthy Lifestyles, Cervical Health, and Breast Health content delivery: \| Tool \| How to Use It \| \|-----------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------\| \| 1. Patient Activity Guide \| The printed Patient Activity Guide should be given to all Patients. Its purpose is to: - Orient the Patient to content that will be covered during the educational sessions. - Provide a conversation starter for See, Test & Treat Volunteers who will be interacting with Patients. - Serve as a take-away to remind Patients of important content and to share with others who may be interested in the program. \| \| 2. Educator Guide \| This guide includes: - an education agenda. - instructions for setting up education stations. - required content to prepare for. - required Patient education activities. \| \| 3. Educator PowerPoint Presentation \| Suggested PowerPoint slides with visuals and talking points are provided for you to use and add to. \| ### See, Test, & Treat Patient Education FAQs \| Who leads the education activities? \| \|-------------------------------------\| \| Team Lead for Patient Education and Volunteers \| Each site should appoint a Team Lead for Patient Education. This person will coordinate all Patient Education Volunteers, including ‘Greeters, Interpreters, and Volunteers for the “Ask a Doc” Education Station, “Health Care Navigator” Station, and the “Make a Healthy Change” Education Station. Before the event, gather your team to discuss how your site will provide an education experience according to Patients’ needs, values, and cultures: 1. What will our effort toward “increased health literacy in Patients” look like at our See, Test & Treat site? 2. What will our effort toward “adoption of potentially life-saving habits by Patients” look like at our See, Test & Treat site? 3. How will we build Patient trust? - How will we demonstrate cultural competence? - How will we address any embarrassment over receiving breast and cervical care and/or related stigma of disease diagnosis? 4. How will we build Patient know-how for accessing health care and health insurance? - What is our team’s current understanding regarding Patients’ barriers to care and how will we address them in our conversations with Patients? 5. How will we measure Patient knowledge gain? 6. How can we help make the day a great experience for everyone? \| ## When and where do the education activities happen? 1. Greeters welcome Patients and provide agenda and have an initial conversation about their goals using the Patient Activity Guide, with appropriate Medical Interpreters assigned. 2. Patients visit “Ask a Doc” Education Station to learn about cervical and breast health through the activities later described in this guide. 3. Patients visit the Health Fair. 4. Patients visit a “Health Care Navigator” Station for information regarding available health insurance. 5. Patients visit “Make a Healthy Change” Education Station and discuss healthy lifestyles, barriers to care, and healthy behavior goal setting through the activities later described in this guide. 6. Patients return to Volunteers at registration table to complete Knowledge Check, Satisfaction Evaluation, and receive vouchers for visiting education stations. Education Room and Table Setup Tables in green below are required elements in your education room. Create a room sketch to serve as a “Patient journey map” and plan for each Patient touchpoint of your See, Test, & Treat education experience. Make space around each table for groups of 4-6 people to stand or sit. Empower Patients to ask questions and engage in hands-on demonstrations. Patient Registration and Checkout Table This table is staffed with Greeters and Interpreters. It is ideally both the entry and exit area where Patients are: 1. Greeted, given the Patient Activity Guide and any other materials, and assigned an Interpreter as needed. 2. Thanked for attending and asked to complete the Patient Program Satisfaction Evaluation. 3. Provided giveaways. “Ask a Doc” Education Station: This table is staffed with a Physician. Patients learn about and discuss cervical and breast health through the activities later described in this guide. “Make a Healthy Change” Education Station: This table is staffed with a Physician or another qualified Patient Educator. Patients learn about and discuss healthy lifestyles, barriers to care, and healthy behavior goal setting through the activities later described in this guide. “Health Care Navigator” Station This table is staffed with Volunteers who can provide Patients with information about available health insurance. Education Agenda within the Patient Activity Guide Visit each education area, participate, and check off when done! \| See, Test & Treat Education Activities \| Completed? \| \|---------------------------------------\|------------\| \| Visit “Ask A Doc” Education Station \| \| \| Visit the Health Fair \| \| \| Visit a Health Insurance Navigator \| \| \| Visit “Make a Healthy Change” Education Station \| \| Patients will be concerned about being called for their results – consider this as you plan your space and schedule. You may want to move your final education sessions of the day near (or in) the results waiting area. ## What materials do we need for the education activities? ### Required Materials: \| Section \| Materials \| \|----------------------------------------------\|---------------------------------------------------------------------------\| \| Registration and Checkout Table \| - Copies of the See, Test and Treat Patient Activity Guide for each Patient \| \| - Copies of the Patient Knowledge Check and Program Evaluation for each Patient \| \| “Ask a Doc” Education Station for teaching cervical and breast health \| - Dual binocular microscope or microscope attached to display screen. \| \| - Sample breast and cervical biopsy slides (to compare healthy and unhealthy cells) \| \| - Markers and pens \| \| \| Cervical Health-specific Materials \| \| - Sample cervical biopsy slides (to compare healthy and unhealthy cells) \| \| - Cervical exam teaching models \| \| - Anatomy of the uterus and cancerous cervix illustrations \| \| - Copies of the Cervical Health Fact Challenge \| \| \| Breast Health-specific Materials \| \| - Sample breast biopsy slides (to compare healthy and unhealthy cells) \| \| - Breast exam teaching models \| \| - “Cross section through the breast” diagram and radiology images of a mammogram \| \| - Copies of “Breast Cancer Warning Signs” \| \| “Health Care Navigator” Station \| - Copies of all materials required for Health Care Navigators to assist with signing up for insurance, accessing future services, answering further Patient questions, etc. \| \| - A map of the surrounding health care facility to point out where related services are available to the Patient. \| \| “Make a Healthy Change” Station for teaching healthy lifestyles \| - Copies of “Barriers to Care” Conversation Starters \| \| - Copies of the “I Will Make a Healthy Change” checklist \| \| - Colorful index cards and colorful pens for Patients and family members to write additional statements for a healthy change. \| \| - Copies of “Get to Know Your Health Care Team” \| ## Optional Materials \| Computer with projector to show Educator PowerPoint slides. \| Presentation slides are provided to be used as-is and added to if a projector is available at your facility. \| \|-------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------\| \| Laptops or tablets to serve as kiosks featuring educational videos, such as: \| - The Special Collection from the National Institute for Literacy: [What A Friend Can Do For You “Photonovel” about breast exams](#) - The National Cancer Institute (NCI) Cervical Cancer: Did You Know? [https://www.youtube.com/watch?v=Cts3nGux91k&feature=youtu.be](https://www.youtube.com/watch?v=Cts3nGux91k&feature=youtu.be) - The Foundation for Women’s Cancer: [What Every Woman Should Know: Cervical Cancer (English)](http://www.cancer.org/healthy/toolsandcalculators/videos/index) [What Every Woman Should Know: Cervical Cancer (Spanish)](http://www.cancer.org/healthy/toolsandcalculators/videos/index) - The American Cancer Society’s library: [http://www.cancer.org/healthy/toolsandcalculators/videos/index](http://www.cancer.org/healthy/toolsandcalculators/videos/index) \| As a See, Test, & Treat Patient Educator, you have a short time to make a connection and inspire lasting behavioral changes that impact health. Be sure to reference the printed Patient Activity Guide as a conversation starter. Leverage the curiosity of each Patient! Your See, Test & Treat team must be prepared to provide support for emotional responses. This means listening carefully to Patients and helping them overcome any fear regarding: 1. Receiving care, 2. Diagnosis and possible illness or death, 3. What any treatment will entail, and 4. Shared decision making and the choices they will have in their care plan. Be a listener, an asker of questions, and a coach. Success Factors for See, Test & Treat Educators \| Give information through a shared dialogue, not a lecture. \| Use open and accessible body language and facial expressions to welcome them into your teaching space. \| \|----------------------------------------------------------\|------------------------------------------------------------------------------------------------------------------\| \| Use the Patient activity guide to find out what Patients already know and connect to what they do not yet know. \| Empower Patients to ask questions and engage in hands-on demonstrations. \| \| Have fun with your Patients during talks and demonstrations. \| Say thank you to each person for coming! Don’t forget to compliment the family members for their support, too. \| Additional Patient education suggestions from Penn State’s Milton S. Hershey Medical Center: - Be realistic. - Focus on what your Patient needs and wants to know, not on what is nice to know. - Pay attention to the Patient’s concerns. - The person may have to overcome a fear before being open to teaching. - Respect the Patient’s limits. - Offer the Patient only the amount of information they can handle at one time. - Be aware that you may need to adjust your education plan based on the Patient’s health status and environmental factors. Use plain, simple language in all communications and non-clinical terms whenever possible! Overview of Required See, Test & Treat Education Activities The following pages contain activities representing some best practices for Patient education in healthy lifestyles, cervical health, and breast health. Education Activity Duration Plan for 10-20 minutes with each small group. Group Size The ideal group size is to gather 4-6 people to visit your instructional area, but you can adjust for 1-on-1 conversations as well as large groups. Patient Learning Objectives Patients will leave the See, Test and Treat program being able to: 1. Describe healthy lifestyle choices that promote breast and cervical health, including screening and early detection through mammograms, Pap tests, and well woman visits. 2. Understand and discuss what cervical and breast cancers are. 3. Describe the roles of your Doctors and Nurses in helping you stay healthy. 4. Identify warning signs of cervical and breast cancer. This is a conversation. Your goal is to have a two-way dialogue (not a lecture) with Patients. Be sure to notice what Patients seem most interested in. Investing just a few minutes in finding out what their interests are will make your education far more efficient and effective, and therefore more likely to result in meeting the dual goals of increased health literacy and the adoption of potentially life-saving habits. ## Cervical Health Activity 1: \| Learning Objective \| Patients will be able to discuss what cervical cancer is and how it is identified. \| \|--------------------\|----------------------------------------------------------------------------------\| \| Key Points to Make \| - Cancer is a growth of cells within the body. - Cancer can occur at all ages. - A tumor is cancerous if the cells invade into surrounding normal tissue. - Cervical cancer starts when cells within the cervix grow out of control. - Early detection through Pap tests saves lives. - Remind Patients of essential, regularly scheduled care: - Women aged 21–29 years should have a Pap test alone every 3 years. - Women aged 30–65 years should have a Pap test and an HPV test (co-testing) every 5 years. It is acceptable to have a Pap test alone every 3 years. \| \| Required Materials \| 1. Dual binocular microscope or microscope attached to display screen. 2. Cervical biopsy pathology slides to show what healthy vs unhealthy cells look like. 3. Anatomy of the uterus diagram and cancerous cervix illustration (next page). 4. Cervical exam teaching models. \| Anatomy of the uterus and cancerous cervix illustrations Image source: https://www.cancer.gov/types/cervical/understanding-cervical-changes ## Cervical Health Activity 2: \| Learning Objective \| Patients will be able to describe how most cervical cancer is caused by HPV and correctly identify myths and facts about HPV and cervical cancer. \| \|--------------------\|----------------------------------------------------------------------------------------------------------------------------------\| \| Key Points to Make \| - Definitions of key terms related to cervical health. - Getting the HPV test along with a Pap increases the ability to identify individuals at risk to nearly 100 percent when given routinely to women age 30+. - Women with early cervical cancers and pre-cancers usually do not have symptoms. - Warning signs of advanced cervical cancer. - What HPV is and how it is spread. State: - HPV is spread from one person to another by skin-to-skin contact in the genital area. - HPV can be spread by vaginal, anal, and possibly oral sex. - HPV can be spread even if there is no intercourse. - Discuss these facts to reduce the stigma of HPV. Please discuss: - Most adults have HPV at some time during their lives. - Finding out you have HPV can be disturbing. HPV is not a sign that you or your partner were unfaithful. - HPV usually doesn’t cause symptoms and usually goes away on its own but women must be screened and monitored in case it does not. - Getting the HPV test along with a Pap increases the ability to identify individuals at risk to nearly 100 percent when given routinely to women age 30+. \| \| Required Materials \| 1. Copies of the “Cervical Health Fact Challenge” on the next page to be discussed with the Doctor. 2. Markers or pens for the Patients to complete the Cervical Health Fact Challenge with the Doctor or a Volunteer. \| ## Cervical Health Fact Challenge \| Read each statement below with a Volunteer and answer True or False. \| True or False? \| \|---------------------------------------------------------------\|---------------\| \| 1. Cervical cancer can be prevented. \| \| \| 2. The best way to detect cervical cancer is through regular well woman screenings, including Pap and HPV tests. \| \| \| 3. Cervical cancer starts when cells within the cervix grow out of control. \| \| \| 4. The most common cause of cervical cancer is HPV. \| \| \| 5. HPV is spread through sexual contact. \| \| \| 6. HPV is the same as HIV. \| \| \| 7. Both males and females can get and give one another HPV. \| \| \| 8. Only women who have many sexual partners or whose partners are unfaithful need to be tested for HPV. \| \| \| 9. There is an HPV vaccine that is effective for teens and young adults. \| \| \| 10. Women with early cervical cancers and pre-cancers always have symptoms. \| \| \| 11. Symptoms begin when cervical cancer grows into nearby tissue and may include: \| \| \| - Abnormal bleeding \| \| \| - Pelvic pain not related to your menstrual cycle \| \| \| - Heavy or unusual discharge that may be watery, thick, and possibly have a bad odor \| \| \| - Increased urinary frequency \| \| \| - Pain during urination or difficulty urinating \| \| HPV can cause changes in cervical cells over time - Normal cells - Pre-cancer cells - Cancer cells Image source: cdc.gov Breast Health Activity 1: Learning Objective Patients will be able to discuss what breast cancer is and how it is identified. Key Points to Make - Cancer is a growth of cells within the body. - Cancer can occur at all ages. - A tumor is cancerous if the cells invade into surrounding normal tissue. - Breast cancer starts when cells within the breast grow out of control. - Early detection of cancer through mammograms can save lives - Remind Patients of essential, regularly scheduled care: - Women aged 29–39 years should have a clinical breast exam every 1–3 years. - Women aged 40 years and older should have a mammogram every year. Required Materials 1. Dual binocular microscope or microscope attached to display screen. 2. Breast biopsy pathology slides to show what healthy vs unhealthy cells look like. 3. “Cross section through the breast” diagram (next page). 4. Radiology images of a mammogram (you may use the images suggested on next page or one of your own). “Cross section through the breast” diagram and radiology images of a mammogram CROSS SECTION THROUGH THE BREAST Normal mammogram Benign cyst (not cancer) Cancer Image source: http://Patient.info/diagram/breast-diagram Breast Health Activity 2: \| Learning Objective \| Patients will be able to describe and identify warning signs of breast cancer, as well as perform a breast self-check on anatomical models. \| \|--------------------\|----------------------------------------------------------------------------------------------------------------------------------\| \| Key Points to Make \| • There are warning signs of breast cancer. • Finding cancer early can make treatment more successful. • How to do a breast self-exam and how often. • Notice the difference between healthy and unhealthy breasts. \| \| Required Materials \| 1. Copies of “Breast Cancer Warning Signs” (next page) 2. Female breast exam teaching models (healthy breast and unhealthy breast) \| Breast Cancer Warning Signs - Skin irritation or dimpling of breast skin - Redness, darkening, or warmth of the breast - Redness, itchiness, soreness or thickening of the nipple - Nipple or breast retraction (turning inward) - A lump in the breast or under the armpit - Breast or nipple pain - Swelling of all or part of a breast (even if no lump is felt) - Nipple discharge (other than breast milk) ## Healthy Lifestyles Activity 1 \| Learning Objective \| Patients will be able to describe behaviors and lifestyle choices that promote health, including screening and early detection through well woman visits. \| \|--------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Key Points to Make \| • Teach self-care as a concept and how it is an essential part of her healthcare. • Talk about how there are choices we can make every day to be healthy. • Create a Patient Success Statement - use the Make One Change checklist on the next page as a conversation starter. \| \| Required Materials \| 1. Provide Copies of the “I Will Make a Healthy Change” checklist (next page) for Patient use. 2. Provide colorful index cards and colorful pens for Patients and family members to write additional statements for a healthy change. \| I Will Make a Healthy Change! I will: ☐ Get Regularly Scheduled Pap Tests and Mammograms • Pap tests and mammograms can help find cancer early, when it’s most treatable! ☐ Get Health Insurance • Programs are available to help you get ongoing care. ☐ Maintain a Healthy Lifestyle • Choose Healthy Foods • Maintain a Healthy Weight • Be Physically Active • Avoid Too Much Alcohol • Quit Smoking Healthy Lifestyles Activity 2 Learning Objective \| Patients will discuss barriers to receiving health care and to implementing healthy lifestyle habits. Key Points to Make \| • Ask for stories to be shared by Patients regarding barriers to receiving ongoing care as well as barriers to healthy habits. • If possible, share prior Patient success stories from your See, Test & Treat site in the addressing these or similar barriers. • Possible Questions How do you feel about changing your current behaviors? What are the most important things to you? What would make you more confident about making these changes? Required Materials \| Materials: 1. Barriers to Health and Care: Conversation Starters (next page) Healthy Lifestyles Activity 2 Planning Note When Patients share their problems and barriers, who will you refer them to? With this exercise, Patient Navigators and Health Insurance Navigators must be made available onsite. You may receive emotional responses. Be ready to give support! \| Barriers to Health and Care: Conversation Starters \| \|-----------------------------------------------\| \| Language \| \| don’t understand words used during health visits \| \| Culture Barriers \| \| feels like my culture isn’t understood by Doctors \| \| Childcare \| \| kids get bored or are not welcome at health visits \| \| Cost \| \| can’t afford health insurance or recommended services \| \| Healthcare System \| \| confusion about available health services \| \| Access to Healthy Foods \| \| healthy foods are expensive or take too long to prepare \| \| Safety \| \| no safe place to walk or safe access to exercise areas \| \| Embarrassment \| \| afraid of getting examined or diagnosed with a disease \| \| Appointment Planning \| \| too easy to forget, need reminders of health care \| \| Health Literacy \| \| prevention of sickness feels confusing or impossible, will wait until there is a problem \| \| I am head of my household \| \| too busy to balance it all! \| \| Transportation \| \| too difficult to get to health care appointments \| are there other barriers? what else prevents you from staying healthy? \| Learning Objective \| Patients will be able to describe the roles of health care providers in helping them to stay healthy. \| \|-------------------\|------------------------------------------------------------------------------------------------------------------\| \| Key Points to Make \| • There is a health care team available to Patients who will work together to find any health issues and provide a plan for treatment. • Patients and Clinicians are partners in health care. • Questions from Patients are encouraged. • Patients writing down notes about concerns is even better! • Point out where the Patient may visit with the listed practitioners on your campus and in your community. \| \| Required Materials \| 1. Copies of “Get to Know Your Health Care Team” (next page) to use as discussion starters and handouts. \| Get to Know Your Health Care Team Patients and Doctors are partners in health care. Questions from Patients are encouraged! There is a health care team who will work together to help you. What is Family Medicine? Family Medicine Doctors provide healthcare for people of all ages. At a family medicine clinic, you may meet with a Primary Care Doctor, a Nurse Practitioner, or Physician Assistant. What is a Pathologist? Pathologists are Doctors who diagnose disease by looking at samples of blood and tissue. Pathologists communicate with your other Doctors to decide the best way for you to be healthy. You will often find a Pathologist working in a laboratory. What is an Obstetrician and Gynecologist? Obstetricians and Gynecologists (Ob/Gyn) are Doctors who provide care specifically for women. They are experts in pregnancy and childbirth. What is a Radiologist? Radiologists are Doctors who diagnose disease using mammograms and x-rays and other imaging techniques. Radiologists also communicate with your other Doctors to decide the best way for you to be healthy. You may also meet with Surgeons, Nurses, and Technicians. All of them serve important roles on your health care team! More Resources for Educators Have a variation to one of these activities? Doing something innovative that works well? Let us know! We would love to hear about it. Please be sure to plan for a post-event debrief call with your site’s See, Test & Treat Team and the CAP Foundation. - What did they observe? - What worked well? - What didn’t? We are working to create additional resources for See, Test & Treat Patient Educators. Support for your site is always available through the CAP Foundation. A See, Test & Treat Community of Practice is in development. You are also welcome to visit a free, online resource for having effective and supportive clinical conversations, available at http://www.vitaltalk.org/Clinicianss Note: - Vital Talk is neither created or monitored by the CAP Foundation nor the College of American Pathologists. It is listed in this guide as an optional, external resource. This information should not be construed as dictating an exclusive course of treatment or procedure to be followed. - This online resource was last accessed 8/19/2016. Thank you for your work! Acknowledgements and References Special Acknowledgement and Thanks to: - Our Grantor: Community Memorial Foundation - College of American Pathologists - CAP Foundation - See, Test & Treat Education Review Panel: - Kyle Eskue, MD, FCAP Pathologist Brown & Associates Houston, TX - Shannon Hardy, MD Ob/Gynecologist Complete Women’s Care Center Houston, TX - Bradley Linzie, MD, FCAP Pathologist Hennepin County Medical Center Minneapolis, MN - Kathryne McNichols Network Development Manager Vantage Oncology Brockton, MA - Linda Nicol RN, BSN, MBA Patient and Life Support Education Manager Loyola University Health System Maywood, IL - Jeannine Lyons, Healthcare Learning Consultant Icons used throughout this guide are provided courtesy of The Noun Project. Artists featured: - Creative Stall - Hea Poh Lin - Edward Boatman - TukTuk Design - Delwar Hossain - Yazmin Alanis - Wilson Joseph - The Colorado Department of Healthcare Policy and Financing Collection Materials Referenced in This Guide The following articles that helped inform this guide were last retrieved 12/9/2016. This information should not be construed as dictating an exclusive course of treatment or procedure to be followed. Joint Commission on Accreditation of Healthcare Organizations. (1997-2000). Comprehensive Accreditation Manual for Hospital: The Official Handbook. Oakbrook Terrace, Ill.: JCAHO Purposes of Patient Education 1. To increase Patient’s and family’s understanding of the Patient’s health status, healthcare options, and consequences of options selected. 2. To encourage Patient, family participation in decision making about healthcare options 3. To increase the Patient’s and family’s potential to follow the therapeutic healthcare plan. 4. To maximize Patient and family care skills. 5. To increase the Patient’s and family’s ability to cope with the Patient’s health status and prognosis and outcome. 6. To enhance the Patient’s and family’s role in continuing care. 7. To promote a healthy Patient lifestyle. Duffy FD. Counseling for behavioral change. In: Goldman L, Schafer Al, eds. Goldman's Cecil Medicine. 25th ed. Philadelphia, PA: Elsevier Saunders; 2016:chap 14. Faldo DR. Communicating effectively in Patient teaching: enhancing Patient adherence. In: Falvo DR, ed. Effective Patient Education: A Guide to Increased Adherence. 4th ed. Sudbury, MA: Jones and Bartlett; 2011:chap 8. Ghorob A. Health coaching: teaching Patients how to fish. Fam Pract Manag. 2013(3):40-42. PMID: 23939739 www.ncbi.nlm.nih.gov/pubmed/23939739 The following online resources that helped inform this guide were last retrieved 12/9/2016. This information should not be construed as dictating an exclusive course of treatment or procedure to be followed. 1. The American Congress of Obstetricians and Gynecologists (ACOG) - http://www.acog.org/Patients - http://www.acog.org/Resources-And-Publications/Committee-Opinions/Committee-on-Health-Care-for-Underserved-Women/Cultural-Sensitivity-and-Awareness-in-the-Delivery-of-Health-Care - http://www.acog.org/Resources-And-Publications/Committee-Opinions/Committee-on-Health-Care-for-Underserved-Women/Motivational-Interviewing-A-Tool-for-Behavior-Change - http://www.acog.org/About-ACOG/News-Room/News-Releases/2010/City-Dwelling-Women-Face-Diet-and-Exercise-Challenges - http://www.acog.org/Resources-And-Publications/Committee-Opinions/Committee-on-Health-Care-for-Underserved-Women/Tobacco-Use-and-Womens-Health 2. U.S. Department of Health and Human Services - http://www.hrsa.gov/culturalcompetence/index.html - http://www.nhlbi.nih.gov/health/resources/heart/obesity-we-can-toolkit 3. Health By Design Diabetes Conversation Cards - http://www.healthdesignby.us/diabetes-conversation-cards/ 4. Applied Radiology - http://appliedradiology.com/articles/the-illusion-of-communication 5. The Health Education and Adult Literacy Project - http://healthliteracy.worlded.org/heal/ - http://www.healthliteracy.worlded.org/docs/family/easy.html#healthcare 6. Patients as Partners: A Qualitative Study of Patients’ Engagement in Their Health Care - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391791/ 7. Engaging Patients, Families, and Communities - https://www.ncbi.nlm.nih.gov/books/NBK207234/ 8. The Rudd Center For Food Policy & Obesity - http://www.uconnruddcenter.org/resources/bias_toolkit/toolkit/Module-2/2-07-MotivationalStrategies.pdf 9. 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Arlie Abbstock and the Incredible Cape SONGBOOK SAMPLE A magical medieval musical SCRIPT AND LYRICS BY PHIL CUMMINGS MUSIC BY GLYN LEHMANN SongLibrary This Performance Pack contains everything you need to learn and perform the musical, whether you read music or not. Book contains: - Piano/vocal score with guitar chords - plus simple parts for recorder and ukulele. - Full script with song lyrics (pull-out section) Includes: - costume, scenery and staging suggestions. - ideas for further classroom study and activities. - instructions for sound cues. CD contains: - Learning tracks – recordings of songs with vocals - Performance tracks - backing tracks for all songs - sound effects and incidental music Performance Licence You may perform the musical to your own school staff and students without a performance licence. All other performances, including free performances, require a licence. To purchase licences visit: [songlibrary.net/Arlie-Abbstock](http://songlibrary.net/Arlie-Abbstock) Copying Licence Musicals such as this are not covered under pre-existing school copying and performance agreements. In order to copy the materials you need to purchase a copying licence. Depending on your requirements there are separate copying licences for the script, the score and the recordings. Please purchase licences based on the number of copies required for your production. To purchase licences or additional printed copies of the score visit: [songlibrary.net/Arlie-Abbstock](http://songlibrary.net/Arlie-Abbstock) --- TRACK LIST (songs in bold) Performance Tracks - backing tracks, music and sound effects 1. The Village Square 2. Dragon Attack 3. Dragon Rap 4. The Castle 5. Just Me 6. Look Into The Mirror 7. The Dragon Swoops 8. We Are The Knights 9. Knights Attack The Dragon 10. Arlie’s Song 11. You Never Listen 12. The Forest 13. The Dragon Groans 14. Scaring The Dragon 15. Arlie Finale Learning Tracks 16. The Village Square* 17. Dragon Rap* 18. The Castle* 19. Just Me 20. Look Into The Mirror 21. We Are The Knights 22. Arlie’s Song 23. You Never Listen 24. Scaring The Dragon - narrator/sfx 25. *Arlie Finale` 26. Knights Attack The Dragon (no voices) (see pages 34-35) First published 2017 by SongLibrary PO Box 412 Bridgewater SA 5155 Australia songlibrary.net contact: email@example.com © 2017 Phil Cummings and Glyn Lehmann. All rights reserved. ISBN: 978-0-6480290-0-7 Script, lyrics and other text © 2017 Phil Cummings Original songs, music, sound effects and musical arrangements © 2017 Glyn Lehmann Songs performed by: Jessica Graham, Kerry Lehmann, Phil Cummings and Glyn Lehmann Cover illustration by Amanda Graham © 2017 Amanda Graham amandagraham.com All rights reserved. No part of this publication may be reproduced or used in any form or by any means – photographic, electronic, or mechanical, including photocopying, recording or information storage and retrieval systems – without the prior permission in writing of the publishers. Copying of the script, score and audio tracks is permitted within the terms of licences available from: [songlibrary.net](http://songlibrary.net) There is no piano part for this song. The recorder part however may be played by the piano or any melody instrument. (hip hop beat) Recorder: CHILD 1: Stand back it’s my turn. I am the dragon my breath will burn. GROUP 1: Stand back it’s his turn he is the dragon his breath will burn. Nah, nah, nah nah nah, nah. Nah, nah, nah nah nah, nah. Recorder: CHILD 2: Get back dragon! Out of my way! You won’t fry me, not today. GROUP 2: Get back dragon! Out of her way! You won’t fry her, not today. Nah, nah, nah nah nah, nah. Nah, nah, nah nah nah, nah. Recorder: CHILD 1: When I roar the fire will leap, I know you can’t take the heat. I don't know what will become of me. I don't think I can ever be what others dreamed I'd be. I am who I am—can't they see. It's so hard to be what others expect me to be. When I am just... PRINCESS: Verse Come take my hand, I will help you stand against them and what they say. I know they are cruel but they are the fools. Pre-chorus know you will have your day. Stand here beside me, brave, bold and free. Don’t let anyone take that away. PRINCESS: Look into the mirror, nothing could be clearer. ARLIE: Look into the mirror, nothing could be clearer. We are who we are under the same sky, moon and stars. The same sky moon and stars. We Are The Knights Verse 1 Knights: $ f $ We are the knights of the king, we can do almost any thing. With a clang, a rattle, a bang and a... Verse 2 We are the knights of the king, not afraid of any thing, except bugs in our armour that will... © 2017 Phil Cummings and Glyn Lehmann. All rights reserved. Arlie's Song SINGERS Arlie Village children Knights Verse 1 I am Arlie A-a-abb-stock. I don't like swords, I can't even lift one. I don't like battle axes They're no fun. But hey don't you know, I love to stitch and weave and sew. But hey don't you know I love to stitch and weave and sew. Chorus 1 They're no fun. But hey don't you know, I love to stitch and weave and sew. Hey don't you know I love to stitch and weave and sew. But hey don't you know he loves to stitch and weave and sew. KNIGHTS: Verse 6 He is Ar-lie A-a-abb-stock. All he has is a needle and thread. The dra-gon will fry him and he'll end up dead. Oh dear, poor Ar-lie A-a-abb-stock. Poor Ar-lie A-a-abb-stock. SINGERS The queen The princess You Never Listen! \[ J = 88 \] Dm \[ f \] A Bb A Gm \[ \text{QUEEN: } mp \] Your armour might be shiny, you love to make it glis-ten, but A Dm subito mp kni - ghts! You just ne-ver lis-ten! A Bb A Gm A Dm mf When you left the cas-tle, I said that you would burn, but © 2017 Phil Cummings and Glyn Lehmann. All rights reserved. soprano/descant recorder The Village Square Anvil Dragon Rap and Arlie Finale (hip hop beat) The Castle molto ritard. Arlie Finale SINGERS All Dragon Rap $ \dot{=100} $ (hip hop beat) CHILD 1: Stand back it's my turn. Recorder: $ mf $ GROUP 1: I am the dra - gon, my breath will burn. Stand back it's his turn. He is the dra - gon, his breath will burn. CHILD 2: Nah, nah, nah nah nah, nah. Nah, nah, nah nah nah, nah. Get back dra-gon, out of my way. Recorder: GROUP 2: You won't fry me, not to-day. Get back dra-gon, out of her way. You won't fry her, not to-day. CHILD 1: Nah, nah, nah nah nah, nah. Nah, nah, nah nah nah, nah. When I roar the fire will leap. Recorder: GROUP 1: I know you can't take the heat. When he roars the fire will leap. He knows you can't take the heat. CHILD 2: Nah, nah, nah nah nah, nah. Nah, nah, nah nah nah, nah. Huh! Rea- lly! just you try me. Recorder: © 2017 Phil Cummings and Glyn Lehmann. All rights reserved. We are who we are under the same sky, moon and stars. Divide singers into sopranos and altos. May also be sung in unison with the melody or an octave below, if harmony singing is too difficult. Everyone joins in. PRINCESS & SOPRANOS: Look into the mirror, nothing could be clearer. ARLIE & ALTOS: Look into the mirror, nothing could be clearer. We are who we are under the same sky, moon and stars. END OF SAMPLE © 2017 Phil Cummings and Glyn Lehmann. 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The Case of Hidden Sugar Sugar! Kids love it, parents not so much! And yet sugar is found in so many foods, especially those targeted towards young children. Sugar can be found in the obvious soda, juices and candy but they can also be hidden in other foods that may seem “healthy”. The consumption of hidden sugar can contribute to many issues such as weight gain and tooth decay. Extra weight gain can cause children difficulties in participating in daily activities. Weight gain not only affects a child physically but also their mental health like low self-esteem, confidence, and can lead to bullying. Our bodies do not need sugar in order to function properly. It is not a vital vitamin or mineral, such as calcium or fiber. Added sugar adds zero nutrients and extra unwanted calories. Children between the ages of 3 to 10 years old should be limited to less than 3-4 teaspoons of added sugar daily. To put that in perspective, in a 12 ounce can of soda there is almost 10 teaspoons of sugar! By drinking one can of soda a child is consuming over two times the daily recommendation of sugar. When we think of added sugar, we tend to relate it to juice, soda and other sweetened beverages, but this extra sugar is hidden in many other popular snacks for children. Here are some popular hidden sugar snacks and low sugar alternatives. 1. Yogurt: Yogurt can be a very healthy snack that provides kids with calcium. However, most yogurt targeted towards kids, as well as yogurt with fruit, is full of sugar. Alternative - look for low-fat yogurts. If you want fruit in your yogurt, use fresh or frozen fruit instead. 2. Cereal: Cereal is a quick and easy breakfast to serve children in the morning. However most cereal targeted towards children contain 40% more sugar then cereal targeted for adults. Alternative - look for cereals that contain less sugar. These cereals will have no artificial flavors or colors. If your child needs some sweetness, fresh fruit is great in cereal. 3. Granola bars - These are quick and easy snacks for on the go, but many of them are packed with sugar. Alternative - Look at the nutrition labels for bars with natural sugars like honey, dates, or fruits and avoid bars with too many added sugars. You can also make your own granola bars at home, which allows you to decide how much, and what kind of sugar is being added. 4. Fruit snacks - the word fruit implies that that they contain fruit and are healthy. However, these fruit snacks contain close to 20 grams of sugar which is 4 times the amount of sugar a child should consume everyday. Alternative - Fresh, frozen or dried fruit will contain no added sugar. Some dried fruits have the same consistency or textures as fruit snacks and can be a healthy alternative. 5. Packaged Fruits - Added sugar is found in the syrup or juice that is in fruit cups. Fresh fruit is a great option as there is no added sugar. Alternative - Look for fruits packages in 100% juice. Also, frozen, fresh or dried fruits work just as well. Who are we at FAN4Kids?... Rob Oliver (CEO/Founder), Erin Johnson (Development Director), Karen Schocklin (Program Coordinator), Chelsey Wisotsky (Newsletter Editor), Saraswathi Cuffey (Instructor/Trainer) Instructors: Emani Parsons, Alicia Dean-Hall, Claudia Samad ... That’s who! Pumpkin Muffins Ingredients 1 cup pumpkin puree 1/2 cup vanilla Greek yogurt 1 large egg, 1 cup flour 1 teaspoon vanilla extract 1/3 cup coconut oil, melted 3/4 cup brown sugar, lightly packed 1 tsp baking soda, 1/4 tsp sea salt 2 teaspoons ground cinnamon 1 teaspoon pumpkin pie spice, 1/2 teaspoon nutmeg 1/2 cup oat flour (blended up old fashioned oats) 1/2 cup dark chocolate chips or walnuts(optional) Instructions 1. Preheat the oven to 350 degrees F. Grease and flour a 4.5 x 8.5 bread pan and set aside. 2. In a large bowl, stir together the pumpkin, Greek yogurt, egg, vanilla, coconut oil (measure in melted and slightly cooled form), and brown sugar until well combined. 3. In a separate bowl, stir together baking soda, salt, cinnamon, pumpkin pie spice, nutmeg, flour, and oat flour (measure oat flour AFTER blending the oats; to make oat flour, put old fashioned or quick oats in a blender and pulse them until they resemble flour). Stir in chocolate chips or nuts if desired. 4. Mix the wet and dry ingredients together until just combined. 5. Bake for 45-55 minutes or until a fork comes out clean. Let cool and enjoy!! --- Maple Apple Cider Ingredients 10-12 apples quartered, (honeycrisp + granny smith) 1 orange quartered 2 tsp cinnamon or 1 cinnamon stick 2-6 tablespoons maple syrup depending on your taste 1 pomegranate quartered (optional) Instructions 1. Add the apple, pomegranate, orange, cinnamon and 2 tablespoons maple syrup to your crockpot. 2. Add 5-6 cups of water so that it covers the ingredients with water. Cover with a lid and cook on low for 6-7 hours or high for 4-5 hours. You can combine everything in a large soup pot and cook over medium heat for 3 hours or until apples begin to break down. 3. Carefully strain the mixture through a mesh strainer, discard the fruit and cinnamon sticks. If desired strain the cider one more time to remove any pulp. 4. Taste and adjust the maple syrup to your liking. Serve warm or cold. Cider will keep for up to 2 weeks in the fridge. Enjoy!! --- FAN4Kids Question Corner: 1. True or False: Sodium is another word for salt 2. What muscle do you use when performing a squat? a. Quadriceps b. Triceps c. Abdominal muscle 3. True or False: Blue and purple vegetables help our eyesight 4. Which is healthier, fried chicken or baked chicken? 5. How many minutes should you exercise everyday? a. 30 minutes b. 60 minutes c. 90 minutes --- Answers 1. True 2. A. Quadriceps - The quadriceps are located in the front of the thighs, above the knee. This muscle helps us to straighten the legs. Squats are a great form of exercise to strengthen the quads. 3. False. Blue and purple vegetables help us have a healthy brain while orange and yellow vegetables help us with our eyesight. 4. Baked Chicken. Putting chicken in the oven to bake lowers the amount of oil and grease. These 2 things can be very unhealthy and are found in fried chicken. 5. B. 60 minutes - You should be getting 60 minutes of exercise everyday. This time can be broken into 10 minute intervals. Exercising everyday is a great way to be healthy and strong. --- Get Moving! Get Happy! A child who is physically active is usually a healthy child. There are so many great benefits to being physically active. Being physically active reduces weight gain, and strengthens a child’s muscles and bones. It also reduces the risk of medical conditions like high blood pressure, diabetes, & cancer. Physical activity not only benefits our bodies physically but also mentally. When adults workout our muscles, it makes us feel good. This can also be found for children. Children who are physically active have high self-esteem, self-confidence, increased cognitive skills and are better at managing anxiety and depression. These days, kids are often faced with a lot of stressors in their lives, like pressure in school regarding testing, socially or at home. Getting children to be more physically active has the ability to improve their mood and behavior. When exercising, your body releases a chemical from your brain that brightens up your mood and makes you feel happier. Even a 10 minute walk can improve one’s mood. Here are some other benefits of physical activity on children’s mental health. 1. Decreases rates of anxiety- People who suffer from anxiety tend to hyper focus on certain situations. Physical activity helps the brain focus more on the action being performed and helps kids develop new skills. It can also give them a sense of accomplishment and allows them to worry less. 2. Improved relationships- Loneliness can lead to children feeling depressed. When children are participating in shared physical activity it can give them a sense of belonging and friendship. Participating in sports can help children to gain self-confidence and confidence in maintaining friendships. 3. Improved Body Image- When children are aware of how fun it is to move their body, they are more likely to remain active. Physical activity allows children to focus on their bodies abilities and appreciate what their body can do and less so on the appearance of their body. Remember that being physically active not only helps improve the physical condition of your body but also benefits everyone mentally! Here’s to an active and happy new year for you and your children! Dear Ms. Fan4kids, My kindergartener is a very picky eater. She hates almost all vegetables and I have a hard time even getting her to try them. She loves fruits but I know that she needs to get some vegetables in to get proper nutrients and vitamins. Sometimes I can sneak some vegetables into meals but I’m running out of ideas. What are some ways that I can get my child to eat more vegetables? From, Sneaky Veggie Mom Dear Sneaky Veggie Mom, Many parents find it difficult to get their children to eat vegetables so you are not alone. Children should be getting 1 to 3 servings of vegetables every day. Although this number seems intimidating, it is definitely attainable. That’s great that your child enjoys fruit, as children should be getting at least 2 servings of fruit everyday. Here are some ways that you can get your picky eater to eat more vegetables. 1. Mix vegetables into favorite meals - Some great ways to sneak vegetables in would be to add them to things like smoothies, pasta sauces and other favorite meals. a. If your child likes fruit smoothies try blending in some vegetables like spinach. Spinach doesn’t have a strong taste in smoothies and you can easily get a serving of vegetables. b. For pasta sauces you can add different vegetables to the sauce or even blend the vegetables in a blender and add to the sauce so it doesn’t change the texture. 2. Presentation – Kids love colorful foods. Try adding different color vegetables to your kids plate. Cooking vegetables different ways with different textures may entice your child to try more vegetables. 3. Dipping Sauce - If your kid loves dipping their foods into things, try different kinds of dips for vegetables. Some ideas can be hummus, low-fat ranch dip, guacamole and nut butters (if they are not allergic). 4. Ask why - A great way to see why they don’t like vegetables is to ask them. They may not like certain vegetables based on how they are cooked. If that is the case, try to serve some vegetables raw. 5. Don’t give up - Continue to re-introduce those vegetables. As you continue to introduce new foods it allows your child to self-regulate and be in control of their food intake. They will slowly start to learn which vegetables they like and grow to enjoy a variety of foods. --- FitKid of the Month We are so excited to share the first ever FAN4Kids FitKid of the Month! These FitKids were all chosen as they demonstrated hard work, sportsmanship, respect and participation during FAN4Kids classes. We would like to congratulate the following FitKids and are looking forward to seeing who will be chosen next month! Below are some of the FitKids of the Month from our F4K schools. Maryam is a 3rd grade student from PS 157, Bronx, NY who is a very eager learner and is always engaged in F4K lessons. She has an inquisitive mind and is always asking great questions during lessons. During the vegetable tasting, Maryam encouraged classmates to take a bite when they were nervous to try some of the foods. She is always ready to learn in FAN4Kids with a smile! Karen loves to participate in FAN4Kids at Peshine Elementary School in Newark, NJ! She always raises her hand to answer questions and encourages her classmates to do the right thing. She is excited to learn more about fitness and nutrition and play new F4K games. Tracey is always excited for FAN4Kids! She asks many thoughtful questions, as she loves to learn how to be healthy. She brings a fun and positive attitude to the F4K classroom at PS 54, Bronx, NY. Summer always has a smile on her face during FAN4Kids! She does a great job motivating her classmates during activities and is always cheering them on. She loves answering questions and often volunteers to demonstrate games or activities during F4K at PS 93, Bronx, NY. Malcom is an excellent role model for other F4K students at PS 273, Brooklyn, NY. He always listens very attentively during FAN4Kids lessons and volunteers smart answers to nutrition questions. His favorite vegetable is a carrot and his favorite part of F4K lessons is playing the fun fitness games. Jayshia always has fun and interesting nutrition facts to share with the class. He states that bananas are a good source of potassium. Jayshia’s favorite part about FAN4Kids is playing the fun activities with his F4K classmates at PS 298, Brooklyn, NY! When it comes to eating healthy, Hugo is a great example for others as he always eats his vegetables during lunch at PS 308, Brooklyn, NY. His favorite vegetable is broccoli and his favorite part of FAN4Kids is the F4K cheer: Every F4K lesson ends with a chosen student who leads the class in the F4K cheer… FAN4Kids…..FitKids……FAN4Kids…..FitKids!! Students at PS 77 show off their muscles after enjoying a fun cardio dance party during FAN4Kids recess! FAN4Kids students are learning about healthy vs. unhealthy foods. A second grade class at PS 54 created a long list of healthy and unhealthy foods during a fun nutrition lesson. FAN4Kids wishes you and your loved ones a happy, healthy and joyous holiday! Here’s to a healthy 2020! Support FAN4Kids! Help reverse childhood obesity. Every dollar helps! Sponsor a child, class or even a school. Donate online or mail your donation to the address above. Special thanks to our core sponsors, partners and the school administrators at PS 69, PS 157, PS 382, PS 54, PS 73, PS 14, PS 77, PS 93, PS 161, PS 308, PS 207, PS 273, PS 298, HOPES, TALES, Peshine Ave. School, and Salome Urena School.	d061140a-eba1-433b-b80f-01047f95b714	CC-MAIN-2022-27	https://fan4kids.org/wp-content/uploads/2021/12/Newsletter-winter2019.pdf	2022-07-01T05:37:58+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103920118.49/warc/CC-MAIN-20220701034437-20220701064437-00027.warc.gz	303,388,156	3,193	eng_Latn	eng_Latn	0.996482	eng_Latn	0.998628	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3305, 8728, 13500, 14298 ]	[ 3.828125 ]	1	0
It’s a Sitka spruce and some people call it “the tree of life.” It’s a very unusual tree located at Kalaloch Beach in Washington State USA and it is another reminder of just how miraculous nature can be. If you ever get overwhelmed with life’s problems and feel like giving up, just think of this tree. The earth directly under its trunk has almost completely eroded away, exposing its roots, but it still hangs on, still breathing even thriving, refusing to give up. And how’s this for “social tree distancing”? Actually, it’s called “crown shyness” by those who study these kinds of things. In many thickly forested areas, trees have been observed to display the very best of good manners, taking care as they grow not to encroach into their neighbor’s space. You could say the above two examples are incidences where nature, through trees, displays the principles and courage we humans would well do to emulate. Trees can offer all kinds of surprises, some verging on unbelievable. Take the Dragon’s Blood tree for instance. This tree grows almost exclusively in only one place in the world - a small island approximately 480 km south of the Yemeni and the Arabian Coast called Socotra. The tree’s unique shape, like a huge umbrella, is strange enough, but the real shock is its sap. When cut the tree bleeds! Then there is the Jabuticaba tree from Brazil. It bears its fruit directly on old growth trunks and branches. The fruit is said to be delicious but hard to get outside of its native habitat as it will not last long after harvesting. How about the Baobab tree? It can be found in dry, arid countries such as Africa, Madagascar and Australia. It can survive in very harsh conditions by storing vast amounts of water in its trunk. It is also very hard to kill and is among the oldest living trees in the world. Some of the oldest are estimated to be near 5,000 years old! But, the prize for the most “artistic” tree goes to the “Rainbow Tree”. This beauty is a variety of eucalyptus and grows in the Philippines, Indonesia and Papua New Guinea. Its unique coloring comes from the way it sheds its bark. And these are just a few miracles in the tree world. Don’t get me started on insects! NET LESSONS: Too busy to come to CROSSROADS? .... Try our lessons on the net! Read more about these and other unique trees here: https://en.paperblog.com/top-10-amazing-and-unusual-trees-1362745/ Joshua Says: A paradox, as you probably know, is a statement that seems to contradict itself. Here is a simple example: “Nobody goes to that restaurant because it’s too crowded.” How can it be crowded if nobody goes there? Or how about, “to learn how to communicate in English, don’t study English!” The purpose of a paradox is to point out a truism that leaves you with an insight, an understanding that you may not normally have. Junko Says: Recently I found a good website for reading short stories. The URL is https://bookfortoday.com/all/best-british-short-stories-2019-by-nicholas-royler/ - The good thing is that you can download PDF files of these articles, and so you are not interrupted by advertisements. The editor covered a wide range of topics from anthologies, magazines, newspapers and web sites, looking for the best of the bunch in 2019 to reprint all in one volume. I hope you will be able to enjoy reading these articles. Marek Says: Recently, I took on a challenge to teach our TORAY student basics of German language. As I was preparing general facts about the language, I realized that a majority of Germans speak reasonable English. Also, English skills are quite transferable to German, as many words share close similarities in pronunciation and spelling between the two languages. The ability to speak English gives you an opportunity to enjoy holidaying in Europe without worrying about language barrier. Mandcy dit: Ça y est, le printemps est arrivé. Les premières fleur du printemps ont commencé à fleurir. Et en plus, il fait très doux. C'est un temps très agréable pour faire un barbecue dans la forêt ou un pique-nique au bord de la rivière. On peux d'ores et déjà contempler les fleurs de pruniers, de colza et de magnolia. Bon printemps à tous !! Okay, so here are some facts about the insect Kingdom you're sure to be interested in... They make up about two-thirds of all presently known species on Earth. And they have been around for around 400,000,000 years - compare that to only about 300,000 years for humans. Cockroaches: These friendly little critters love to be touched. Well, they like the feeling of solid matter next to their bodies. They seek out cracks and crevices that they can squeeze into for security and comfort. And in keeping with their "friendly" nature, they love to live in colonies, in close contact with their buddies. How cute!! Ants: Ah, the mighty ant. It can lift and carry fifty times its own weight! There are around 10 quadrillion ants going about their business on the earth. That's about 1.4 million ants to every person! And an ant has the longest life-span of any insect species, about 30 years. Ants and humans are the only species that farm livestock. Ants tend aphids and "milk" them for their honeydew similar to human activity on dairy farms. What's the bet that ants (and cockroaches) will be around long after we humans are extinct? Mosquitoes: Did you know that it's only the female that will bite you? Oh, the burdens of motherhood.... Mom needs the extra protein from your blood to build up her strength for producing and laying her eggs. Carefree Papa, on the other hand, can relax and enjoy the carefree life of fluttering among the flowers, extracting nectar for his sustenance. House Flies: These guys can't eat solid food. So when they see a tasty looking morsel, they spit on it! That's right, they use their saliva to "tenderize" their dinner before eating it. They are especially fond of sweet dishes such as fermenting fruit. And interestingly, they taste with their feet! That's where their taste-buds are located, So they stomp on, then spit on their food before eating it.... It seems that every creature has its own idea of what good table manners are.... --- Last Month’s Puzzle Solution \| ACROSS \| DOWN \| \|--------\|------\| \| 2 \| 1 \| \| 4 \| 3 \| \| 7 \| 5 \| \| 10 \| 6 \| \| 12 \| 8 \| \| 15 \| 9 \| \| 17 \| 11 \| \| 18 \| 13 \| \| 19 \| 14 \| \| 20 \| 16 \| --- Don’t forget... Our SPECIAL 1+1 Campaign offer! Up to 50% off!! See our notice board, or ask Junko in our office, for the details.	102b23fb-61fa-4608-bd85-2d302ff00a5b	CC-MAIN-2021-43	https://crossroadsco.com/wp-content/uploads/2021/07/219-Mar-21-NET-N-L-main.pdf	2021-10-20T06:52:52+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585302.91/warc/CC-MAIN-20211020055136-20211020085136-00457.warc.gz	289,644,908	1,552	eng_Latn	eng_Latn	0.996275	eng_Latn	0.998106	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2403, 4189, 6575 ]	[ 2.53125 ]	1	0
Web 3.5 What does the treatment of highway robbers reveal about attitudes to crime and punishment in the eighteenth century? WEB 3.5 Big Picture/Key Question: What does the treatment of highway robbers reveal about attitudes towards crime and punishment in the eighteenth century? Amoebic thinking on skills: - Text analysis - Making links --- Dereham Neatherd High School – Accelerated Learning Lesson Map \| Day \| Monday \| Date \| 19th May \| Period \| 2 \| Year Group \| 10 \| \|-----\|--------\|------\|----------\|--------\|----\|------------\|----\| \| Set \| 1 \| of \| 3 \| Number in group \| 20 \| Male \| 7 \| Female \| 13 \| Number of pupils with statements /school identified special need 5G&T Support teacher/assistant? Y / N --- CONNECTION PHASE: the hook; what do you already know?; big picture. Starter: Read Highwayman poem by Alfred Noyes and discuss how it represents highwaymen. What interpretation does it offer? Link to imagery discussed last lesson. Introduction: Quiet reading of selection from Sharpe text. Explain key focus of each reference. Allocate sections of reading to pupils: p1–3 execution, p4–9 Turpin story, p21–25 local-national, p27–9 national scene Establish prior knowledge = Big Picture = Skills = Outcomes (Introduce + Demonstrate using VAK: Visual, Audio, Kinesethetic) --- CONSOLIDATION PHASE: reflect on the learning; link to the big picture/key question; transfer of skills. How does Sharpe’s text support and contradict the image of the highwayman as shown by Noyes? Discuss key question with written follow up. What does the treatment of highway robbers reveal about attitudes towards crime and punishment in the eighteenth century? Plenary: What has been learned? + How? = What next? --- Pupil Outcomes A few pupils will: Link poetic imagery with real events Most pupils will: Make links between Turpin and the national problems of c, p, &do. Everyone will: Use historical text to retell of Turpin and the national problems of c, p, &do. --- DEMONSTRATION PHASE: show you know; feedback Read and share, discuss individual, local, national issues relating to crime, punishment and law and order in this period and add to grids. (Groups/whole class/representatives)? One small group? Individual? Assessment for learning using criteria --- ACTIVATION PHASE: give information, use information, share information Task(s) Draw grid in books with 9 boxes, 1 grid labelled Turpin, Highwaymen, 1700s and the other eight c, punishment, law & order Add notes from Sharpe to as many boxes as possible. --- Evaluation Synthesis Analysis Application Comprehension Knowledge Thinking Ladder Where is your lesson?	11ffc617-70b7-46d0-9a84-8b38d10cd6d3	CC-MAIN-2023-23	https://us.sagepub.com/sites/default/files/upm-assets/29461_book_item_29461.pdf	2023-06-06T23:35:41+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224653183.5/warc/CC-MAIN-20230606214755-20230607004755-00290.warc.gz	649,136,280	640	eng_Latn	eng_Latn	0.992758	eng_Latn	0.992758	[ "eng_Latn" ]	true	rolmOCR	[ 2717 ]	[ 3.921875 ]	1	0
Gardeners get the closest to mimicking mother nature. These days due to the scarcity of land not everyone has the luxury of owning a garden. Hence, many don’t even have the basic knowledge of gardening. I had always lived in an apartment like most kids these days. I seldom got my hands dirty and never saw an earthworm wriggle near a plant. I myself had never really care much about gardening up until now. This summer I went out to interview a gardener and learnt some gardening myself. I would like to share my story with you. In my very own society a middle-aged pair, a brother and his sister hold the position of head gardeners for 20 years now. They told me that to them a plant was like a small baby, they liked nurturing it. Problems like water scarcity, excessive heat and financial barriers were some of the challenges faced by them but despite that they had managed to create a wonderful garden full of various variety of flowers and fruits. They used khurpi, khurdi, cutter and other such tools for the maintenance of the garden. Urea and DPA are the manures used for the plants. The basic skills of gardening include names and knowledge of most plants along with their method of propagation, grafting and maintaining the particular soil conditions required for each plant species. Apart from this gardening is also a test of your patience! since a few plants take more than a month to germinate. They explained me a short science they use to determine what kind of plants should be planted where. - If your garden is facing the south-east direction, flowering and fruit plants will grow well - If your garden faces the north east direction, outdoor plants, those that need a lot of sunlight will grow well e.g.- people tree, banyan tree, mango tree etc. - If your garden faces south-west then it is most suitable for growing indoor plants and delicate flowers - If it faces north-west direction then succulents and cacti will grow the best After hearing this garden theory my interest in gardening sparked and I went to Krupa nursery and Pulo Deshpande garden. I also planted my very own people tree just outside the society gate. Gardeners turn barren lands into beautiful gardens with vibrant flowers. If one only takes the time to notice the variety of skilled people around, she will notice that every person is special with their own unique sense of purpose. Ishita Humnabadkar (9860577696) The Bishop’s Co-Ed School 10th completed going to 11th 403, Cedar Nyati Meadows, Wadgaonsheri.	281229a1-d0e7-42c5-b9f1-a4dff0d0a951	CC-MAIN-2022-33	https://www.nationalskillsnetwork.in/wp-content/uploads/2019/05/Ishita-Humnabadkar_Gardening_skillsets.pdf	2022-08-17T12:48:53+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882572908.71/warc/CC-MAIN-20220817122626-20220817152626-00035.warc.gz	779,835,633	537	eng_Latn	eng_Latn	0.854247	eng_Latn	0.9986	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2384, 2516 ]	[ 2.390625 ]	2	0
Prestwick House Response Journal™ Sample Click here to learn more about this Response Journal! Click here to find more Classroom Resources for this title! More from Prestwick House Literature Literary Touchstone Classics Literature Teaching Units Grammar and Writing College and Career Readiness: Writing Grammar for Writing Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature The Outsiders S. E. Hinton Copyright © 2001 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593, www.prestwickhouse.com Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN 978-1-60389-619-1 Item No. 201576 To The Student Although we may read a novel, play, or work of non-fiction for enjoyment, each time we read one, we are building and practicing important basic reading skills. In our ever-more complex society, in which reading has become more and more crucial for success, this, in itself, is an important reason to spend time reading for enjoyment. Some readers, however, are able to go beyond basic reading techniques and are able to practice higher thinking skills by reflecting on what they have read and how what they read affects them. It is this act of reflection—that is, stopping to think about what you are reading—that this journal is attempting to encourage. To aid you, we have included writing prompts for each section; however, if you find something that you wish to respond to in the book more compelling than our prompts, you should write about that. We hope you enjoy reading this book and that the act of responding to what you have read increases this enjoyment. After you read the indicated sections, choose the questions to which you will respond. Keep in mind that there are no right or wrong answers to these prompts, and there is no one direction in which you must go. Chapter 1 1. Ponyboy likes to go to the movies alone because he can really get into the movie when there aren’t other people talking and fooling around. Have you ever felt angry when people talk during a movie? What did you do? 2. Do you know anyone like Ponyboy, who is different from the other people in a group because he or she likes to read? Does he or she downplay any interest in reading when with the group? 3. Ponyboy says Darry grew up too fast, Soda pop never grew up at all, and he doesn’t know which is best. What’s your opinion? 4. Ponyboy states, “I could have gotten one of the gang to come along, one of the four boys that Darry, Soda, and I have grown up with and consider family.” In your journal explain to a classmate how having close friends can feel like “family” and relate it to your own experience. 5. When Ponyboy speaks about his tight-knit neighborhood, it reminds me of a comment the rapper, Ice Cube, made about the South Central L.A. neighborhood where he grew up. He said that movies depict living there as a grim existence, but there were a lot of good times in the neighborhood. How would you rate your neighborhood in this regard? 6. Ponyboy says, “If it hadn’t been for the gang, Johnny would never have known what love and affection are.” Although you hear it said a great deal, I find it difficult to believe that a gang provides a person what he or she might not get at home. What’s your opinion? 13. Ponyboy seems to be prejudiced against greaser girls; he seems to see mostly negative things about them and positive things about Soc girls. Assume you are a greaser girl who looks the way Ponyboy describes. Write a letter trying to get him to understand greaser girls and why they look and act as they do. 14. The book presents stereotypical pictures of “greasers” and “Socs.” Describe the picture presented of each group and, if you can, point out why these portrayals are stereotypes. Chapter 3 15. Cherry says that the Socs always try to be cool and act like nothing makes a difference to them. Maybe you know someone like that. Why do you suppose people would want to act like that? 16. Ponyboy says it’s not just money that separates the Socs from the greasers; “it’s feelings—the Socs don’t feel anything and the greasers feel too violently.” If you agree with this, give examples; if you don’t agree with it, tell why you disagree. 17. Cherry says that she and her middle-class friends are caught up in a rat race of wanting possessions and never being satisfied with them when they get them. What do you find right or wrong about that statement? 18. Because Ponyboy feels he made a fool of himself in front of everyone with his outburst, he turns on someone weaker than himself, Johnny, and lashes out at him. Relate a time when you saw someone lash out at someone else who was weak simply because the first person was feeling foolish or threatened. Chapter 6 30. When she is acting as a spy for the greasers, do you think Cherry is doing the right thing? Is it something you would do under the same circumstances? 31. Johnny considers turning himself in to the police. If you had been there and he asked for your opinion, what would you say? Johnny: “What should I do?” You: Chapter 7 32. Randy tells Ponyboy, “You can’t win, even if you whip us, you’ll still be where you were before—at the bottom. And we’ll still be the lucky ones with all the breaks.” Assuming that Randy is correct, why is the rumble so important to the greasers? 33. What is Randy’s dilemma about the rumble that night? What would you say to Randy if he asked you for advice? 34. As a newspaper reporter, write an article about Johnny and Ponyboy saving the children from the burning church. 35. Randy’s friend Bob was kind of wild, and Randy seems to be blaming Bob’s parents because they never set limits on Bob. According to Randy, that’s what Bob wanted. With how much of what Randy said can you agree? 55. Early in chapter twelve, Soda runs out of the house because Darry and Ponyboy are arguing. Later, Soda tells the two that he feels he gets caught in the middle and that their arguments are tearing the family apart. Has there been an incident in which you may have been caught in the middle and were forced to choose sides? How did you deal with it? Wrap Up 56. The gang fight in the park and the earlier stabbing death, particularly since it took place in Tulsa, Oklahoma, and not Chicago, Los Angeles, or New York City, might attract the attention of a news magazine show like 60 Minutes. Choose a show of this type and write a scenario. Include the name of the interviewer, the person he or she interviews, the scenes and locations televised, and the opening and closing editorial comments of the interviewer. 57. What did you think was done well or not so well in this novel? 58. If you were in a one-on-one conversation with the author, what would you say? 59. When you read the short biography of the author at the end of the novel, were you surprised by anything? 60. When you read the last page of this novel, what were your thoughts and/or feelings?	c44bb1b5-f7e9-46d1-bf9c-7b9f8c4d40be	CC-MAIN-2023-40	https://www.prestwickhouse.com/samples/200381.pdf	2023-09-23T17:18:24+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00571.warc.gz	1,044,199,838	1,584	eng_Latn	eng_Latn	0.976201	eng_Latn	0.998969	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 458, 806, 2004, 3448, 4918, 5959, 7128 ]	[ 4.3125 ]	2	0
Course Title and Grade: Foundations of Math Level 4 Course Description This course is comprised of three individual courses: Math Foundations 5, Math Foundations 6, and Math Foundations 7. See below for a detailed description of the content for each level. Students can expect to move to a higher-level math like Foundations Math 11 or Pre-Calculus Math 11 upon successful completion. Course Expectation Students are expected to login regularly. Expect to complete this in approximately four months. Specific Learning Outcomes Visit: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/curriculum/literacy/2010literacyfoundations_math.pdf Course Content Place value, decimals, fractions with like denominators, order of operations, circle graphs, angle properties, area of some 2D shapes, Ratio, Proportion and percent Student Learning Activities and Strategies Worksheets, Written material, videos, quizzes, tests Assessment Tests, assignments, and written work Evaluation \| Learning Activity \| Percentage of Final Mark \| \|-------------------\|--------------------------\| \| Tests \| 100 \| Resources A calculator and a computer with Internet	2443b0ae-5033-4b37-8446-1cf1b0bfa197	CC-MAIN-2024-42	https://newwestonlinelearning.ca/wp-content/uploads/2024/07/Foundations-level-4.pdf	2024-10-10T08:44:29+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253661.71/warc/CC-MAIN-20241010063356-20241010093356-00825.warc.gz	344,607,285	249	eng_Latn	eng_Latn	0.854918	eng_Latn	0.9652	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1003, 1217 ]	[ 2.359375 ]	1	0
Climate Proof Your Business What is climate resilience? Climate resilience is defined as the capacity to cope with a hazardous event or trend or disturbance. For businesses, it is also reflected in the capacity to respond in ways that maintain essential functions and structures, and the capacity to adapt, learn, and transform. Building climate resilience in a business involves preparing for climate-related risks and making transformational change that ultimately works to reduce risks and greenhouse gas emissions, in line with Canada’s transition to net-zero. Lincoln’s climate is already changing: - More extreme hot days - Milder winter temperatures (more rain / ice & less snow) - More extreme precipitation events - Longer drought periods - Fewer frost days Taking action can minimize risks to your business - The risks of inaction can be significant, particularly for small businesses who may be less able to recover than larger companies - Planning and preparing for a changing climate is not only smart business, but is necessary to ensure a healthy resilient economy in the future - Additional benefits of action include improving air and water quality, reducing energy costs, and enhancing employee and community well being Additional Resources: National Round Table on the Environment and the Economy Business Primer Tactics and strategies to stay competitive in a changing climate Retooling for Climate Change Additional information on how to respond to climate risks Canadian Climate Institute Tip of the Iceberg Gain additional information on how weather-related disasters have caused business disruptions WDCSB Business Climate Resilience A report providing businesses with the knowledge and steps required to build business climate resilience Intact Centre on Climate Adaptation University of Waterloo Research Centre that focuses on identifying and reducing the impacts of extreme weather Insurance Bureau of Canada (IBC) Access resources including studies on financial management of climate risks, and the economic and fiscal impact of climate change and disasters Niagara Region Emergency Management Plan A robust emergency management plan that serves as a framework for responding to risks Small Business Access Learn now to obtain funding, find employees, get federal support and much more. Low Impact Development Best Management Practices Facts Sheets Learn about design considerations, construction, and planning considerations for LID practices Town of Lincoln Business Resilience Toolkit A planning tool to prepare and respond to climate risks PREPARE Preparedness is a critical first step in resilience-building. It is important to take the steps to assess, adapt, and mitigate risks to your business. Assess: The risks and opportunities from a changing climate as they relate to the following five areas: 1. Site conditions, physical assets, and infrastructure; 2. Processes and workforce; 3. Raw materials, supply chains, and logistics; 4. Products, services, and markets; and 5. Regulatory risks, changing standards, and reputation. Adapt: Inventory the impacts on your business from past climate-related events. What was your business’ response to these events? Are there steps you can take to adapt to climate risks? Mitigate: Consider how you can reduce greenhouse gas emissions through your operations and position your products and services to align with future climate changes. - Have fans on hand for extreme heat events - Use trees and landscaping for natural cooling - Screen products and suppliers for potential climate risks to production and/or distribution - Create contingency plans RESPOND Climate projections for Lincoln anticipate an increase in frequency and severity of extreme weather events including windstorms and thunderstorms. These events, in addition to the expected increase in heavy rain events and flooding, signal the importance of having an effective and efficient emergency response plan. Consider what procedures, systems, materials, and equipment are necessary for operations. Prioritize your business needs. Develop an emergency response plan that at the minimum includes the following: - Clear evacuation procedures; - A procedure to handle injuries; - Emergency contact details; - Emergency supplies; and - Instructions for switching off utilities. Educate staff on the climate related risks your business faces and share your plan. Train staff on their individual roles and responsibilities in an emergency. RECOVER In the event a climate related emergency leads to business closure, you may be considering reopening. During the recovery phase it is important to take the time to pause and assess your current state of mind, in addition to your financial situation. Recovery may also provide additional opportunities to build resilience. If there are structural damages to your business, issues with suppliers, and/or modifications to your products, it is worth considering how to integrate sustainable practices into your operations. Identify areas for change to operations and sourcing that contribute to the net-zero transformation and increase resilience. DID YOU KNOW? Climate change impact costs in Canada are also expected to accelerate, increasing from an average of $5bn/yr. in 2020 to an average of between $21bn and $43bn/yr. by 2050. The average cost per disaster has jumped 1250% since the 1970s. A typical storm or flood that cost roughly $8 million in the early 1970s now costs over $110 million. Every dollar invested in mitigating the effects of severe weather in Canada saves $3 to $5 in recovery costs.	b3921344-6834-4ce2-bef7-f782c3893af4	CC-MAIN-2024-42	https://www.lincoln.ca/sites/default/files/2023-03/23-059%20Climate%20Proof%20Your%20Business%20Infographic%20DIGITAL.pdf	2024-10-14T09:24:32+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255412.80/warc/CC-MAIN-20241014071254-20241014101254-00474.warc.gz	739,367,137	1,044	eng_Latn	eng_Latn	0.994024	eng_Latn	0.995656	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2586, 5627 ]	[ 2.03125 ]	1	0
Keeping an eye out for Blue Tits this Spring The Carbon Capture programme provides more than just cleaner air and landscapes. As we plant more trees we create more habitats for native wildlife, even rare and endangered species. One particular species of bird to keep an eye out for this Spring is Blue tits. Blue Tits can be seen all year round across the UK. We start to see more of them at this time of year as they are starting to build their nests ready for the breeding season. Records have shown that most blue tits start to build their nests towards the end of March but it can be as early as January or as late as May. The females build the nest using an array of materials from moss, hair, feathers, leaves and even spider webs. Nests are cup-shaped and blue tits often make use of man-made structures for their nests such as holes in walls or nest boxes. Typically 10-12 eggs are laid, usually in April or early May. It is thought that blue tits time laying their eggs with when there will be an abundance of green caterpillars for their chicks to eat when they hatch. Learn more about Blue Tits’ migration patterns, fledging times and what actions to take if you find a baby Blue Tit at www.woodlandtrust.org.uk Bovey Tree Planting Spring got off to a great start for Carbon Capture as a team of local Carbon Capture printers joined forces with the Woodland Trust to plant trees at Pullabrook Woods in the Bovey Valley. The team, 30 strong, were not afraid to get their hands dirty as they began the day by clearing away brush, debris and rubbish, before planting 800 native saplings and new hedgerow at the Woodland Trust site. The volunteers were treated to locally produced fresh pasties and soup before completing the day’s planting. Foraging in March: spring’s edible plants Spring has arrived and the woods and hedgerows are bursting with early spring greens. So here’s a quick taster; check out these edible wild plants - always take a good field guide with you and please follow the Woodland Trust’s sustainable foraging guidelines. Chickweed (Stellaria media) Chickweed is an overlooked but underrated weed with cleansing and healing properties and is packed full of vitamins and minerals. How to use it: its tender leaves can go in salads with lemon and olive oil dressing. Blend into homemade pesto, or use to liven up fish or chicken. The tiny white, edible flowers make a pretty salad garnish. What to look for: it’s a tough, creeping annual common throughout the UK on waste ground and in gardens. It’s abundant throughout the year from spring to late autumn. Look for its small, white, star-like white flowers. Look for it from February. Dandelion (Taraxacum officinale) The name of this plant literally means lion’s tooth (dent de lion) probably referring to its jagged leaf edges. It’s long been associated with folklore and herbal medicine and is probably best known for its diuretic effect. How to use it: all parts of this slightly bitter plant are edible, both raw and cooked. Add young leaves to salads, sandwiches or pies. Flowers can be used in many dishes from risotto to omelettes, for decoration and to make beer and wine. Unopened buds can be marinated and used like capers. Roots can also be thrown into stir-fries or added to vegetable dishes or try making dandelion coffee by drying then grinding the roots. What to look for: really common, easy to identify and found almost everywhere. Young leaves from the centre of the rosette are best – the dark outer leaves may be too bitter. They first appear in February.	1e3404ca-e085-4dbe-ba10-006cd03531cb	CC-MAIN-2021-25	https://www.bretonsidecopy.com/carbonnews/latest.pdf	2021-06-17T09:16:17+00:00	crawl-data/CC-MAIN-2021-25/segments/1623487629632.54/warc/CC-MAIN-20210617072023-20210617102023-00623.warc.gz	586,591,073	766	eng_Latn	eng_Latn	0.998745	eng_Latn	0.998745	[ "eng_Latn" ]	true	rolmOCR	[ 3570 ]	[ 2.90625 ]	1	0
Utilization of Solar Food Processing Technology for Chhattisgarh Women Dolly Sharma (Asst.Professor), Parthivi College of Engg. and Mgmt., Sirsakala ,Bhilai -3, India firstname.lastname@example.org Abstract: To provide good quality foods at low or no additional fuel costs in Chhattisgarh, solar food processing is an emerging technology. It is used as an alternative energy source for post harvest processing of food. It had created great opportunity for village and tribal people as cost of fuel is increasing day by day. For various steps in food processing and value addition, a number of solar dryers, collectors and concentrators are currently being used for various steps in food processing. Society for Energy, Environment and Development (SEED) developed Solar Cabinet Dryer which has been used for dehydration with forced circulation system and from locally grown fruits, vegetables, leafy greens and forest produce development of value added products could be done. Drying under simulated shade conditions using UV-reducing Blue filter helps retain nutrients better. It’s simple design and ease of handling makes SEED Solar Dryer an ideal choice for eliminating the need for expensive transportation. It help in storage of fresh produce application of food processing in rural settings, closer to where the harvest is produced. It also creates employment opportunities among the rural population, especially women. Other gadgets currently being used at various steps of food processing are reviewed which are based on solar collectors and concentrators. Keywords: Solar cabinet dryer, Solar food processing, Forced circulation, SEED 1. Introduction The village women of Chhattisgarh must be empowered to become agents of social change in their communities’. During the past decade numerous trainings were imparted to village women to empower them with knowledge, experience which will lead to socio-economic development. The main goal is eradicating extreme poverty and hunger and empowering women to promote gender equality. It will also help in breaking down gender barriers and elevate status within their respective communities. For this, these rural women must be imparted training in these solar devices. By using solar food processing technology, the village women can generate income. In Chhattisgarh, one of its priorities for sustainable development is training grassroots women for the promotion of solar food processing technologies in villages. The young women most of which are illiterate are peer tutored by their school dropout friends as volunteers, who are simultaneously being trained by previous trainees turned trainers as grassroots trainers. During the winter when there is a surplus of vegetables these vegetables are dried in low cost solar tunnel driers. During the dry season this will help in providing a supply of vegetables to the kitchen. Parthivi College, Sirsakala Bhilai 3 will promote the use of solar cookers in the nearby village as a part of corporate social responsibility programme. We will help villagers through government aids in designing a boiler that will give 1 liter of boiling water every 10 minutes while sun is shining. Clothes can be ironed with the old type irons heated on the solar cookers. House hold size reflectors will be made so that the cook can be kept under some shade while cooking. Scheffler solar cookers will be manufactured for this purpose. 2. Historical perspective Dr. Arcot Ramachandran, Indian Solar Energy sector took initiative in the 1970s by owes much to the then Secretary of Department of Science and Technology, Government of India and Dr Mahesh Dayal, the then Secretary, Ministry of Non-Conventional Energy Sources, MNES (later The Ministry of New and Renewable Energy, MNRE). In the present scenario the technology has reached a mature state and is now on a better footing after an initial turbulent start, (Ramakrishna Rao 2011). Many solar gadgets have been developed in recent years for a variety of applications in food processing. Boiling, steaming, blanching and roasting capabilities is provided by different solar concentrators. According to some estimates India occupy the second position in highest number of Solar Cookers in the world. Solar Food processing is totally new and cutting-edge technology in Chhattisgarh and it is highly creditable for an emerging economy to embrace. The role of rural economy, through utilization of solar energy in economies at large and food processing to be revisited for bringing improvement in the standard of living of the neglected sections of the society. Figure 1: Solar dryer for vegetables The solar cookers will be linked with making marketable food items like traditional homemade sweets and Namkeens, other food products in Self-help Groups and can serve as income generating vocation and some can use for earning by ironing the clothes on these cookers. By this the rural women learn that for a minimum cost they can turn low value food items into valuable food. Many spices and other medicinal herbs are also dried in these solar driers. Training includes, material purchasing, production -time, calculate profit and loss, packing and presentation of finished product. This technical training incorporates assembling SK 14 kits, operating the cookers, their maintenance and making them understand the relevance and importance of these solar cookers. Further it will also help in creating self-help groups which will help in production and marketing solar processed indigenous food and beverages, identification of nutrients which is locally available, and inexpensive. In Madhya Pradesh such training is imparted by Barli Institute at Indore. This training not only benefits their families but also help them to utilize optimum skills of them in their villages. This training provides solar cooks for domestic kitchens and community solar kitchens, teachers for various NGOs and interested professionals and students from various institutions. The main aim to develop solar processing of food in Chhattisgarh is to eradicate extreme hunger and poverty, empowering women, reducing child mortality; improving maternal health; ensuring sustainability of environment; It will also help in developing a global partnership for development; and the quality of life of rural women of Chhattisgarh can be improved by helping to break down gender barriers and elevate status within their respective communities. Some precautionary measures and points to be taken for Solar Food Processing are: - Pilots are ok, but may not be scalable. - Option 1: large inputs of manpower, Limited area, concentrated efforts, monitoring and supervision. Gives you the satisfaction of achievement. - Option 2: Partner with govt. wide area of application, no independent social workers/manpower. Work to strengthen large scale impact and resources, monitoring but you need to let govt. be in the driver’s seat. - Option 3: Pilot with limited resources, govt. manpower, so that it can be widely replicated. The most important dimension of food processing is food safety. There should not be pathogenic bacteria and product should be bacteria free. The sanitary standards are maintained with these solar driers and yields enables to export worthy processed foods. Solar Dryer meets the defined standards and fulfills demand of all trademarks assuring production of best quality. This is governing by Food processing industry which should get Fruit Products Order (FPO) license for processing fruits and vegetables from Government of India. In order to establish food processing unit: proper ventilation, aeration & lighting to be done. Rodent proof & insect proof work & storage areas must be Fly & mosquito proof, windows & doors (netted). Gas cooking facility, Clean & hygienic environment, Protected & assured water supply & bacteria free water and Size of the land area are some of the depending factors to be taken into consideration during food processing. During Food processing, Personal & Hygienic Practices is to be followed such as Washing hands thoroughly & wearing gloves, Short cut nails, Wearing head gear / shower cap to prevent falling of hair, Wearing a clean apron / a coat to protect clothing, Washing feet & wearing separate foot wear before entering process room. This will lead to the pilot production of food products and also help in saving drying time over open sun drying. The world in 21st century are facing with the two major problems, namely can be brought together and solved by Solar food processing: For an expanding global population how to generate enough energy? How expanding world population to be fed? In India, a section of the society being left behind and chronically poor due to growing population and unequal wealth distribution. The matter gets complicated due to lack of reliable and affordable energy sources. Food can be conserved and distributed to the poor women and children by faster, cheaper and safer methods by using solar food processing. It is sad to note that 30–40% of food goes waste in India every year for lack of a systematic post-harvest processing and preservation in the face of such great demand for food to feed people. Some distinguishing features of SEED developed solar cabinet dryer are: 1) The construction of the cabinet is done in such a way that under all weather conditions, the dryer can be left outside throughout the year and doesn’t get rusted because of the superior quality of the materials used. 2) For easy mobility the chamber is fitted with coasters. 3) For transportation purposes it can easily be assembled and disassembled. 4) It is scalable due to its modular nature. The current models range from 8 to 100 kg loading capacity. A 200 kg capacity dryer is being designed and their important features are: a) 1. Like all the solar powered dryers, in the SEED Cabinet Dryer is the drying is ‘discontinuous,’ or “intermittent” and functional only during the day time. The dryer adds zero cost to the total drying process because it needs no other auxiliary power source for its full functioning. However, for any other emergency contingencies it is provided with electrical backup for continuous use. b) The dehydration process in SEED Dryers is highly efficient, because of the dual function-design which provides forced air circulation along with direct thermal drying, capable of removing for example, 15 kg of water from a 50 kg sample. c) Through clean, green energy at no additional cost and without depending on conventional electric and/or fossil fuels the dryer can be made eco-friendly. d) Because of its portability, the dryer can be easily used in remote areas where conventional energy supply is meager to nonexistent in most developing countries, including India. e) The dryer’s average efficiency is around 90%. The loss of heat through the top glass cover surface inside and out is approximate 10%). ![Figure 4: Solar Cabinet Drier](image) Figure 4: Solar Cabinet Drier 3. Conclusion In food processing, solar energy based technologies are currently playing an important role. The goal of future studies is the feasibility of using them on large scale can and should be studied. As the mechanized equipments solar dehydration/drying offers an alternative at low or no cost. Herbs has been found for improved nutritional and medicinal quality through Infra Red (IR) drying of fresh produce such as Paakkonen et al. (1999) have shown that IR drying improves the quality of herbs. Similar findings have also been reported by Carroll and Churchill (1986), Dostie et al. (1989) and Kian and Siaw (2005). With changing life styles in India and elsewhere solar food processing can be a major contributor to meet a great demand for ready-to-eat (RET) foods. Initially high cost of investment in solar gadgets, lack of confidence in the technology are some of the hurdles faced due to the wider use of solar energy in food processing. Limited support of government agency and high cost of solar gadget creates a big communication gap between solar researchers and food technologists in spite of such incentives and many technical developments. Due to unawareness of Food technologists of different processes followed in food processing and solar technologists are not able to operate new breed of solar gadgets like solar concentrators, ovens and dryers, improvements in the quality of product is not maintained properly. Solar equipment developers need to be integrated with the food processing industry is the prime need today through international and government agencies, as well as the expert bodies in these fields. With the promise of reduced cost of photovoltaic and collectors is realized solar power generators may produce most of the world’s electricity in the next 50 years and can become reliable and affordable as newer technologies. In the coming future the major source of electricity will be concentrated solar power along with photovoltaic cell which can dramatically reduce the pollutants emitted by greenhouse gases that harm the environment. In future: solar food processing will certainly be a beneficiary as well as a contributor. For small and micro-entrepreneurs nominally the solar gadgets can help to reduce the pay-back time. In food-processing industry application of solar energy has not progressed at fast speed. In spite of such incentives and many technical developments a big communication gap exists between solar researchers and food technologists’ New breed of solar gadgets like solar concentrators, ovens and dryers, are still not known to Food technologists while solar technologists have no idea about technical requirements of different processes followed in food processing. Big improvements in the quality of product should be substantiated apart from huge energy savings. The food processing industry need to be integrated with solar equipment developers which is the prime need today through governmental, international agencies, as well as the expert bodies in these fields. Food processing not only conserved the surplus harvest but it is also reducing problem of unemployment. ![Figure 5: Section view of kitchen](image) Figure 5: Section view of kitchen References [1] Balakrishnan L, Banerjee M. “Solar dryers—an income generation option for poor women”, ENERGIA News. pp. 16-17, 2006. [2] Bamji MS. “Food technology for rural settings”, Compr Rev Food Sci Food Saf. pp. 353–357, 2008. [3] Chandak A, Sham P, Vilas S (2006) Solar energy for quality improvement in food processing industry—Paper presented at “Solar Cookers and Food Processing International Conference”, Co sponsors: Solar Cookers International, Terra Foundation, The Good Works Institute, Junta de Andalucía, Parque de las Ciencias, Granada, Spain. 12–16th July, 2006 http://www.princeindia.org/Food%20processing%20article.pdf/. Accessed on 18 January 2012 [4] Gopalan C, RamaSastri BV, Balasubramanian SC “Nutritive value of Indian foods “(Revised and updated, Narasinga Rao BS, Deosthale YG and Pant KC), ICAR-National Institute of Nutrition, Hyderabad, 2004. [5] Janak Palta, Alternative Model of Development: Capacity and Skill Building of Tribal and Socially Disadvantaged Women: Case Study Presentation of Barli Development Institute for Rural Women, Orientation Workshop of Senior NGOs of MP and Chhattisgarh on Issues Relating to Women’s Empowerment, organized by NIPCCD, Indore, India January, 2003. [6] McGilligan, Janak Palta, “Sustainable Community Development Through Training of Tribal and Rural Women as Human Resources”, Ph D. Thesis, Devi Ahilya Vishwavidyalaya, Indore, India October, 2004. [7] McGilligan, Janak Palta, Sustainable Community Development Through Empowerment of Rural and Tribal Women as Human Resources: A Case Study of Barli Development Institute for Rural Women, International Seminar on Growth Strategy and Environmental Issues organized by the School of Economics and Baha’i Chair in Development Studies, Devi Ahilya University, Indore, India, November, 2005. [8] Palaniappan C “Perspectives of solar food processing in India”. Int Solar Food Processing Conf. 14–16 January Indore, India, 2009 [9] Ramakrishna Rao M “New solar powered solar air dryer for food processing ”, Proc Nat Workshop on Solar Drying Technologies and their Applications in India resulting in high efficiency drying, May 7, Hyderabad, India, 2004. [10] Ramakrishna Rao M Innovative solar food processing technology—New Technology for Food Safety and Conservation—Published by SEED, Hyderabad, India, 2011 [11] Saguy IS, Marabi A, Wallach R “Water imbibition in dry porous foods. Proc”, 9th Int Conf on Engineering and Food Montpellier, France, pp.147–152’7–11 April, 2004. [12] Sharma RB “Thematic studies for processing and preservation of food supplement, chilies and ginger by drying through solar energy”, Intl Solar Food Processing Conf. January 14–16, Indore, India, (2009). Author Profile Dolly Sharma received the M.A English degree from Guru Ghasidas University Bilaspur. and pursuing PhD degree in American Literature from N.I.T Raipur. Have 18yrs. of teaching experience. Area of research is feminism, communication skill dev. Asian & Afro-American literature and Women empowerment.	<urn:uuid:4c74a332-94fe-4dfd-8bcd-78032209d72c>	CC-MAIN-2018-13	https://www.ijsr.net/conf/PARAS16/Human-03.pdf	2018-03-18T09:49:03Z	crawl-data/CC-MAIN-2018-13/segments/1521257645604.18/warc/CC-MAIN-20180318091225-20180318111225-00624.warc.gz	791,084,548	3,508	eng_Latn	eng_Latn	0.9138	eng_Latn	0.994544	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 4635, 9567, 14254, 17288 ]	[ 2.734375 ]	2	0
NUTHATCHES — FAMILY SITTIDAE Red-breasted Nuthatch Sitta canadensis The Red-breasted Nuthatch is one of those mountain birds whose elevational range is barely touched by the tops of San Diego County’s highest peaks. It is a rare resident in deep forest on the north slopes of the Palomar, Hot Springs, Volcan, and Cuyamaca mountains. The Red-breasted is by far the most dispersive of California’s nuthatches, occurring widely outside its breeding range as an irregular winter visitor. These visitors seek conifers, being seen in other trees only if no conifers are near. Invasions may plant new isolated breeding populations at low elevations, such as the one on Point Loma. Photo by Anthony Mercieca Breeding distribution: From 1997 to 2002, we found the Red-breasted Nuthatch regularly and most numerously on Palomar Mountain. Its habitat there is forest dominated by the big-cone Douglas fir between 4500 and 5700 feet elevation, from Pauma Creek (D14) southeast to Dyche Valley (F15), mainly on the north-facing slopes of the southwestern of the mountain’s two parallel ridges. In this area the species is uncommon, with maximum daily counts of five or fewer, except for 11 (including fledglings) along Highway S6 near Fry Creek 31 May 2000 (E15, E. C. Hall, C. R. Mahrdt). It is regular on Middle Peak and the northeast slope of Cuyamaca Peak (M20) above 5200 feet elevation. During the atlas period the high count in the Cuyamaca Mountains was nine on Middle Peak (M20) 19 May 1998 (R. E. Webster); previously, as many as 20 were noted in the same area 19 July 1987 (AB 41:1488, 1987). There is one report from North Peak (L20), of two about 5200 feet elevation on the northwest slope 14 July 2000 (J. R. Barth). On Hot Springs Mountain the Red-breasted Nuthatch has been known since the peak’s avifauna was first explored in 1980 (Unitt 1981), with a maximum of six 19 July 1986 (R. E. Webster, AB 40:1256, 1986). During the atlas period, however, K. L. Weaver and C. R. Mahrdt found it in the breeding season only twice, single individuals in square E20 on 9 June 2001 and in E21 on 19 June 1999. Atlas observers found it during the breeding season on Volcan Mountain for the first time, with two on Oak Ridge (I20) 22 July 1999 (L. J. Hargrove), a pair near Catfish Spring (I20) 16 June 2000 (A. P. and T. E. Keenan), and three at 5100 feet elevation 0.35 mile south of Simmons Flat (J20) 16 July 2001 (J. R. Barth). On Point Loma (S7), mainly on and near the campus of Point Loma Nazarene University, the Red-breasted Nuthatch has been an uncommon resident since it colonized after the invasion of 1963. It may have died out in the mid 1990s, only to recolonize again after the invasion of 1996. Virginia P. Johnson netted a female with a brood patch on 10 March 1997. Nesting: Like the other nuthatches, the Red-breasted nests in tree cavities. It may use a preexisting cavity or may excavate or enlarge its own. It is famous for smearing the nest entrance with pitch, deterring predators. Nesting in San Diego County, however, is still little known. One nest at Point Loma was in a hole in the sawed-off leaf base of a Canary Island date palm 2 June 1978 (Unitt 1984). Nesting confirmations in the mountains were of nest building on Cuyamaca Peak 23 May 1998 (G. L. Rogers) and of fledglings on Palomar 31 May 2000 (E. C. Hall) and 23 July 2000 (J. R. Barth). Nesting in the coastal colony at Point Loma may begin considerably earlier, as implied by the female with a brood patch on 10 March. Migration: Red-breasted Nuthatch incursions are notoriously irregular. In San Diego County the species has been recorded away from breeding locations from 27 August (1998, one at O’Neill Lake, E6, P. A. Ginsburg) to 4 May (1997, three in Greenwood Cemetery, S10, P. Unitt). The largest numbers are seen in October and November, some invasions petering out as the winter wears on. Red-breasted Nuthatches have occurred in all regions of San Diego County, but records for the Anza–Borrego Desert are few, with one in “San Felipe Canyon” 2 October 1908 (F. Stephens, MVZ 3880; Grinnell and Miller [1944] reported this specimen as from Vallecito Creek), one at Tamarisk Grove Campground (I24) 4 November 1973 (P. Unitt), one in planted pines in Borrego Springs (F24) 30–31 October 1996 (P. D. Jorgensen), one on Villager Peak (C27) 19 October 1998 (P. D. Jorgensen), and one in Nolina Wash, Pinyon Mountains (K25) 15 October 1999 (D. C. Seals, S. Peters). Winter: The Red-breasted Nuthatch is one of the more frequent montane invaders, with a few recorded in San Diego County in most winters, including every year from 1997 to 2002. But the larger incursions, during which the species would be rated as uncommon rather than rare, are sporadic. The falls and early winters of 1963, 1969, 1972, 1975, 1983, and 1996 saw the largest. San Diego County Christmas bird counts in December 1996 and January 1997 yielded a total of 26, more than in any previous year. Thus the five-year atlas period began with the winding down of a major invasion, accounting for several records of stragglers remaining into spring 1997. Numbers over the next five winters were small, with the maximum daily count of six near the San Luis Rey Picnic Area (G16) 22 January 2001 (W. E. Haas). Conservation: The magnitude of Red-breasted Nuthatch invasions is controlled by factors outside San Diego County (Koenig 2001, Koenig and Knops 2001), but the planting of ornamental conifers has made conditions more amenable to the birds when they arrive. Certainly the species never would have colonized Point Loma if the area had not been heavily planted with pines. Its colonization of San Diego County’s mountains, however, may also be fairly recent, as it was not reported there in the breeding season until 1970. And its population may be increasing gradually; numbers reported from Palomar Mountain 1997–2001 were greater than known there previously, though coverage was much more thorough. Nevertheless, the areas of forest suitable for breeding Red-breasted Nuthatches are so small that a fire could eliminate these isolated populations.	<urn:uuid:370c9c67-3318-4587-a1c9-b6074ff9b65d>	CC-MAIN-2018-30	http://sdplantatlas.org/birdatlas/pdf/Red-breasted%20Nuthatch.pdf	2018-07-21T11:45:50Z	crawl-data/CC-MAIN-2018-30/segments/1531676592523.89/warc/CC-MAIN-20180721110117-20180721130117-00129.warc.gz	324,325,613	1,626	eng_Latn	eng_Latn	0.994333	eng_Latn	0.994114	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 707, 4576, 6132 ]	[ 2.03125 ]	1	0
WA is home to majority of native plant species WEST - Winter rain - Free-draining soils - LOW phytophthora resistance EAST - Summer rain - Heavier soils - Good conditions for phytophthora DEATH of WA plants	fbe10984-2e63-43c9-b04a-11ca9d142244	CC-MAIN-2024-10	https://resources.austplants.com.au/wp-content/uploads/Grafted-natives-Poster-2.pdf	2024-02-22T10:11:22+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473738.92/warc/CC-MAIN-20240222093910-20240222123910-00578.warc.gz	510,680,652	57	eng_Latn	eng_Latn	0.911187	eng_Latn	0.911187	[ "eng_Latn" ]	true	rolmOCR	[ 211 ]	[ 2.234375 ]	1	0
With one swift whoosh of the magical twig, Enviro changes food and garden waste into rich compost to feed the worms and plants in our gardens.	1c56f11a-413d-42a0-81c5-6a5e634d15c5	CC-MAIN-2024-10	https://learn.1coast.com.au/app/uploads/2024/01/Enviro-colouring-page.pdf	2024-02-22T18:38:05+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473824.13/warc/CC-MAIN-20240222161802-20240222191802-00293.warc.gz	369,729,724	30	eng_Latn	eng_Latn	0.996546	eng_Latn	0.996546	[ "eng_Latn" ]	true	rolmOCR	[ 142 ]	[ 2.1875 ]	1	0
Dear Reader, Farmers across the country have found themselves in a tussle of opinions about the recently lifted ban on Genetically Modified crops. Stakeholders from various sectors put up a case for what they see should be ideal for the good of everyone in mitigating the throes of famine, resulting from long bouts of drought. The organic agriculture sector has been on the fore to emphasize the need to conserve the indigenous seeds for their significant role in nutrition and food security. In a recently organized Indigenous Seeds and Food Culture Harvest Fair at the National Museums of Kenya, farmers and actors concerned with indigenous foods exhibited seeds and traditional food varieties sharing their sentiments about the primacy of the traditional food crops. The fair provided a forum to discuss issues of traditional seed conservation, biopiracy and the threat to local seeds by genetically modified (GM) seeds. Biovision Africa Trust had the honour to be part of this fair as the Executive Director, who is also a member of the committee of the multisectoral team of experts reviewing the National Seed Policy was invited to make a presentation. It was an opportunity for sector representatives to share ideas on this cause of making the country food secure despite the challenging climatic conditions. This edition features a main article on the value of indigenous seeds and traditional foods that are facing the threat of extinction; a glaring pitfall that is irreversible unless efforts are put in to reclaim the prestige of the indigenous foods that are gradually exiting the stage. Farmers in Kirinyaga County enjoy a new lease of life as they shift to organic farming By Caroline Mwendwa As farmers grapple with the effects of climate change, they face numerous challenges that require resources to tackle. For the small holder farmer, the resources can be out of reach, hence requiring farmers to be creative and innovative in using resources within their reach to make organic and environmentally friendly inputs. Making these inputs requires knowledge and sometimes training on ecological organic agriculture. Biovision Africa Trust (BvAT) through the Farmer Communication Outreach programme reaches farmers in their localities with this training. Farmers from Kirinyaga County are a testimony that this knowledge can change farmers’ unpleasant experiences by providing solutions to the common challenges experienced in their farm. Nelson Kihara Gathumbi is one such farmer whose encounter with extensionists from Biovision Africa Trust (BvAT) has changed his farming experience in a way he did not anticipate. To start, he put aside a portion of his one-acre piece of land to grow crops organically and as he progressed, he noticed when the heat is too much and water scarcity is hard hitting, the organically grown crops remain resilient, green, and still bear fruits. His fruit farm where he grows oranges, pawpaws, avocadoes, pomegranates, lemons, and mangoes, shows this difference very clearly. He also demonstrates using the oranges in his farm, how indigenous plants remain resilient in the scorching heat and still yield healthy fruits, while the grafted ones give in to the dry weather and shed off flowers easily. Kihara is excited to fully embrace organic farming even as he establishes a food forest of fruit trees. Kihara has grasped the idea of planting trees and is already planning to establish an apiary adjacent to his garden to ensure his fruit trees yield optimally. “Pomegranates and macadamia nuts are highly resilient, and will do well even if rains fail,” he says. Some of the ecologically sustainable farming technologies that have had a huge impact in his farming enterprise include making compost manure and making plant tea to use as foliar for the crops and soil fertilizer. “I was trained by Peter Murage of Biovision Africa Trust to mix thionia and marigold, crush them and mix with water then use the extract Continued on Page 2 Celebrating the richness of traditional foods Story on page 4 to spray on the crops,” explains Kihara. This he says has helped him manage a variety of pests in his farm and enhance crop productivity as it also serves as foliar for the plants. Tithonia is rich in phosphorous and so as the mixture controls pest prevalence, it also enriches the crops with nutrients. Mr. Kihara is a champion of organic farming and together with his community members, they started Community Organic Farmers’ Association, (COFA) whose vision is to see a society aware of the dangers that chemical pesticide and improper farming methods pose to health of human beings, animals, and the environment. COFA focuses on training farmers on sustainable agriculture, value addition, development of cottage industries, among others. Members benefit from programmes that aid them in crop production, animal keeping, bee keeping, environmental conservation among others. Mr. Bethwell Gathirimu from Mkiihi village in Baricho, Kirinyaga County who is also the chairperson of COFA, is another farmer who has exemplarily adopted organic farming, through interaction with Nelly Wambui BvAT’s farmer field officer based in Kagio. Entering his compound, you will spot heaps of organic manure composted using animal manure from his dairy cattle and plant residues from his farm, where he grows macadamia, maize, beans, and vegetables. “I produce all my crops organically, and that is why, I ensure to have constant supply of manure, so that I do not resort to synthetic soil fertilizers,” says Gathirimu. Mr. Gathirimu’s farm hosts an apiary of bees, which produces honey for sale as well as use in his homestead. “I have 12 beehives in my apiary, and for sure bee keeping is an underrated farming activity. With bees in the farm, crops yield increases significantly, and as a farmer you have constant supply of honey, for your family and surplus to earn an income from,” says Mr. Gathirimu. This enterprising group of farmers through the CDF project recently acquired material to harvest honey, and coffee threshers, which they say will be highly beneficial in setting up cottage industries within their community. Ms. Florence Mutugi, from Kianjege village, Njega in Kirinyaga County, feels lucky to have met Nelly of Biovision Africa Trust, early this year. Her interest to learn about organic farming has driven her to try out various techniques and employ skills she obtains especially, making ash brew and plant tea to use in nourishing her crops. Despite the long dry seasons and the rising costs of fertilizers, Florence has been enjoying vegetables from the vertical gardens she established after acquiring this technology from a training offered by Nelly. “If you walk around this village, you will hardly find a home with green vegetables due to water scarcity, but this garden is always green as recycled water from the homestead is enough to sustain it,” she says. Florence has also embraced bee keeping as part of integrated farming and has two large beehives in her farm. She is excited to expand her apiary with more hives. The mother of two is already appreciating the benefits of organic farming. “Most farmers shy away from converting to organic farming, afraid that their farms will not yield as much as they are used to when they grow crops conventionally. Yet, I have come to see that conventionally grown crops cannot withstand extreme weather, neither can they grow in areas with water scarcity,” she says. In organic farming, the soil’s fertility is enhanced and hence crops have sufficient nutrients and prove to be more resilient to unfavorable conditions,” she concludes. Conclusion Evolution results from human beings’ effort to find solutions to challenges that limit fullness of life. We are all suffering the effects of unsustainable farming practices and the sooner this practice is reversed the better. The alternative to chemical overuse in farming, is embracing ecological organic agriculture. Farmers in Kirinyaga County have demonstrated that organic farming has far more benefits and there are avenues of acquiring the required skills to venture in this kind of farming. There is no room for indifference when it comes to food production as we are all bearing the brunt of irresponsible application of farm inputs on food. Let us all take charge of making choices that improve the quality of our life by promoting organic food production. --- Nutritional value of terere vegetables and how to prepare the seeds By Mary Mutisya Terere, lidodo, alika or muchicha are the common names used for amaranth (Amaranthus viridis) among different communities in Kenya. Amaranth is a fast-growing annual crop belonging to the amaranthacea family. Over seventy species of amaranth have been documented to date, being grouped as vegetables, grains, or ornaments. For vegetable, the two most common species are the Amaranthus dubious and Amaranthus tricolor. For the grain species, Amaranthus hypochondrius and Amaranthus creunts are the most common species. Growth conditions Amaranth is a diverse crop that does well in a wide range of environmental conditions. For optimum performance though, an altitude of at least 2000 masl, warm temperatures of 22-30° and deep well drained soils with low acidity levels are desirable. --- Nutritional benefits of terere seeds Amaranth has met the criteria of being classified as a superfood and its many health benefits have given it the name “amazing/glorious amaranth” among researchers. Its health benefits are; - Amaranth seeds contain double the amount of calcium found in milk, making it excellent for formation of strong bones and teeth. - Unlike many cereals, amaranth seeds are rich in lysine, an essential amino acid that is important in the manufacture of red blood cells in the bone marrow, conversion of carbohydrates into energy as well as production of DNA and RNA. - The digestibility of cooked amaranth seeds is up to 90%. It’s hence recommended for the elderly, those who have been through long fasting, starvation and for weening babies. - Amaranth is a good immune booster and can thus be used for individuals with compromised immunity, the elderly and those who are severely malnourished. - Amaranth seeds are gluten free and therefore favourable to people with celiac disease (gluten intolerant). - Amaranth seeds contain at least 16% protein, 56% oil, zinc, calcium, phosphorus, dietary fibre, and the water-soluble vitamins (A, D, E, K). - The high fibre level in amaranth helps improve digestion, helping in weight reduction and management. - Amaranth seeds are rich in iron, vit A, essential minerals such as magnesium, calcium, phosphorus, zinc, manganese, copper, and potassium. These minerals play an important role in improving immunity, formation of red blood cells, strong bones, and teeth. N.B/ Since amaranth can easily blend with other cereals; their nutritional benefits have been harnessed through such mixtures. How to prepare terere seeds Harvesting Amaranth seeds are ready for harvesting about 3 months after planting when they begin to fall off from the flower head (tassel). The best way to harvest the seeds is by cutting, hang drying the heads and then winnowing to get the clean seeds. After harvesting, proper drying is necessary to prevent the seeds from moulding. The seeds need to be stirred around occasionally until they are completely dry. Storage should be in airtight containers in a cool dry place for up to 6 months. Preparation of terere seeds for consumption Although there are no known toxicities associated with amaranth seeds, these seeds should not be eaten raw. Like many other cereals, they contain anti-nutrients like oxalates and phytates which can bind to vitamins and minerals making them unavailable to the body. The seeds can be cooked directly without soaking but if one has time, soaking can be done overnight. This makes their nutrients easier to digest and shortens the cooking time. Several recipes of preparing amaranth are available depending on what one wants, but the common ones are: - Amaranth seeds can be toasted over a heated pan for at least 15 minutes and then used as a snack or added in breakfast cereals/recipes. - Amaranth can also be mixed with water (one cup of amaranth should be mixed with one and a half cup of water), boiled for 20 minutes and eaten as is. - Dried amaranth seeds can be ground into flour and mixed with other ingredients then used to make different recipes. A common recipe that can be used for weaning babies Ingredients - 1/4 cup of amaranth flour - 5 cups of water - 5-6 teaspoons of sugar - 1/4 litre of milk (can be fresh or sour) - A citrus fruit (Lemon, orange etc.) optional Method** 1. In a cooking pot (sufuria), bring the water to boil. 2. Use 2 cups cold water and mix it with one cup of flour. 3. Add the mixture to the rest of the water and continue stirring to ensure that no lumps are formed and that the flour binds and starts boiling. 4. Let the porridge continue boiling for a further 15 minutes. 5. Let this simmer for a further 5 minutes. 6. Remove the heat and let the porridge cool down before squeezing in the citrus fruit juice (this is because the vitamin c is citrus fruits is heat unstable and could be destroyed when added to the boiling porridge. https://infonet-biovision.org/PlantHealth/Indigenous/Amaranth Celebrating the richness of traditional foods By Dr. Patrick Maundu Introduction Kenya held its first Indigenous Seeds and Food Culture Harvest Fair at the National Museums of Kenya from 12-14 in October 2022. In this fair issues of traditional seed conservation, biopiracy and the threat to local seeds by genetically modified (GM) were discussed both in plenary and in a seed and traditional food exhibition taking place in the compound. The theme of the fair attracted unusual attention as Kenya, early in the same month had lifted a 10-year ban on the cultivation and importation of GM crops which were seen as a threat to local seed varieties – but to others, a solution to providing food to millions of hungry residents following one of the worst droughts to hit the region. The emotive subject of GMOs aside, farmers displaying their seeds at the traditional seed and food fair felt that traditional seed resources had been lost due to the failure of responsible institutions to support traditional seed and food systems – instead, the seeds had been vilified as uncertified and low yielding, a claim Mary Omoke, an exhibitor said was untrue, and a gimmick by commercial seed companies to discredit local seeds. ‘Our traditional maize is tastier, more adapted to local conditions, gives more flour and we can process it with our traditional implements and above all is more nutritious’, she said as she displayed her large multicolour traditional maize cobs. Traditional maize e.g. muzihana of the Jibana people of coastal Kenya comes in many colours such as orange, yellow, pink, red, purple, indigo and blue. The maize is much healthier than the highly promoted white hybrid maize. The traditional types are coloured mainly due to anthocyanins and carotenoids (such as beta-carotene, a precursor to vitamin A) and lutein (in yellow maize) which is good for eye health. ‘Our laws favour multinationals – not the ordinary farmer’, she adds. Their (genetically modified) seeds produce sterile seeds at harvest, preventing the farmer from replanting the same seed, thus forcing farmers to buy seed every planting season. They also want their seeds grown solely (monocropping) while in our traditional systems, we intercrop to ensure the soil remains healthy and the field has a high crop diversity so that the family has good access to most nutrients it needs. Even sharing seeds with your daughter when she visits is outlawed in our country. Our law-makers have let us down (referring to the Seed and Plant Varieties Act (2012) which prohibits anyone from sharing, exchanging or selling uncertified and unregistered seed). Traditional multi-coloured maize is just one of the many traditional food and food seed displayed by farmers from all over the country. The exhibition also featured local vegetables, of which there are over 200 in Kenya, most of which are more nutritious than the cabbage- which people are used to. Saga or spider plant for example has up to 150 times the amount of beta-carotene than found in white cabbage and seven to ten times as much iron, an important element in the manufacture of blood. Traditional sources of starch like cassava, sorghum, plantain, pearl millet and finger millet and their products such as porridge were also on display. ‘You stay full and feel stronger with these traditional starches,’ adds Mrs Peninah Mwangangi of Kitui County. Typically local cereals and cassava have low glycaemic index (GI), meaning they have a low potential to raise glucose concentration in the blood after a meal. Also on display at the fair were local tubers like aerial yams, known as matugu or liruku in western Kenya, Meru yams, a variety of local pulses like Bambara nuts and lablab beans (njahi), edible insects, edible rodents, edible fungi and implements that are used in food production. The baobab Baobab fruits stood out as one of the most popular indigenous fruits. Products displayed ranged from sour-sweet cream pulp to coloured pulp-coated seed (mabuyu)- quite popular with children; yellow-orange baobab seed oil mainly used in the cosmetics industry. The fruit turned out to have great economic potential for Kenya and rest of Africa where it grows. Like the coconut palm, every part of the baobab has some use. ‘Baobab is second to coconut,’ says Dubi Dzua, an elder from Kaya Kambe. ‘We use its leaves while its fruit pulp is used for flavouring a type of small fish known locally as kata shingo. Baobab leaves are pounded in a mortar and mixed with Baobab leaves Baobab leaves often sprout from a leafless tree during the dry season – a time when there are no other vegetables available. Salome Ttsalama Mbetsa, a Jibana in Kilifi pounds the leaves using a mortar and pestle and mixes the product with pounded cassava leaves then cooks. The mixture is very nutritious. Seasonality The tree remains leafless for most of the year. In Kenya, this tree is found from between Meru and Embu counties and the coastal part of Kenya. At the coastal part of Kenya, the tree puts out new leaves in November and December. Then soon after follows the sprouting of large, short-lived flowers which open at night and are pollinated by night animals including insects and bats. The coastal people believe there are male and female baobabs, which may flower and produce leaves at different times. Other uses The fruit shell is made into a variety of household items, including cups and containers that are also used for tapping palm wine. The shell is also used for making traps for certain types of rodents (e.g. pingi, tali, fuko etc) that are considered a delicacy among the Mijikenda. The trunk of a young baobab is also a source of fibre used for making ropes, baskets and in construction. The live tree is a habitat for many types of animals. Decaying trunks support a type of edible fungus called zhoga muyu. After several years, the wood rots away, fertilizing the surrounding soil. Potential in nutrition and food security The baobab fruit and leaves are ready for use at a time when both fruits and vegetables are rare in both rural and urban centres. Leaves are used fresh. Locals are not yet used to dry leaves but drying has potential to provide leaves during the dry period. Facts about baobab A baobab tree can live for over a thousand years. Chivatsi Samue Kiringal, 60 a Ribe and keeper of the largest baobab in Kenya says a baobab can take up to 60 years before it starts fruiting and at that time it is only about 2.5 to 3ft (76-91 cm) in diameter. Baobabs may fall on their own, particularly if growing on shallow soil with rock underneath. Even after falling, a baobab tree continues to send out new shoots. A cut tree may take several years before it dies off. Soil moisture conservation tactics in an increasingly drier environment By Evelyn Night The persistent drought has gotten us all worried about the sustainability of food production, especially in East Africa. Indeed, there is no escaping the inevitable skyrocketing in food and feed prices that might hit if the erratic rain patterns would proceed. Farming in these hard times is therefore harder than most, and farmers have to find thoughtful ways to maintain production, especially in the face of water scarcity. Soil moisture not only provides water for plant processes but also preserves below-ground nutrients and beneficial organisms responsible for soil fertility. The soil itself is a complex and dynamic environment that the farmer has to consider when planning to cultivate. Since drought and desertification are our major concerns, we need to find sustainable ways of conserving moisture and preventing its loss from the plants. Soil moisture conservation is an important element of agricultural sustainability and without it, the production of the essential crops to sustain life is not possible. While irrigation has sustained plants for ages, the increasingly changing climate has reduced rain and water availability, and consequently the productivity of farmed crops. It is thus important for farmers to find alternative ways to conserve soil moisture and augment soil productivity to secure their livelihoods against famine as well as provide nations with food. Soil moisture is majorly lost through the direct exposure of the soil surface to the relentless heat and sun. Farmers have to therefore limit the direct contact between the soil and the hot sun by using natural organic methods that also improve the plant’s nutrition and tolerance to drought and other elements (pests, diseases, chemicals) for sustained and improved food security. There are already several methods in practice to not only conserve soil moisture but also to protect and supply essential nutrients to their farms. The main principle behind these is to physically restrict the contact between dry heat and the soil and improve nutritional capacity. These techniques include but are not limited to: 1. Cover cropping Growing leafy and fast-growing plants with your target crops ensures the soil surface is covered with foliage in no time. To maximize the benefits of cover crops, you may cultivate leguminous crops like Desmodium and pulses with your target crops. These will not only improve water retention by the soil but also its nutrient profile through the fixing of nitrogen. Before adopting cover crops, however, ensure that the selected crop is compatible with your target crop to limit cross-contamination by specialized pests and diseases. For Desmodium, you may also consider root pruning to prevent the competition for nutrients that occurs between the legume and its accompanying plant. 2. Mulching Similar to cover crops, mulches also preserve ground moisture as well as provide additional nutrients to your soil. A mulch is either wet or dry leaf and stem cuttings that are placed on the ground between the rows of your crop. Mulches should also cover the area around the root of your crops such that the whole farm is covered. Mulches prevent direct heat from reaching the ground and subsequent evaporation of moisture. As they decompose, the plant parts in the mulch also release essential nutrients such... as nitrogen in the soil that provide the plant health benefits to your crops. 3. Planting (Zai) Pits Zai pits are proactive methods for conserving soil moisture as well as increasing the nutrient competency of your farm soil. The pits, which are dug across the entire farm, work by acting as below-ground water basins. When the soil is irrigated, the pits hold water longer than the ground around them. Pits are dug across the entire farm, after which dry leaves, compost, and biochar (lightweight charcoal for soil amendment) are mixed with the soil to form a rich organic bed onto which the target crop is cultivated. Water holding capacity is promoted by biochar hence the pits are more efficient in preserving water than other moisture preservation techniques. The greatest advantage to using pits is that it also creates a micro-environment around the crops that is more accommodating especially in dry weather. 4. Shading Dry winds and excessive heat make your plants thirsty and stressed. Using a shade net, therefore, is a mechanical way of limiting leaf exposure to excess evaporation. Additionally, the nets may limit the exposure of your plants to some pests and pesticides carried by the air from neighboring plots. Nets that may be used for this vary in shape, color, and form. Special nets have been made for the farming of different crops and these are available in major shops selling farm supplies. Alternatively, you may also use an old mosquito net. You may put your entire farm in a shade net though also using the net as a ‘roof’ over your crops is also acknowledged. 5. Soil cover using stalks After harvesting cereal crops such as maize, farmers tend to feed the stalks to livestock or use them for fuel. While these uses are also beneficial, they rob the farm soil of its much-needed shade. Conservation agriculture recommends that the stalks may be felled and used to cover the soil while waiting for a new planting season. The physical covering of the soil and augmentation of nutrients by the decomposing stalks ensure the farm is well protected and supported before the next planting season. The importance of food availability and security cannot be ignored especially in the face of climate change and the ever-increasing world population. As farmers, we are challenged to adopt these ecosystem-preserving and climate-resilient agricultural techniques to sustain human and the overall ecosystem health to combat the detrimental effects of climate change. Evelyn Night is a research assistant at icipe. firstname.lastname@example.org https://infonet-biovision.org/PlantHealth/Mulching https://infonet-biovision.org/EnvironmentalHealth/Soil-cover Treat your body with organically grown choice food from your farm By Samuel Monene Lifestyle diseases, also known as Non Communicable Diseases (NCDs) are on an all time high. Lifestyle diseases describe those diseases whose occurrence is primarily based on the daily habits of people and are a result of an improper relationship of people with their environment. NCDs most often are a result of behavioral agents such as smoking, unhealthy diet, and physical inactivity. Research published by the World Health Organization in 2005 indicated that 61% of all deaths and 49% of global burden of disease were directly attributed to NCDs. According to the publication, 80% of deaths linked to NCDs will occur in low- and middle-income countries which are characterized by inadequate health facilities, nutritional deficiencies and an increasing burden of infectious diseases. The most common lifestyle diseases are cardiovascular diseases (heart related problems), cancer, chronic respiratory diseases and diabetes. Studies show that all these diseases can be avoided if proper measures are adopted early on in life, or even in the early stages of disease diagnosis. The human body is an engineering marvel as it is able to reverse certain conditions with the proper care. There are cases where people diagnosed with non-communicable diseases have recovered after adopting healthy habits alongside medication. Though the changes often take time, the general health improves over time. These conditions are common among most retirees, but with adjustment on feeding and body habits they can be reversed. Mutonya Njung’e, a retired teacher from Ndeiya in Limuru, has embraced and adopted dietary changes thus transforming his life and that of his household. Mr. Njung’e decided to change his diet when he was diagnosed with diabetes and high blood pressure. He realized that reducing the amount of sugar intake and increasing activity would go a long way in managing these two conditions. “When I was diagnosed with diabetes and high blood pressure, I resolved to cut down processed sugar intake, be more active, and increase my intake of fresh organically grown vegetables and fresh juice from fruits,” he says. Even though, he is taking medication to manage the diseases, Mr. Njung’e appreciates that improved diet and body activity helps in managing the non-communicable diseases, as well as reducing the risk. However, it should be noted that this does not negate nor downplay the role of modern medicine but rather compliments it by giving the body energy, essential nutrients and minerals required to assist and boost the body’s ability to heal itself. Naturopathic approach to managing NCDs 1. Cardiovascular Diseases (CVDs) CVDs refer to disorders that affect the heart and blood vessels. It was the leading cause of death globally representing 32% of all deaths in 2019. It is crucial to detect CVDs early so to commence management and treatment. The following are some of the natural ways to deal with CVDs; - Exercise more regularly but not intensive exercise. This may include brisk walking, light jogging 30-45 minutes 3-4 times a week. - Reduced processed sugar intake substituted with natural sugars like sugarcane, stavia, dates, honey and raisins used moderately. - Well balanced diet consisting of carbohydrates, proteins, unsaturated fats, vitamins, minerals, and water. - Flaxseed (linseed) as a source of all essential oils in the body (Omega-3). - Garlic that helps to reduce blood pressure, regulate the cholesterol and to prevent and repair walls of damaged blood vessel. - Cayenne pepper to be used sparingly to reduce blood pressure as an effective blood thinner. 2. Cancer Cancer is a disease where cells have uncontrollable growth in the body and end up spreading to the rest of the body causing harm. It caused nearly one in every six deaths in 2020. A third of the causative factors leading to cancer are tobacco use, high body mass index (obesity/overweight), alcohol consumption, low fruit and vegetable intake and lack of physical activity. The following are some of the natural ways to deal with cancer; - Certain food articles have been shown to have cancer preventive effects. These include garlic, beta-carotene and ginkgo biloba. - Higher levels of physical activity have been linked with a lower risk of cancer. - Healthy dietary practices by minimizing consumption of processed foods. 3. Chronic Respiratory Diseases (CRD) These are chronic diseases of the airways and other parts of the lungs. CRD is estimated to be responsible for approximately 5% of all deaths globally in 2015. The primary cause of CRD is exposure to tobacco smoke either actively or passively. Other causes include air pollution and occupational dust or fumes. The following are some of the natural ways to deal with CRD; - Cease from smoking or areas prone to smokers. - Avoid stuffy congested areas or near industrial centers where air pollution may be prevalent. - Take warm liquids and frequent steam baths infused with eucalyptus oil/crystals. This might be soothing and ease congestion by increasing mucus flow. - Honey mixed with lemon or ginger facilitate in opening and clearing the respiratory pathways to ease air passage. - Some studies have found that taking vitamin C (citrus fruits) intake before cold symptoms may shorten the length of time you have symptoms. 4. Diabetes Diabetes is a chronic health condition that occurs either when the pancreas does not produce enough insulin or when the body cannot effectively use the insulin it produces thus affecting blood sugar levels. Insulin is a hormone that regulates blood sugar. It is caused by unhealthy dietary practices, physical inactivity and a high body mass index (obese/overweight). The following are some of the natural ways to deal with diabetes; - Adopting a healthy lifestyle not only improves the quality of life, but also helps control the body mass index. - Being physically active helps to control body weight and also facilitates in the burning of excess fat and sugars in the bloodstream. - Avoiding environmental factors that trigger diabetes like alcohol, tobacco, and drug consumption. - Getting enough rest to be able to manage stress levels. Conclusion It is advisable to grow a variety of crops, mixing herbs, fruit trees, vegetables, and pulses among others to ensure that all nutrients you require to keep your family vitalized and healthy are within reach. email@example.com https://infonet-biovision.org/nutrition_related_diseases https://infonet-biovision.org/healthy_food	4ed83125-235b-4c70-8778-fcdd6bc0adbc	CC-MAIN-2024-22	https://infonet-biovision.org/file/65421/download?token=C3Ew7v0S	2024-05-29T23:53:21+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971059412.27/warc/CC-MAIN-20240529230852-20240530020852-00136.warc.gz	273,239,559	6,826	eng_Latn	eng_Latn	0.998596	eng_Latn	0.998664	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 4059, 9624, 13486, 18000, 20230, 23675, 28603, 33034 ]	[ 2.296875, 3.1875 ]	3	0
Growing Wheat at Gravesend Poppy Barwick, Sarah Barwick and Alexandra Warby Gravesend Public School Enviro-Stories Enviro-Stories is an innovative literacy education program that inspires learning about natural resource and catchment management issues. Developed by PeeKdesigns, this program provides students with an opportunity to publish their own stories that have been written for other kids to support learning about their local area. www.envirostories.com.au Cotton Research and Development Corporation Cotton Research and Development Corporation (CRDC) is a partnership between the Australian Government and the Australian cotton industry. CRDC invests in and manages a portfolio of research, development and extension projects that seek to enhance the environmental, social and economic values associated with cotton production systems for the benefit of cotton industry participants, regional communities and the Australian people. www.crdc.com.au Growing Wheat at Gravesend Authors: Poppy Barwick, Sarah Barwick and Alexandra Warby Teacher: Wendy Forsyth School: Gravesend Public School This book has been published as part of the 2020 Healthy Plants, Healthy Me Enviro-Stories program. Students used their imagination to write and illustrate stories that highlight the importance of plants for the planet, our biodiversity and our bodies. This program was supported by the Cotton Research and Development Corporation and CSIRO. © Cotton Research and Development Corporation 2020 This publication has been prepared as a resource for schools. Schools may copy, distribute and otherwise freely deal with this publication, or any part of it, for any educational purpose, provided that the Cotton Research and Development Corporation is attributed as the owner. This publication cannot be used for commercial gain. ISBN: 978-0-6450381-4-9 Enviro-Stories is a Peekdesigns initiative, www.peekdesigns.com.au. Barwick, P., Barwick, S. and Warby, A. 2020. Growing Wheat at Gravesend. Cotton Research and Development Corporation, NSW. Gravesend is a small town located in northern NSW; between Moree and Inverell. Our company, Springwood Partnership, owns properties situated on the eastern side of Gravesend. We grow approximately 2800 hectares of wheat. The best crop of wheat we have grown was 5 tonnes to the hectare. WHAT IS WHEAT? Wheat is a kind of grass. It belongs to the same family as oats, barley and sugar cane. The seed head is green in spring then turns golden in summer during the hot weather when the grain is harvested. PLANTING WHEAT Wheat is usually planted into stubble. Stubble holds lots of moisture and becomes a mulch for wheat. To plant wheat, you use a piece of machinery called a planter, which is pulled by a tractor. After planting, you can spray on fertiliser to help the wheat grow. WHEAT CYCLE The wheat seed grows roots and then a shoot appears. The shoot grows leaves and then tillering begins. After tillering, a flag leaf appears. We found a wheat head by slitting the flag leaf with our fingernails. The wheat head will flower and grow grain. AGRONOMY An agronomist from Warialda, Dave Landers, comes out and checks the crop every fortnight. Firstly, he checks the soil to make sure there is enough moisture to plant the wheat. While the crop is growing, he checks for diseases, weeds and insects. WEATHER Rainfall is extremely important to grow a wheat crop. The amount of rain needed to grow a good crop of wheat is at least 350–400mm a year. Because 2018 and 2019 were serious drought years, we could not grow a wheat crop successfully. THE SUNSHINE HARVESTER Hugh Victor McKay manufactured the Sunshine Harvester in 1935 in Sunshine, Victoria. This machine was designed to cut the heads from the ripe crop with a knife at the base of the cone rather than beat them off. HARVESTING Harvesting begins about late October when the wheat is ripe. A header has a comb at the front that cuts the wheat head off and it goes into the bin at the back. The auger puts the wheat seed into a chaser bin or truck. TRANSPORTING Once the wheat is harvested, it is transported to our silos by trucks. Some of this wheat will be trucked to Manildra Grain in Moree to be turned into flour and the rest will be sold on farm to Riverina Stock Feeds. GRAVESEND SILOS The Gravesend Silos were built in 1934. In the 1953 harvest, 7,000 tonnes of wheat were delivered to the silos in tipper trucks as well as 15,000 bags (1,200 tonnes). The silos closed in 2006 because a lot of farmers were starting to store their wheat on their farms. WHEAT IS HEALTHY Wheat has carbohydrates and protein. Carbohydrates provide our bodies with the energy we need to live well. Daily protein intake plays a role in keeping our cells in good shape. Protein also builds our bones, muscles and skin. WHEAT PRODUCTS Wheat is turned into flour at flour mills. Flour is used to make products such as bread, donuts, pasta, biscuits, cupcakes, muffins, sourdough, tarts, glue and corn starch. Wheat is also used to make stock feed. MAKING BREAD The ingredients for making bread are quite simple: - 600 grams of wholemeal flour - 390 millilitres of lukewarm water - 2 teaspoons of yeast. Once we mixed the dry ingredients together, we added the water. Then we kneaded the dough for 10 minutes. We let the dough rise for 40 minutes before kneading it again for another 5 minutes, to release the gas. The dough was set aside to rise for another 40 minutes before we cooked it for 15 minutes at 200°C. It was extremely delicious! WHEAT FUN FACTS 1. The first wheat grown in Australia was at the Botanic Gardens in Sydney in 1788. 2. If you had a sandwich for every meal, it would take seventeen years to eat the bread produced from one tonne of wheat. Alexandra Warby, Poppy Barwick and Sarah Barwick Gravesend Public School, Year 5 2020	e3b2b7d6-1f07-45cf-9a17-be23dcfc1cb4	CC-MAIN-2024-10	https://www.envirostories.com.au/wp-content/uploads/pdf/2020010GrowingWheat.pdf	2024-02-28T08:57:03+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474700.89/warc/CC-MAIN-20240228080245-20240228110245-00606.warc.gz	758,866,440	1,342	eng_Latn	eng_Latn	0.962087	eng_Latn	0.997128	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 100, 964, 2051, 2339, 2558, 2837, 3106, 3363, 3607, 3843, 4075, 4306, 4593, 4841, 5071, 5336, 5571, 5796, 5883 ]	[ 3.859375 ]	1	0
Managing horses and ponies during the long winter months can be somewhat difficult when faced with the unpredictable British weather. The thought of long, dark nights, sub-zero temperatures, frost and snow is enough to send anyone into panic. Here we discuss different management practices and ways in which horses are best able to cope with the winter forecast. NUTRITION AND WATER A horse has evolved to graze between 16-18 hours’ per day upon forages such as grass, hay or haylage which are high in fibre. Digestion occurs predominantly within the hindgut via fermentation, during which, heat is produced which helps keep the body warm during the colder months. Forages produce more heat during fermentation than other feedstuffs like hard feeds, therefore, it’s important that horses have suitable quantities of forage available, and that it’s spread out across the paddock to reduce the risk of fighting and injuries. Purely increasing hard feed during winter is not advisable as this can lead to further health issues such as colic, obesity and laminitis. Feeding a vitamin and mineral supplement or a feed balancer is often recommended due to the nutritional content of grazing likely to be very poor. As a general rule, a horse’s daily feed intake should be approximately 2.5% of their bodyweight; however, this can be affected by breed, age, current weight and workload. As with any changes to a horse’s diet, these should be made gradually over a few days to reduce the risk of colic. With so many different feeds and products on the market, it can sometimes be difficult to know what to feed; for expert advice, a majority of feed manufacturers now have feed helplines who will be more than happy to help. Water is just as important in the cold as it is during the warmer months; horses can often drink more water in the winter when they’re being fed dried forages such as hay. Troughs should be checked regularly each day to ensure that it hasn’t frozen during sub-zero temperatures. TO RUG OR NOT TO RUG? Horses have evolved over the years to naturally fluctuate their weights through the year to their advantage. During the spring and summer months, horses and particularly native pony types pile on a few extra pounds as fat reserves that can be used as an energy store during adverse weather and when grazing is sparse to help keep them warm. However, this fluctuation shouldn’t be extreme, and they should still sit between a 2 and 3 on the Body Condition Score Scale (0-5). For more details please see our Body Condition Score resource. If a horse is rugged unnecessarily, this natural process of weight loss is prevented leading to long-term obesity and further health complications in the future. Not every horse will require a rug during the winter. Whether a rug is required or not will depend upon a number of different factors, such as the breed, age, living conditions, workload and health status of the horse. Native types such as Shetlands and Welsh Ponies are usually well adapted to living in colder conditions. by growing a thick winter coat, full of natural oils. Excessive grooming can remove these important oils which act as a natural barrier to protect the horse from the elements. Other breeds such as Warmbloods and Thoroughbreds, with finer coats, are more likely to struggle and would benefit from suitable rugs. Working horses generally will have their coats clipped out to prevent them becoming sweaty and uncomfortable, these horses, alongside the elderly and those suffering from ill-health will benefit from the added protection of a rug. Those that are rugged should have them removed at least once a day to check for any signs of rubbing or skin irritation. Care must be taken not to over-rug a horse, as horses can easily overheat and sweat through non-breathable rug fabrics leading to weight loss and potential chills once the horse has cooled down. STABLING AND SHELTER Many owners bring horses into stables overnight during the winter as added protection, however, this is not always necessary and doesn’t suit every horse. A large number of horses are quite happy to live out all year round, as long as suitable shelter and forage are provided. Out in the paddocks, shelter should be provided to allow horses to get away from the elements should they want too. This could be natural shelter from trees or hedging, or a man-made shelter, providing there is sufficient space for the herd. These should be professionally installed, be of suitable quality and appropriately secured, to ensure that they are able to withstand all weather conditions. Stables should be well-ventilated, providing adequate space for the size and type of horse, but free from draughts. Suitable bedding should be provided and the area should be kept clean to avoid the build-up of ammonia, which can cause respiratory health problems. It’s recommended that stabled horses should have turnout each day to allow them to exhibit natural behaviours and reduce the physical and mental stress placed upon them by being confined. PADDOCK MAINTENANCE During wet weather, it’s inevitable that there will be mud around; particularly around gateways, water troughs and hay feeders. These areas are most at risk of suffering from subsequent poaching. Prolonged exposure to wet and muddy conditions can lead to skin irritation due to bacterial and fungal infections – most commonly mud fever. Using hardcore or specialist paddock mats around these areas can prevent both damage to the pasture, but also avoid these health concerns. Rotational grazing methods can be used to reduce the impact of poaching, however, if this is not possible, designating a well-draining sacrifice field may be necessary for the duration of the winter months. Checking for, and removing sycamore seeds, seedlings and acorns is important to reduce the risk of poisoning. If these trees are found within your paddocks, these areas should be fenced off. Fencing should be checked daily to ensure that paddocks are secure, and no damage has occurred which could lead to the escape or injury of your horses. Automatic water troughs should also be checked regularly for leaks and make sure they’re filling during the colder temperatures. PREPARATION IS KEY Before winter sets in and routines aren’t taking up most of your time, it gives you the opportunity to plan how you intend to manage your horses and organise the supplies that might be needed. Sourcing forage and bedding of suitable quality and cost early ensures you can get stocked up before the bad weather hits. Also, checking that suitable rugs are cleaned and waterproofed can prevent unwanted surprises later on! Having a supply of grit and salt is also recommended to keep yards and walkways free from ice to avoid both horse and owner from slipping and injuring themselves. Considerations should be made for what you’d do if you can’t make it to the yard due to adverse weather conditions and how your horse’s needs will be taken care of. If temperatures are set to drop so low that pipes and taps are likely to be frozen solid, it can often be a good idea to keep a few canisters or buckets filled with water in the tack or feed room to use in these situations. SUMMARY Although the weather can be unpredictable, it’s important to plan ahead of time before winter sets in. Each horse is different and its ability to cope in the colder months will vary depending on any number of factors discussed above, which will impact their management. If you need any further information on winter management, please do not hesitate to get in touch with us below. References: 1 – Dengie Crops Ltd. (2019). Weight Gain & Condition.	<urn:uuid:27834f77-89ac-425a-91fa-db128681c57f>	CC-MAIN-2019-39	https://bransbyhorses.co.uk/wp-content/uploads/2019/05/Winter-Management.pdf	2019-09-21T05:01:56Z	crawl-data/CC-MAIN-2019-39/segments/1568514574265.76/warc/CC-MAIN-20190921043014-20190921065014-00393.warc.gz	408,318,436	1,559	eng_Latn	eng_Latn	0.99897	eng_Latn	0.999018	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3055, 7726 ]	[ 2.09375 ]	2	0
Air Pollution - The Silent Killer Air quality investigation at Ashbourne Community School By Transition Year students, Ava Carroll, Rhys Dagger, Emily Dunne, Leo Feeney, Niall Moran, Roisin Moss, and Áine Young; and mentor, Irene Hughes. Background Air pollution kills an estimated seven million people worldwide every year, largely due to increased mortality from stroke, heart disease, chronic obstructive pulmonary disease, lung cancer and acute respiratory infections. The World Health Organisation (WHO) has identified air pollution as a silent killer that lurks around us, preying on the young and old. It is a major environmental risk to health, with 91% of the population living in places where the WHO air quality guidelines were not met, in 2016. (1) To protect our health, vegetation and ecosystems, EU directives set down air quality standards in Ireland and the other member states for a wide variety of pollutants. The Environmental Protection Agency (EPA) manages the ambient air quality monitoring network in Ireland. They have established an Air Quality Index for Health, shown below. (2) Scientific predictions forecast a planet with “unbreathable air”, where checking the air quality on our phones will be more important than checking the weather forecast before we step outside in the years ahead. Already more than 10,000 people die from air pollution daily. Predictions estimate by 2090, as many as 2 billion people globally will be breathing air that is polluted above the WHO “safe” level. (3) The world we are creating will be a scary place unless we make some tough choices in the critical decade we are currently journeying through. The future we choose depends on who we choose to be, consumers or citizens. Mahatma Gandhi reminds us to be the change we want to see. (4) We are playing our role as active citizens by investigating the air quality in our school locality, raising awareness within the school community of the dangers air pollution poses to our health and looking at alternatives to the current sources of air pollution to which we are exposed. Though our project is local, its implications are global. Global Goals As a school that embraces the United Nations Sustainable Development Goals, we recognise that four of the 17 goals are embedded in this project. 3. Good Health and Well-Being 7. Affordable and Clean Energy 11. Sustainable Cities and Communities 15. Life on Land Aims Just breathe. In our project we focus on what we breathe and how air quality is deteriorating due to our everyday actions. Our aims are to: 1. Monitor the air quality in the locality of our school. 2. Raise awareness in our school and community regarding our findings. 3. Investigate the activities that damage air quality, specifically transport related. 4. Look at green transport alternatives that will protect the most essential of human requirements, the need to breathe. 5. Research the health implications of air quality deterioration. 6. Investigate the actions we can take to improve air quality in the vicinity of the school and community. Method Ashbourne Community School is a large (1,100 students), mixed secondary school, positioned to the south of Ashbourne, Co Meath, on the busy Dublin Road (R135). Many students live in Ashbourne, but a large percentage commute from the surrounding countryside and many small villages in the feeder area. The Ashbourne topography is largely flat, and the school is positioned on a level site between the Broadmeadow river and the main commuter route to Dublin. We began our investigation with a traffic count on this route, results shown below. We tested the concentration of Nitrogen Dioxide (NO₂) around our school area using six passive diffusion tubes, supplied by The Globe programme. The tubes were attached to posts in the area on Thursday 15th October 2020 and returned to the laboratory for analysis on Thursday 12th November 2020. We enlisted the help of fellow TY students who are #andshecycles Ambassadors to investigate and promote cycling as a suitable alternative transport to and from school. We have excellent cycle paths in the area and many boys cycle to school. However, we are aware the numbers of girls using bikes are very poor and are actively campaigning to reduce this problem. Results The traffic count highlighted for us the sheer volume of traffic that passes the school every day. Even though this data was collected during Covid-19 lockdown conditions, 20,000 vehicles still travelled this route daily. Figures 4 and 5 (below) show the locations and results of the traffic survey and the NO$_2$ diffusion tubes. The concentration of NO$_2$ captured in the diffusion tubes was analysed by a laboratory. The laboratory then applied a correction to express this concentration in terms of a cubic metre. Each result represents an average NO$_2$ concentration, expressed in micrograms per cubic metre of air ($\mu g /m^3$), that was captured over the four-week period of our study. Considering this sampling period included the Halloween midterm break and took place during the Covid-19 pandemic, when the population was under strict restrictions regarding travel and with huge numbers working from home, one can expect the data collected to be below the norm for the area. Figure 4: A satellite image of traffic count taken in front of school. Figure 5: The red pins mark the locations of the diffusion tubes in relation to Ashbourne Community School. The number above each pin represents an average NO$_2$ concentration, expressed in micrograms per cubic metre of air, that was captured over a four-week period. Findings 1. From our traffic count we have learned that approximately 20,000 vehicles pass the front of our school daily. However, this data was collected during the last week in October 2020, when Level 5 restrictions had just been reintroduced, so we expect these numbers are artificially low. 2. From our NO₂ map, we can see the immediate school area is in the low to medium rating while the road in front of the school moves into the medium section on the new NO₂ concentration scale. As the prevailing winds are south-westerly and the terrain is flat around the school, local winds carry the higher levels of NO₂ from the road towards the school. 3. While an average of 60 boys cycle to school daily, we only have one girl who regularly cycles. We have recently installed new bike racks and have more coming as soon as restrictions lift. We are working on several campaigns to promote cycling; however, they are currently on hold due to pandemic restrictions. We must note here two factors which must be considered when analysing the results. Firstly, due to Covid-19, many people were working from home during these recordings, reducing normal traffic numbers. Secondly, public transport was severely affected due to social distancing. People who generally used public transport were forced to drive, increasing traffic volumes. We cannot put figures on either of these changes so cannot judge their statistical significance. Where do we go from here? Our plan includes the following recommendations. 1. To continue raising awareness within our school community and beyond regarding the health concerns surrounding NO₂ levels, particulate matter and all aspects of our deteriorating air quality. 2. Investigate the feasibility of planting a protective “shelter belt” of trees between the R135 and our school. 3. Consult with local authorities regarding new regulations to distance the school drop-off traffic from the proximity of the school. 4. Continue to research alternative sustainable transport links between Ashbourne and Dublin. Unfortunately, we live in a society where the car is king and green options need to be made available. References. 1. WHO—Air Quality Guidelines. 2. EPA—Air Quality Standards. 3. The Uninhabitable Earth. A story of the Future. By David Wallace-Wells. 4. The Future We Choose. Surviving the Climate Crisis. By Christiana Figueres and Tom Rivett-Carnac. 5. Breath by James Nestor. 6. As we have several Climate Ambassadors on our team, we used a Climate Ambassador lockdown “zoom” on Air Quality and Sustainable Transport as starting point. The chief contributors to this meeting were Dr Kirsten Fossum (NUIG, Galway), Sabrina Moore (The Globe Programme) and Jane Hackett (Green school’s travel Officer). Their talks formed the foundations of our project. Acknowledgements. Thanks to Bernadine Carey from Meath County Council for sorting the traffic count for us. 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Alma’s Family Tree Your grandmother’s sister is your great aunt. Your father’s mother is your grandmother. Your father’s father is your grandfather. Your grandmother’s mother is your great-grandmother. “to fit” (verb) “To fit” can have many meanings. 1) It can mean something is the right size and shape. In the book Alma says her name “never fits” or doesn’t fit. She means that her name is not the right size because it is too long, and it cannot be written on a piece of paper. 2) It can also mean that something is in agreement or matches. For example: It fits that she is a singer because she has a beautiful voice. namesake (noun) = the person that you are named after. Some people have a namesake other people do not. ancestors (noun) = The people in your family that lived long ago. On el día de los muertos people in Mexico and the United States remember their ancestors. Alma = In English the word means soul. The spirit that makes up a person. Esperanza = In English the word means hope. It means to wish or desire something good. Pura = In English the word means pure. It can mean something that is not contaminated or mixed with anything. It can mean someone that is genuine. For example, the water is pure because it is clean and fresh. Candela = In English the word means fire or flame or full of light. It can mean that someone has a strong personality or is a passionate person.	f6dc5090-e9b1-47f4-abe7-0530011c7f24	CC-MAIN-2023-14	https://www.colorado.edu/center/bueno/sites/default/files/attached-files/alma_family_tree_and_vocabulary.pdf	2023-03-27T21:44:09+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948684.19/warc/CC-MAIN-20230327185741-20230327215741-00703.warc.gz	787,308,965	318	eng_Latn	eng_Latn	0.996444	eng_Latn	0.997488	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 205, 890, 1409 ]	[ 3.46875 ]	1	0
General Information Lesson Parts & Duration Total Duration: 1 hour - Describing Firefighters Subject(s) - Describe the character traits of community workers (firefighters) and how they exhibit those traits. (RI.K.3) Objective - Students will use a bubble map to describe a firefighter by their character traits. - Students will orally compose 1-2 sentences about firefighters. Materials - Required: copy of Firefighters text, by Amanda Davis (pages 6-7) - blank paper - pencil & crayons/colored pencils - document camera or whiteboard - Optional: printable “Break Up Your Day” brain/movement break ideas (page 8) Instructional Setting - Students will be seated on the carpet or meeting area in front of a white board or document camera to display text on. Throughout this lesson, you will find: - Scripted Text indicates things that need to be said directly. Bullets starting with a “T” followed by italicized type indicate scripted text - Clarifiers within scripted text are in orange - Teacher Directions indicate things you should be doing - Side notes provide helpful hints, ELL strategies, differentiation and information - Break Up Your Day (Brain/Movement Breaks) are in green boxes (at the end) Remember! Quality over quantity. All components do not have to be accomplished; lessons may be ended at any time and resumed later. Instructional Plan: 60 minutes Students should be seated on the carpet or group area to begin this lesson. Introduction T Today we will be learning all about firefighters! T I am going to read you this text all about firefighters. T Before I begin reading, I want you to think about what you already know about Firefighters. Give students time to process the question. T When I am reading, I want you to see if you hear any information in this text that is something you already knew. Read Firefighters (pages 6-7) T Who heard some information in this text that they already knew about firefighters? T Great! T Now I am going to read this text again and this time I want you to listen for information that is new to you or something that you learned from the author. Reread Firefighters (pages 6-7). T Who was able to hear some information that was new to them this time? T You are going to share what you learned with a partner. Begin with students seated on the carpet or meeting area to give first directions. Introduction T We are going to use a bubble map to help us describe firefighters. T When we use a bubble map, we use special words called adjectives. T Adjectives are words that help us describe a noun, a person, place, or thing. T Today we will be using a few sentences to help us with our describing. T Firefighters are _______________ or A firefighter is ________________. T Notice that when I use the word ‘firefighters’ which is plural, I have to use the word are with that sentence. T If I just use the word ‘firefighter’ with no s, which makes it singular, I use the word is in that sentence. T You will choose which sentence you would like to use today, singular firefighter or plural firefighters. T These sentences will help us when we are creating our bubble map. Brainstorming Design T We are going to make this bubble map together. T I am going to pass out a paper to each of you. T I would like you to take it back to your desk and write your name at the top. Then please hold your pencil up in the air so I know you are ready for the next direction. Pass out papers. Be sure to keep one for yourself to use as an example. Thank you for doing that so quickly. I am going to do each step first and then it will be your turn. When I say the magic word, which is FIREFIGHTER, then you can begin, but please do not start until you hear the magic word! Step #1: To start our bubble map, be sure your paper is vertical like mine. Show students what vertical looks like I will draw a rectangle in the middle of my paper to start. Ok...FIREFIGHTERS! Your turn, draw a rectangle in the middle of your paper. Hold your pencil back up when you have finished this step. Step #2: Now we need to add our topic, which is firefighters. Let’s write that word together. If your paper is on display for students to view (under a document camera) then you can write the word in the rectangle and have them copy. If not, you can say each letter slowly so they can write the word with you. As I say and write each letter, write it down on your paper. I will say each letter nice and slow to give you time to write it. F-I-R-E-F-I-G-H-T-E-R-S. Hold your pencil back up when you have finished this step. You may want to circulate to ensure students copied the word accurately. Step #3: Now we are going to add our adjectives to describe the firefighters. Adjectives are words we use to describe a noun, a person, place, or thing. Our noun here is a person, a firefighter. Remember to think about the information we read in the text to help you! Who can describe the firefighters using one of the sentences we talked about, singular firefighter or plural firefighters? Call on a student to share their sentence. Before they share, be sure to ask them if they are using the singular or plural sentence so you can help them if needed. Answers might include: Firefighters are brave because they have a dangerous job; A firefighter is a teacher because they teach others about fire safety. Great! Lets add that to our bubble map. First I will find a spot around the outside of my paper. Then I will write the adjective: write the word that the student shared Possible answers might include: brave, helpful, heroes, strong, great, determined, nice, friends, etc. You can also ask students to explain why they have described the firefighter that way. Next I will circle the word, then draw a line connecting my adjective circle to the firefighter circle in the middle, making a new bubble! On your paper, below each of your adjective bubbles, you might record the student’s reasoning for that description, the other students don’t need to write it down, but it would be a nice record of the conversation you took part in to share with the classroom teacher. Repeat this process 5-6 times or until you run out of space on your bubble map. When you have completed the bubble map, have students leave their map at their desk and come join you on the carpet or meeting area. Make sure to “Break Up Your Day!” Now is a great time to take a break and get students re-energized. See our list of engaging movement and brain break ideas to get your students moving and ready to refocus! (see page 8) T Nice job with your bubble maps! T We have described firefighters in many ways! T Next, we are going to become like informational text authors and write all about firefighters. Oral Practice T Before we get to writing, we are going to practice our sentences using our bubble maps we just created. T When I use my bubble to describe firefighters, I will want to remember my singular and plural sentences: Firefighters are ___________. or A firefighter is _______________. T Remember that when I use the word ‘firefighters’ which is plural, I have to use the word are with that sentence. T If I just use the word ‘firefighter’ with no s, which makes it singular, I use the word has is that sentence. T You will choose which sentence you would like to use today, singular or plural. T We will need our bubble maps to help us practice, please go pick it up from your desk when I dismiss you and bring it back to the carpet. T Now that you have your bubble map, think about which sentence you would like to use, singular or plural. T When you know which one you will use please put your finger on your nose. This is a great way for you to monitor who is ready and who is not. Give students plenty of think time so they are prepared when it is time to share their sentences. T Now we are going to share our sentences with a partner. T We need a partner for this. T When I say the magic word, which is FIREFIGHTER, you will stand up, take your bubble map with you, and find someone to be your partner. T I will be counting backwards from 10, and by the time I get to zero, you need to be sitting respectfully next to your partner. T Please remember to ASK your friends if they would like to be your partner. T Would you please be my partner? vs You are my partner! T Ok, FIREFIGHTER! Note: Try to have these sentences written somewhere for students to see: on a piece of paper under a document camera or on a chalkboard or white board. They will need to reference them while they are working today. Firefighters are ________. A firefighter is ________. Begin counting slowly backwards from 10. You may also need to circulate and help students find a partner and sit together nicely once they have done so. T Fantastic! T Thank you for finding a partner so quickly and respectfully! T Please set your bubble maps next to you so you can listen for the next directions. Often papers can be noisy, having students set them down will help them focus and listen for the next directions. T When I say the magic word again you will decide with your partner who will share first. T You both cannot share at the same time. T It is always respectful to ask your partner if they would like to go first. T After you decide who will share first, take turns sharing your sentences describing firefighters. T If you each share one sentence, share another one! T Ok, FIREFIGHTER! Share your sentences. Be sure to circulate while students are sharing to ensure they are engaged and on task. Some students may need encouragement to share their sentence. T Eyes back on me in 3…2…1…thank you! T We are going to do the same thing with a new partner! T When you find your partner this time, you do not need to wait for me to tell you to begin sharing your sentences. T Once you find each other, sit down and begin sharing about firefighters. T You must find a new partner, you cannot have the same partner. T Ok, FIREFIGHTER! Find a new partner and share! Again, be circulating to help students quickly find a partner and begin sharing their sentences. You can repeat this process one more time if you think the students need the practice. If not, you can go on to the next part. T Eyes back on me in 3…2…1…thank you! T Can you carefully make your way back to your own spot? Once students are finished, collect their papers (bubble map) and leave for the teacher. Make sure to “Break Up Your Day!” 🌞 Now is a great time to take a break and get students re-energized. See our list of engaging movement and brain break ideas to get your students moving and ready to refocus! (see page 8) Firefighters By: Amanda Davis Introduction Firefighters are one of the many workers that help make our community a great place to live. Have you ever seen a firefighter in your community before? Uniform Firefighters often have a dangerous job. They must wear special clothes to help keep them safe when on the job. All of the items a firefighter wears are fireproof. This means that if they must go into a burning building or house, their jacket, pants, gloves and boots will protect them from the hot flames of the fire. Firefighters also wear a strong helmet with a face shield to protect their head and face from any falling debris inside crumbling structures. This helmet also protects them from the fires they must put out. Equipment In order to do their job, firefighters have many pieces of equipment, or tools, which help them keep people safe. When firefighters go into a fire, they must wear an oxygen tank. Where there is fire, there is smoke. And lots of smoke can make it very hard to breathe. Firefighters wear their oxygen tank on their back, like a backpack, and have a mask to go over their nose and mouth. This way they won’t have trouble breathing while they are trying to save people and animals. Another important piece of equipment for a firefighter is their hose. The hose is what firefighters use to put out the fire. The hose can be connected to the fire truck, which has a water tank on it, to supply the hose with water. Or they can connect the hose to a fire hydrant. These can be found all over your community. They have an almost unlimited supply of water from underground that firefighters can use to help them put out fires. Firefighters use many different kinds of equipment to help them do their job. Can you think of some other tools they might use? Firefighters Are Teachers Too! Did you know that firefighters have another job? They are teachers too! They teach adults and children about fire safety. Firefighters teach people what to do if their clothes catch on fire. First you stop: stop right where you are, don’t try to run to put out the fire! Then you drop: drop to the floor. Last, you roll: roll your body from side to side to put out the fire. Firefighters often have a dangerous and hazardous job. However, they keep our community safe and help many people in need! Would you like to be a firefighter? Make sure to “Break Up Your Day!” These can be used in the middle of a lesson or at the end of your lesson. Here are a few engaging movement and brain break ideas to get your students moving and ready to refocus! Break Up Your Day: The Wiggles! - Let’s get our wiggles out before we continue! - Stand up and shake out your arms (4-5 seconds to shake) Remember! No one should get hurt! ...now FREEZE! - Now shake the wiggles out of your right leg...FREEZE! - Now shake the wiggles out of your left leg...FREEZE! - Now shake all the wiggles out of your whole body...FREEZE! - And sit back down quietly please...Thank you! Break Up Your Day: “Who Are You?” - Asks students to think of their favorite animal. - Buddy A turns to Buddy B and acts like their favorite animal but with no sound! - Buddy B tries to guess the animal. If they guess correctly it is their turn. - If they don’t guess the animal then Buddy A may use sound to help Buddy B guess their favorite animal. - Buddy B then acts like their favorite animal - but with no sound. “Who Are You?” continues until both buddies have correctly guessed the favorite animals. Break Up Your Day: Body Stretches! FORMATION: Standing at desks EQUIPMENT: None RULES/DIRECTIONS: - Have students begin the day with a series of simple activities lasting 30 seconds or more: Jumping jacks, Knee lifts, Flap arms like a bird, Hopping Scissors (feet apart then cross in front, feet apart then cross in back) - Follow each activity with a basic stretching movement: Reach for the sky, Runner’s stretch, Butterfly stretch (sit with bottom of feet together), Knee to chest, Rotate ankles, Scratch your back - Hold stretches for 10 - 30 seconds. - Repeat a different simple activity followed by a new basic stretch as many times as desired.	<urn:uuid:0e711eee-83d8-4070-89c0-096bf1a998a0>	CC-MAIN-2018-30	https://daybreaklessonplans.com/wp-content/uploads/edd/2017/03/K_ELA_I_Firefighters_1HR_2.pdf	2018-07-22T13:57:52Z	crawl-data/CC-MAIN-2018-30/segments/1531676593302.74/warc/CC-MAIN-20180722135607-20180722155607-00259.warc.gz	628,310,807	3,297	eng_Latn	eng_Latn	0.997185	eng_Latn	0.998825	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1362, 3362, 5957, 8642, 10662, 11886, 13028, 14844 ]	[ 4.71875 ]	1	0
Food safety scandals are plaguing Africa. From contaminated meat to GMOs and toxic milk for babies, the dangers to people’s health from industrial food production are real. Here we highlight seven cases that reveal how big food corporations generate new risks, increase the potential for cross-border contamination, and leave consumers vulnerable to the fraudulent actions that affect food safety. 1. Genetically Modified Organisms (GMO) contamination - Kenya, 2001 - 2014 - Import and distribution of GMO-contaminated Aromat by Unilever Kenya from Unilever South Africa since 2001. A civil society campaign in 2014 had it pulled off the shelves. 2. Listeriosis – death by “polony” - South Africa, 2018 - Enterprise Foods, a subsidiary of Tiger Brands, pulled its processed meat products from supermarkets after its Polokwane factories used contaminated meat causing the worst outbreak of listeriosis in the world. The meat killed 218 people. 3. Banned pesticide found in Woolworths’ “organic food” - South Africa, 2018 - In 2018, residues of fluopyram—a highly-persistent fungicide—were found in Woolworths’ organic baby spinach imported from Europe. 4. Salmonella Agona in baby formula - Nigeria, 2018 - Milk powder suspected of carrying Salmonella Agona from a French Lactalis plant entered Nigeria in early 2018. As in the other 29 African countries where the affected products had been distributed, the recall in Nigeria could not be properly enforced. 5. Bouillon cubes linked to diabetes and other ailments - Senegal, 2019 - Villagers in Casamance, Senegal are boycotting Nestlé’s Maggi cubes and other industrial bouillon brands claiming that these are behind the rise of all diabetes and other health problems in their communities. 6. Olam’s rice not fit for consumption - Côte d’Ivoire, 2019 - A boat carrying 18,000 tonnes of broken rice from Myanmar was prohibited from unloading in several African ports over concerns that the rice was unfit for consumption. Authorities in Côte d’Ivoire issued Olam a one year suspension on shipments of rice. 7. Expired Lato milk - Uganda, 2020 - Pearl Dairy Farms Limited, a company owned by the MIDCOM Group and funded by the World Bank, was denounced for selling expired Lato milk. It is reported that the company repackaged expired milk with new expiration dates and sent it back out on the market.	641d252c-d0e0-49b6-b179-26458bdb4737	CC-MAIN-2024-42	https://grain.org/system/attachments/sources/000/006/600/original/FSAfinalEN.pdf	2024-10-13T12:47:09+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00104.warc.gz	246,721,442	571	eng_Latn	eng_Latn	0.994579	eng_Latn	0.994579	[ "eng_Latn" ]	true	rolmOCR	[ 2455 ]	[ 2.421875 ]	1	0
Store right. Waste less. Storing your groceries correctly is one of the best ways to make them last and prevent food waste. ON THE COUNTER - Lemons - Basil (In a jar) - Peaches - Hard Squash - Avocados - Apples - Melons - Tomatoes IN THE PANTRY - Lentils / Rice / Quinoa - Garlic - Onions - Nut Butters - Potatoes - Nuts - Olive Oil IN THE FRIDGE - Leeks - Cabbage - Greens - Green Beans - Eggs - Seafood/Meat - Tofu - Milk - Brussels Sprouts - Mushrooms (in a paper bag) - Cilantro (in a jar) - Berries - Broccoli - Fennel - Cucumbers - Radishes - Carrots - Cauliflower - Beets - Zucchini TIP - Store counter items loose and away from sunlight, heat, and moisture. - Separate fruits and vegetables, since fruits like apples and pears release gases that can make veggies spoil. - Don't store dairy items like milk or eggs in the fridge door, since this part of the fridge does not stay cold enough. - Separate onions and potatoes, since the onions will make the potatoes sprout faster. - Extend the shelf life of nuts by keeping them in the fridge or freezer. - Always refrigerate cut or peeled produce.	85018d40-caf1-49cd-ad54-699194d53fe9	CC-MAIN-2022-27	https://thewholecarrot.com/wp-content/uploads/2020/05/imperfect-foods-grocery-storage-guide.pdf	2022-06-30T23:03:12+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103915196.47/warc/CC-MAIN-20220630213820-20220701003820-00279.warc.gz	623,604,685	318	eng_Latn	eng_Latn	0.991039	eng_Latn	0.991039	[ "eng_Latn" ]	true	rolmOCR	[ 1128 ]	[ 3.34375 ]	1	0
10-point plan for efficient sorting of pigs for slaughter Deductions for overweight and underweight at delivery of finishers for slaughter are expensive. It is therefore worth implementing efficient routines for labelling and sorting of the pigs. The points listed below constitute good practice for efficient sorting of pigs. 1. In as far as possible, weighing out pigs for slaughter should take place at the same time of the day and be done by the same persons every time. 2. Do not weigh pigs fed restrictively until 2-3 hours after feeding. 3. The weight should be placed close to floor level and allow operating of both gates from one end. 4. An easy way to weigh the pigs is by letting out the pigs from one pen and gather them at the end of the inspection alley - from here, the pigs are led onto the weight, weighed, and if necessary marked with colour spray, and let out in the opposite end towards the open pen. You can also weigh the pigs in the pen – this task normally takes two people. 5. Use a guiding table showing the relationship between live weight, slaughtered weight and days until delivery for slaughter. 6. Pay attention to current weight limits. 7. Test-weigh “fast-growing” pigs approx. 7-8 weeks after transfer to the finisher facility at 30-32 kg. Write the result on the pig’s back and use these pigs as indicators of when you can start delivering pigs from this batch for slaughter.. 8. Weighing for slaughter in the coming week: weigh 2-3 pigs in each pen and write the result on the back of each pig. Use these pigs as “benchmark pigs” and count the other pigs ready for slaughter in the pens or weigh all pigs in the pens in question. 9. Weighing for two weeks of delivery for slaughter: weigh all pigs in the pens in question. Mark the pigs with different colours - that way it is easier to identify the pigs ready for delivery each week. 10. Respiratory protection is recommended. The pigs are led individually onto the weight You can see videos showing examples of easy ways to weigh out pigs for slaughter at www.vsp.lf.dk This fact Sheet is also available in Danish and Russian at www.vsp.lf.dk	f44c8d74-9066-4c09-ac27-99bc7fadda59	CC-MAIN-2021-49	https://www.landbrugsinfo.dk/-/media/landbrugsinfo/public/8/7/8/punkt_effektivudvejning_uk_nov2009.pdf	2021-12-07T12:04:23+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00022.warc.gz	899,709,573	463	eng_Latn	eng_Latn	0.999398	eng_Latn	0.999398	[ "eng_Latn" ]	true	rolmOCR	[ 2153 ]	[ 2.34375 ]	1	0
PARENTS GUIDE TO movie messages: The Jungle Book animated (1967) Seek and find worldviews while having fun as a family ©2021 Focus on the Family, Illustration by IllustrationX - Tom Bonson The entertainment industry bombards us with obvious and subtle messages. But we often don’t recognize them as worldviews or notice how they skew our thinking. To help you and your family identify varying worldviews in the culture, play this game of Movie Messages while watching Disney’s animated 1967 film The Jungle Book. Note: For young children who aren’t ready to play this game, a good way to start worldview training is with a casual comment like this: “That’s cynicism. Our God is a God of hope, not distrust.” Directions: 1. Give every player a set of 10 worldview cards. 2. Watch The Jungle Book until you reach an incident on the game board. Then pause the movie. 3. Each player chooses a card that matches the worldview identified in the movie and places it facedown. Then players turn over their cards to reveal their answers. 4. The correct cards are removed from play. The cards deemed incorrect are returned to each player, and the movie continues. 5. This game doesn’t cover every worldview in this movie. Players who have guessed wrong can catch up by calling out the correct worldview if it comes up again in the movie. (This can only be done with worldview cards that have been removed from play.) 6. The first player to get rid of his or her eight cards is the winner. Fatalism and Secular Humanism cards are not part of this movie’s game board. If someone plays the Fatalism card and wants additional information, read Mark 10:27, where we’re told that nothing’s impossible with God. If someone plays the Secular Humanism card and wants additional information, remind players that God, not man, tells us what’s wrong and right, and that He is sovereign over everything. Read Colossians 1:16-17 to reinforce those thoughts, where we learn about how God created all things on earth and in heaven. To see if this animated film is right for your family, read Plugged In’s review at FocusOnTheFamily.com/JungleBook For the 2016 live-action remake, read Plugged In’s review at FocusOnTheFamily.com/JungleBookLive. MAKE YOUR WAY THROUGH THE JUNGLE FOR ITS HIDDEN MESSAGES. START 3:10 BAGHEERA DISCOVERS MOWGLI AND NEARLY LEAVES HIM. 25:21 BALOO SINGS ABOUT THE “BEAR NECESSITIES.” 32:30 KING LOUIE INTRODUCES HIMSELF. 42:17 BAGHEERA AND BALOO TALK ABOUT SHERE KHAN. 55:35 KAA WANTS MOWGLI TO “TRUST IN ME.” 1:00:35 KAA TELLS OFF MOWGLI. 1:07:45 BALOO GRABS SHERE KHAN’S TAIL. END Directions: Cut out one set of either color or black-and-white cards for each player. Absolute Monarchy features a leader who controls almost every aspect of a nation. Fatalism is the belief that there’s no point in taking action because events are predetermined. Altruism prioritizes the happiness or safety of others above our own. Machiavellianism, named after the writer Niccolò Machiavelli, is about using and deceiving people for your own gain. Ethical Egoism contends that when we find what is best for ourselves, our actions are inherently right, even if they harm others. Cynicism regards people and systems as untrustworthy. Militarism stresses that societies need to be strong, and they need to use that strength to protect their interests. Secular Humanism tells us that humankind is the highest moral authority, and as such, people alone can determine what is “right.” Epicureanism is a sort of high-minded hedonism in which pleasure is thought to be very important, but the highest form of pleasure is to be free from anxiety and pain. Misanthropism takes a dim view of humanity overall, often based on preconceptions of humanity’s flaws. Movie Reviews For a review of Iron Man and other titles, visit PluggedIn.com, Focus on the Family’s media review and discernment website. Directions: Cut out one set of either color or black-and-white cards for each player. ABSOLUTE MONARCHY features a leader who controls almost every aspect of a nation. FATALISM is the belief that there’s no point in taking action because events are predetermined. ALTRUISM prioritizes the happiness or safety of others above our own. MACHIAVELLIANISM, named after the writer Niccolò Machiavelli, is about using and deceiving people for your own gain. ETHICAL EGOISM contends that when we find what is best for ourselves, our actions are inherently right, even if they harm others. CYNICISM regards people and systems as untrustworthy. MILITARISM stresses that societies need to be strong, and they need to use that strength to protect their interests. SECULAR HUMANISM tells us that humankind is the highest moral authority, and as such, people alone can determine what is “right.” EPICUREANISM is a sort of high-minded hedonism in which pleasure is thought to be very important, but the highest form of pleasure is to be free from anxiety and pain. MISANTHROPISM takes a dim view of humanity overall, often based on preconceptions of humanity’s flaws. ABSOLUTE MONARCHY features a leader who controls almost every aspect of a nation. FATALISM is the belief that there’s no point in taking action because events are predetermined. ALTRUISM prioritizes the happiness or safety of others above our own. MACHIAVELLIANISM, named after the writer Niccolò Machiavelli, is about using and deceiving people for your own gain. ETHICAL EGOISM contends that when we find what is best for ourselves, our actions are inherently right, even if they harm others. CYNICISM regards people and systems as untrustworthy. MILITARISM stresses that societies need to be strong, and they need to use that strength to protect their interests. SECULAR HUMANISM tells us that humankind is the highest moral authority, and as such, people alone can determine what is “right.” EPICUREANISM is a sort of high-minded hedonism in which pleasure is thought to be very important, but the highest form of pleasure is to be free from anxiety and pain. MISANTHROPISM takes a dim view of humanity overall, often based on preconceptions of humanity’s flaws. Directions: Cut out one set of either color or black-and-white cards for each player. Movie stop 3:10 Bagheera, the panther, comes across a baby boy in the jungle. At first, he considers leaving the child and even says as the story’s narrator, “If I’d known how deeply I was to be involved, I would’ve obeyed my first impulse and walked away.” What it is: Ethical egoism We humans often look at the world and say, “It’s a jungle out there.” That means it’s a harsh and unforgiving place where everyone is looking out for their own self-interests. In Bagheera’s case, of course, his world really is a jungle, and human children like Mowgli have no chance of surviving without a lot of help. Better to let nature take its course and not be bothered, Bagheera thinks. The jungle encourages the creatures who live there to think first of themselves. If Bagheera walks away from Mowgli, he’d be doing what most jungle residents would do. But even though he leans toward putting his own needs first—which would be ethical egoism—he decides to follow his conscience and look out for the child. Read: Philippians 2:4 “Let each of you look not only to his own interests, but also to the interests of others.” How to talk to tweens and teens Ethical egoism seems like a sensible philosophy in the jungle, but as Bagheera knows, it’s not necessarily the right one. God encourages us to look after the needs of others—and that’s important in our own jungle, too. What situations can you think of at school or in your friend group that reflect ethical egoism? What to say to young children Bagheera almost leaves the baby, but he doesn’t. What would you have done if you were Bagheera? Have you ever helped somebody who needed it? Have you ever walked away? The Bible tells us to help people in need. These words are based on Hebrews 13:16. --- Movie stop 13:27 After Bagheera and Mowgli have a close encounter with the snake Kaa, a bunch of elephants enter the picture. The elephants, led by Col. Hathi, crash through the forest and make a huge amount of noise as they sing a marching song. What it is: Militarism In the song, the elephants tell us they’re marching for the sake of marching. To ask why they’re doing it “is a question rather droll / for to march and drill over field and hill / is a military goal.” In other words, they don’t need a reason to march. Marching is reason enough. Hathi, we learn, believes there’s no higher purpose than being in the military. And he does his best—sometimes unsuccessfully—to instill that same sense of purpose and pride in his fellow elephants. What Hathi’s trying to do is admirable, and certainly serving in the military is a noble ambition, but he turns the Dawn Patrol into an idol, not a tool. Read: Psalm 20:7 “Some trust in chariots and some in horses, but we trust in the name of the LORD our God.” How to talk to tweens and teens A lot of what Hathi is trying to instill in his elephant platoon is positive. He talks about the importance of discipline and hard work, but throughout the movie, Hathi loses sight of the bigger picture. Even when he tries to help, his blind pursuit of what the military should be undercuts his mission—and he ends up telling the enemy (Shere Khan) exactly what his Dawn Patrol is doing, where they’re going and why. How did Hathi ruin the very thing he’d been training his elephant platoon to do? What to say to young children What do you think of Col. Hathi? What could he have done better? These words are based on 1 John 3:17. --- Movie stop 25:21 Mowgli meets Baloo, whom Bagheera calls a “shiftless, stupid jungle bum.” But Baloo thinks that he’s the smart one. He doesn’t put a lot of work into anything, and he believes that everything will work out just fine—if everyone would simply concentrate on the “bear necessities.” What it is: Epicureanism Baloo believes that the problem with the world is that folks work too hard. Why? Because they want too much. If you want only what you need, you’ll be much happier. “You’ll forget about your worries and your strife,” he sings. Epicurus—a philosopher from ancient Greece—likely would have agreed. Though he was probably a little more thoughtful than Baloo, he believed that people should squeeze out all the pleasure they can from life. And the best sort of pleasure, he believed, is to be free from anxiety. Read: Proverbs 21:17 “Whoever loves pleasure will be a poor man; he who loves wine and oil will not be rich.” How to talk to tweens and teens Baloo might look at Proverbs 21:17 and say, “Hey, that’s OK. I’m not trying to be rich.” He believes that nature will provide everything he needs. There’s some truth in Baloo’s philosophy: We don’t want to get caught up in chasing after material wealth. Even the Bible tells us, “Do not be anxious about anything” (Philippians 4:6). Yet it also says to present our needs to God “by prayer and supplication with thanksgiving.” Baloo believes that nature will provide for his needs, but the Bible clearly tells us that God will provide. What needs are you anxious about? What helps you give your worries to God and trust Him to provide for your needs? What to say to young children It’s good not to be worried about things, but it’s also good to work and plan more than Baloo does. What do you think would happen to Mowgli if he followed Baloo’s philosophy in the jungle without Baloo there to protect him? These words are based on Proverbs 16:9. Movie stop 32:30 King Louie sends a troop of monkeys to snatch Mowgli from Baloo and carry him away to a ruined temple, where the king is waiting for him. What it is: Absolute Monarchy King Louie has it pretty good. He tells Mowgli that he’s the “king of the swingers” and the “jungle VIP,” but does he use his power wisely? Louie obviously likes to be king, and yet he doesn’t do much for his followers. Instead, he wants to be even more powerful by learning the secret of “man’s red flower”—fire. Louie thinks Mowgli can get this for him because Mowgli is human. Read: Psalm 2:10 “Now therefore, O kings, be wise; be warned, O rulers of the earth.” How to talk to tweens and teens Being a king isn’t a bad thing. There were some good kings in the Bible. But there were some very bad kings, too. When we look at King Louie, we discover part of the reason why kings go bad. He’s not particularly wise or good. He is, however, especially selfish. And that selfishness—which leads him to kidnap Mowgli—ultimately ruins the temple where he lives. What might your selfishness ruin? What to say to young children King Louie wants to be like Mowgli. Why do you think he wants that? Have you ever wanted to be more like someone else? Always remember that God has given you unique and wonderful gifts. You don’t need to be like anyone else. These words are based on James 3:14-16. --- Movie stop 42:17 Baloo and Bagheera rescue Mowgli from King Louie and his troop of monkeys, and Bagheera tries to convince Baloo that the “man cub” needs to be taken to the man village, where he belongs. Baloo resists until Bagheera mentions Shere Khan, the tiger. “He hates man with a vengeance,” Bagheera tells him. “You know that.” And Shere Khan won’t stop until he kills Mowgli. What it is: Misanthropism Misanthropy literally means “hatred of humankind.” Since most misanthropes are human beings, this worldview seems a little ironic. But as a tiger, Shere Khan feels no such irony. He hates humankind, and he doesn’t care who knows it. Why? Because they pose a threat to him. And fear drives him to kill any human who crosses his path. Human misanthropes often hate their fellow humans for the same reasons: They’re afraid of people and see them as a threat, so they lash out in violent ways. Read: Proverbs 10:12 “Hatred stirs up strife, but love covers all offenses.” How to talk to tweens and teens Mowgli doesn’t want to hurt Shere Khan. He just wants to live in the jungle and get along with everyone. But the tiger is convinced that Mowgli is dangerous, and he won’t listen to anyone who says otherwise. As Bagheera says, “No one explains anything to Shere Khan.” Even though most of us aren’t misanthropic like Shere Khan, we can slip into the same trap. We can judge people based on their outward appearance or assume they want to hurt us. Using good judgment is important when you’re dealing with people, but it’s even more important to show grace and kindness. How have you fallen into the misanthropy trap? Whom do you need to show more grace and kindness to? What to say to young children Shere Khan hates Mowgli because he’s a man cub. But he doesn’t really know who Mowgli is. If Shere Khan spent time getting to know Mowgli, do you think his opinion would change? These words are based on John 7:24. --- Movie stop 55:35 Mowgli flees from Baloo and runs straight into Kaa, the snake. Kaa pretends to sympathize with Mowgli and his plight, and he even offers to help. “I can see to it that you never have to leave this jungle,” he says. And then Kaa starts singing, “Trust in me,” hypnotizing Mowgli with his soothing voice. What it is: Machiavellianism Machiavelli was a 16th-century philosopher who observed that those who conquer their enemies with deception tend to be honored more than the ones who conquer by force. Kaa is a true Machiavellian who doesn’t mind lying or misleading to get what he wants. And the only thing he wants is Mowgli in his tummy. Read: Romans 16:17-18 “I appeal to you, brothers, to watch out for those who cause divisions and create obstacles contrary to the doctrine that you have been taught; avoid them. For such persons do not serve our Lord Christ, but their own appetites, and by smooth talk and flattery they deceive the hearts of the naive.” How to talk to tweens and teens Kaa is like another lying serpent who spun his own lies in the Garden of Eden. Kaa has plenty of company from people who seek to lead others astray. Kaa tells Mowgli, “Trust in me, just in me.” But the Bible advises us to weigh the words and deeds of people who think they know what we should or shouldn’t do. Is there a Kaa in your life? What to say to young children Kaa is sneaky, but people can be sneaky, too. If someone is telling you to do something you think could be wrong, go straight to your parents and let them know. Do you know anyone like Kaa? These words are based on 2 Peter 2:1. Movie stop 1:00:35 Mowgli realizes that Kaa lied to him, and the boy tells him so. Kaa angrily replies, “It’s like you said. You can’t trust anyone.” What it is: Cynicism Kaa goes to some philosophical extremes in the span of five minutes. First, he wants Mowgli to “trust in me, just in me.” But then, when his lie is revealed, he cynically tells Mowgli, “You can’t trust anyone.” We can adopt this worldview ourselves if we’re hurt or lied to. When we trust someone and then find out he or she is not trustworthy, we may stop trusting everyone. But the Bible reminds us to put our trust in God and His Word first, and to be wise when trusting people. If someone’s words and deeds line up with what God says is true, we can trust the person to a point. But God is always trustworthy, and we can put our full trust in Him. Read: Proverbs 3:5–6 “Trust in the LORD with all your heart, and do not lean on your own understanding. In all your ways acknowledge him, and he will make straight your paths.” How to talk to tweens and teens Proverbs 3:5–6 is an important Scripture to remember. Kaa says we shouldn’t trust anyone, and the Bible cautions us against trusting in ourselves. But we can trust God in everything because He alone is trustworthy. That doesn’t mean we should be cynical about everyone and everything, as Kaa suggests. It just means we need to be wise and careful about where we place our trust. Are you becoming cynical? How can you trust God in this area? What to say to young children The Bible says you can always trust God. And you can trust your parents, even though they will sometimes make mistakes. Unlike Kaa, most parents want what’s best for their kids and will never intentionally lead them into danger. These words are based on Ephesians 6:1. --- Movie stop 1:07:45 Shere Khan finds Mowgli and gives the man cub a head start in fleeing from him. “It makes the chase more interesting—for me,” he says. But before Shere Khan can go after Mowgli, Baloo bounds in and grabs the tiger by the tail. “Run, Mowgli, run!” he yells. What it is: Altruism It’s interesting that The Jungle Book begins with Bagheera thinking about walking away from the orphaned man cub, and it ends with Baloo’s sacrificial act of bravery. As the story repeatedly illustrates, the jungle encourages us to be selfish. Everyone in the jungle runs from Shere Khan, and the tiger makes sure Mowgli knows it. But Baloo leaps in to save the child, even though it might well mean his death. What Baloo shows is the highest form of altruism. Read: John 15:13 “Greater love has no one than this, that someone lay down his life for his friends.” How to talk to tweens and teens This Bible verse was more or less quoted in The Jungle Book as Bagheera and Mowgli mourn Baloo, who they believe sacrificed his life for the man cub. Baloo winds up being just fine, but that doesn’t mean we should overlook his courage. Acts of altruism aren’t limited to Christians, but the fact that Bagheera quotes Scripture emphasizes how central that approach is to our faith. Where do you see altruism in your world? What to say to young children Baloo was very brave to do what he did. Would you have been as brave if you were Baloo? Does his sacrifice for Mowgli remind you of another sacrifice that Someone made for us? These words are based on Ephesians 5:2. Discover advice, tips and activities from a biblical perspective. Subscribe today! FocusOnTheFamily.ca/Magazine Scripture quotations, unless otherwise indicated, are from the Holy Bible, English Standard Version® (ESV®) Copyright © 2001 by Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved. The ESV text may not be quoted in any publication made available to the public by a Creative Commons license. The ESV may not be translated in whole or in part into any other language. 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Essentials for Ferrets Nutrition - Mazuri Ferret Diet or Totally Ferret food are recommended. - Ferrets are carnivores! Their foods should contain 32-38% protein. - Ferrets need to have a 15-20% fat content to their diets, as well. - Provide water in either a water bottle or a heavy ceramic or weighted bowl (ferrets like to play in their water, tipping it over). - Avoid foods high in refined sugars. (These can cause pancreas damage and diabetes!) Enclosure - Avoid wire bottom cages which can cause sores on their feet. Have a resting board on the bottom if this is the type of cage you have. - The size of the enclosure should be a minimum 24" X 24" X 18" for 1 ferret. - Your ferret can be litter trained! Newspaper or pelleted paper litters (such as Kitty Soft) are recommended. - Avoid aquariums (which don’t provide enough ventilation)! - A sleeping area is necessary for your ferret! Provide a towel, old stocking cap, cardboard box with a hole cut into the side, or a cloth specially made for ferrets as a cozy place to sleep! - Ferrets should be allowed to play outside their enclosure in a supervised ferret-proof area for at least 2 hours per day. Exercise time can be divided into 2 or 3 different periods. Always provide close supervision if you take your ferret outdoors. Specially made harnesses with leashes are available at pet stores and specialty websites. The “Ferret Fun 5-in-1” harness is an excellent harness and leash combination (available at www.premier.com). Overall Health - Be sure to have your ferret vaccinated against Distemper and Rabies annually! - Michigan law requires ferrets to be vaccinated annually for canine distemper and rabies. - Keep nails clipped to an appropriate length. - Regularly check eyes, nose, ears, teeth, and droppings for any abnormalities. - Avoid toys that can be chewed to pieces and swallowed (this can lead to intestinal obstruction and death!), especially toys made from latex or foam rubber. - Ferrets can catch colds and the flu from humans! If your ferret gets sick, contact your veterinarian. CARE OF FERRETS NUTRITION Food Ferrets are carnivorous animals, meaning that they are strictly meat eaters. It has been shown that they can only utilize amino acids from meat proteins and cannot digest amino acids from plant proteins. Ferrets should be fed a food made specifically for ferrets. Examples of diets we recommend for ferrets are Totally Ferret by Performance Foods and Mazuri Ferret Diet. The food should be fed dry unless there is a medical reason to do otherwise. Food may be left out to be eaten free choice. Obesity is rarely a problem. When checking the food labels, make sure that the protein level is between 32% and 38%. Protein content over 40% may be detrimental to the kidneys of an older ferret. Ferrets also have a high dietary fat requirement, somewhere between 15% and 20% of the diet. A diet with a fat content less than this can lead to a dry brittle coat and itchy skin. Avoid new 'grain free' diets for ferrets, especially those with peas (peas are known to cause cysteine bladder stones in ferrets). Also avoid diets with raisin juice as well as cat food. It is recommended to avoid home made diets as well because it is too difficult to formulate properly and result in nutritional deficiencies. Water Clean, fresh water should always be available and can be given in either a water bottle or a heavy ceramic or weighted bowl. Ferrets like to play in their water and overturn it, so keep that in mind when selecting a container. Supplements do not need to be added to the water. Vitamins If your pet is on a good quality diet then additional vitamins are not necessary in the healthy pet. Your veterinarian will prescribe any that would be necessary in the case of disease. Treats Cooked meat and egg scraps are suitable table foods to offer your pet as a treat. Do not feed anything containing bones. Many ferrets also adore a bit of fruit or vegetable, but these items should be fed sparingly, because ferrets cannot digest fiber very well. If too much fruit or vegetable matter is given, it could lead to diarrhea. The rule of thumb is no more than a total of one heaping teaspoon per day of any treat should be given. Some favorite fruit and vegetable treats are cucumber, green pepper, and melon. Never feed your ferret foods that are high in refined sugars! Ferrets do not naturally get sugar in their diet and feeding foods high in sugar puts a tremendous strain on the pancreas. The result may be diabetes mellitus, which is extremely difficult to treat in the ferret and ultimately leads to an early death. So, do not feed candies, cakes, sugar coated cereals, ice cream, chocolate, sweet dairy products, etc. Fatty Acid Supplements As already mentioned, ferrets have a high fat requirement and it may be necessary for some animals to receive an additional supplement to improve coat quality. We find this most essential during the winter months, when the air in our homes is very dry and detrimental to the ferret’s skin and coat. We recommend using any fatty acid supplement as used in cats (such Ferrotone) and feeding 1/8 tsp. to ¼ tsp. per ferret daily on the food. Many ferrets really love the taste and will take it right off the spoon! Ferrets may also get meat fat (such as from poultry or beef) in the amount of 1 teaspoon of fat per ferret per day. Hairball Laxative The accumulation of hair in the stomach of the ferret is a very common occurrence (especially in animals over one year of age) and may result in a costly surgery to remove it. It is much easier to prevent hairballs with the use of a cat hairball laxative. This product generally comes as a sticky paste and ferrets love the taste of it! We recommend giving a ribbon one-half to one inch in length at least every third day. This medication acts only as a lubricant and does not cause diarrhea. If your pet has never tried this before it is sometimes necessary to smear a little on their lips to introduce them to the taste. ENVIRONMENT Cage The basic cage needed is a wire ferret cage (minimum size 24” x 24” x 18”) with a solid floor. Newspaper or pelleted bedding such as Yesterday’s News may be used on the floor or in corner litter boxes. Aquariums are NOT suitable cages for ferrets because the ventilation is very poor. The creative owner may build all types of elaborate caging arrangements. A multi-level cage, such as those made by Ferret Nation is the preferred cage type. Martin Cages also makes a high quality cage at a low cost. It is highly recommended that your pet be caged when you are not at home to prevent any tragic accidents. Exercise Ferrets should not be caged 24 hours a day. Like all animals they need exercise to develop strong bones and muscles as well as for healthy mental activity. Ferrets have the physiology of a predatory hunter and will play intensely for an hour or so and then sleep deeply for several hours. Although ferrets are nocturnal by nature, they will adjust their activity schedule to yours without much fuss. Sleeping Area An enclosed sleeping area is NECESSARY or your pet will become extremely frustrated and continually dig at the corner of the cage. A sleeping area can be as simple as a towel or shirt, an old stocking cap, a cardboard or wooden box with a hole cut in the side, the sleeve of a sweatshirt, etc. Ferrets LOVE hammocks and they can add vertical space to the living area. Please note that if your ferret likes to chew and eat towels or cloth of any kind, use a box or deep pan of some type instead of towels to prevent an obstruction of the intestinal tract with cloth. The cloth eating habit is usually a baby behavior and stops by the time the pet is a year of age. It can also occur when food is not available at all times. Litter Box Ferrets can be litter box trained about 90% of the time. A small low-sided box should be placed in the preferred toilet area of the cage (i.e. let your pet pick the spot first, then place the box in that area). You can use kitty litter (avoid the perfumed types), or pelleted bedding (as described in the paragraph on caging) in the box. (The biggest problem with clay kitty litter is that some ferrets will lie in their litter boxes and this will dry out their coat making it brittle and necessary to change the box frequently to minimize odor. When your pet is loose in the house, it may be necessary to place several litter boxed or papers in various corners, because ferrets are not very good at returning to “home base” if they get the bathroom urge and they are far away! Toys Safe toys to give your pet are nylon bones, ping-pong and golf balls, small cans, paper bags, and very hard plastic toys. Most cloth toys are also suitable, but check carefully for the first week to make sure your ferret is not chewing any pieces off of it. Hazards NEVER GIVE YOUR PET ANY RUBBER TOYS. Ferrets like to chew and swallow rubber, which could result in an intestinal obstruction and death. Make sure to FERRET PROOF your home and remove access to any rubber items such as ear phones, stereo speakers, rubber soled shoes, pipe insulation, rubber bands, chair bottom protectors, etc. (While you are at it make sure to get down on your hands and knees and check for any escape holes that the ferret could get into, and plug them up!) Ferrets also like to burrow into furniture and mattresses in search of a snug sleeping area. In the process they may swallow some of the foam rubber stuffing and develop an intestinal obstruction. It is important to cover the bottom of the furniture with hardware cloth or a sheet of wood to prevent this activity. Recliner chairs are also safety hazards and many a pet has lost its life by being suffocated when the chair was reclined. It is best to remove this item altogether from the environment. VACCINATIONS Rabies Rabies is caused by a virus that can affect many species of animals including man. The virus is shed in the saliva and transmission is usually through a bite wound. It can also be spread through contact of infected saliva with a mucous membrane or any open wound. Since rabies is a human health issue, there are strict local and state regulations that govern the vaccination of most domestic pets for rabies. Michigan law requires rabies vaccination for ferrets. The first vaccine should be given at three months of age with an annual booster thereafter. Distemper Canine Distemper is considered highly contagious and has a high mortality in ferrets. This is the same virus that domestic dogs are typically vaccinated against throughout their lives. Prior to the widespread use of vaccines, this was a very common and deadly disease of pet dogs. Pet ferrets are highly susceptible and few infected animals survive the disease. Routine vaccination of ferrets against Canine Distemper is protective against infection. MEDICAL PROBLEMS Emergencies It can be difficult for the veterinary staff to know that a situation is an emergency if you are unclear on basic information or if you don’t specifically say that you think it is an emergency. Be clear and concise with pertinent information, which includes: - The condition of the ferret at this moment (be as precise as possible) - How long the condition has been present - Ideas you have on why you think your pet is ill - It is helpful to jot down some notes about your pet before calling the veterinary office so you don’t forget important information. Fleas Ferrets get fleas just like other mammals. If your pet has them, please use a flea product such as Revolution or Frontline. These products can also be used preventatively to keep your ferret from developing a flea problem in the first place. Do not use flea collars on ferrets. Remember to also treat the house and yard, the adult fleas on your pets generally make up less than 10% of the entire flea population in your home. Heartworm Ferrets are susceptible to heartworm disease. This is a microscopic parasite that lives in the salivary glands of the mosquito and is transmitted to the pet through a mosquito bite. The larvae then grow into large worms that lodge in the animal’s heart and can cause disruption of the blood flow and death. We recommend Revolution be applied monthly to prevent heartworm and fleas. Colds and Flu Ferrets are highly susceptible to human influenza viruses. They will develop the same symptoms as humans do. They do not get common colds, which is caused by another set of viruses. They will have runny noses, watery eyes, and may develop sneezing or coughing fits, and be off food for several days. There is usually no need for any medications, just tender loving care and lots of rest for five to seven days. Occasionally a pet may have diarrhea, but if this condition is profuse, bloody or accompanied by straining or crying, your veterinarian should be contacted immediately. If, however, your pet completely loses its appetite, develops green or yellow eye discharges, or becomes depressed or lethargic, please call your veterinarian right away. Some viral flu infections may require more supportive care or a secondary bacterial infection may require antibiotics. Foreign Bodies in the stomach and intestine – As mentioned previously, ferrets are very prone to eating rubber, and they are also prone to developing hairballs. Other items that ferrets have been known to eat include soft plastic items, cotton balls, bones, and towels. The signs of a foreign body that has found its way into the digestive tract are varied depending on where the material has lodged. Some of the signs that might be noted are gradual wasting, extreme depression or lethargy, vomiting, persistent dark tarry stools and loss of appetite. If any of these signs are present in your pet, do not wait to have him examined by your veterinarian. Extreme lethargy or depression is an emergency! Geriatric Diseases Unfortunately the average life span of the American ferret is only five to seven years. Starting at about three years of age we see a marked increase in a variety of diseases in the ferret. Cancer is very common, along with liver, kidney and heart disease. Please refer to our handout called Senior Citizens for recommendations on veterinary and home care for these special pets. Adrenal Disease Ferrets have a very high incidence of adrenal and other endocrine gland diseases. It is estimated that 40% of ferrets over the age of 3 years are suffering from adrenal disease. Recent research performed by well known small mammal veterinarian Kathy Johnson-Delaney in Seattle, Washington has suggested that early spay/neuter of ferrets is the likely cause of Adrenal Hyperplasia. Adrenal Hyperplasia is a condition where the adrenal glands produce excessive amounts of hormones including reproductive hormones. The disease can progress to a tumor of the adrenal gland and can eventually be fatal. The current thinking is that when a ferret is spayed or neutered before puberty, the adrenal gland takes over the roll of reproductive hormone producer for the body. Because the adrenal gland was not intended to produce reproductive hormones, these hormone levels are produced in excessive amounts as are the hormones the adrenal gland normally produces. Symptoms can include hair loss, itchiness, difficulty urinating due to enlarged prostate in males, and a swollen vulva in females. Recent research has shown promising response in ferrets with adrenal disease to a family of drugs called gonadotropin-releasing hormone (GnRH) agonists. These drugs are used to decrease the body's production of reproductive hormones. Suprelorin (deslorelin acetate) is one of these drugs and can be used to treat or prevent adrenal disease in ferrets. Fatal Anemia of Females (for unspayed females only) When the female ferret goes into her heat cycle, she will remain in that care until she is bred by a male. During this heat period, the levels of the female hormone, estrogen, are very high and it can have a very damaging effect on the bone marrow. The hormone causes the bone marrow to gradually stop producing white blood cells and red blood cells. The condition comes on so slowly, that by the time the external signs of anemia are seen, the condition in the bone marrow is irreversible and the ferret may die despite therapy. The condition is totally preventable by having your pet spayed. The operation should be performed by the time the pet is six months of age. If your ferret comes into heat prior to that time, she can be safely operated on even while she is in heat. If you wish to breed your pet, but do not wish to do it during a particular heat cycle, then a hormone injection can be given to take her out of heat temporarily. However, these injections should not be used instead of spaying if you have no intention of breeding your pet. Strong Body Odors Ferrets produce oily secretions on the skin that have a very strong odor in mature intact males and females. The odor is under the control of sex hormones, so when your pet is neutered, the odor is largely eliminated. There is also an odor associated with the anal glands (or scent glands) of the ferret, but this will not be noticed unless your ferret sprays the material, usually in response to a fearful situation or when extremely excited. Most ferrets do not express their scent glands with any frequency, and if they do, the odor only lasts a few minutes. Therefore, it is unnecessary to remove the scent gland of the ferret unless there is a disease present. Bathing should be done with a gentle pet shampoo. Ferrets do not need frequent baths and every two weeks is the absolute maximum. Bathing tends to strip the skin of its essential oils and can lead to a dry itchy condition if done too often. Final Note There has been some negative publicity about ferrets over the years. It is unjustly given, primarily through ignorance about these fascinating little animals. The ferret is a domesticated animal, and has been bred in captivity since 4 B.C. The ferrets we keep as pets are not found naturally in this country but came originally from Europe, where its wild counterparts still live. Being a pet owner requires a certain amount of responsibility to protect the animal and care for it. If children are present in the household under six years of age, we counsel you to supervise any contact these little ones may have with the ferret. If supervision is not possible, then don’t get a ferret until the child is older. (This warning holds true for ANY pet). In addition, do not place your pet ferret (or any other pet for that matter) in a situation with other humans where it is likely to become frightened or threatened and where it may react in the only way it knows to defend itself, (other than running away) and that is biting. By being responsible pet owners, we can do much to reverse the bad press that our little friends have received.	1eeb30b5-366a-4025-ab05-eaa0ac3f1b20	CC-MAIN-2022-49	https://milwoodanimalclinic.com/uploads/SiteAssets/596/files/forms/Entire%20Ferret%20Pack.pdf	2022-12-03T08:43:30+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710926.23/warc/CC-MAIN-20221203075717-20221203105717-00098.warc.gz	422,712,852	4,060	eng_Latn	eng_Latn	0.998901	eng_Latn	0.999039	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2068, 4730, 7637, 10907, 13638, 17013, 18984 ]	[ 2.25 ]	2	0
TRAINING OBJECTIVES: - TECHNICAL: Develop short passing technique and ball control. - TACTICAL: Connect with teammates with passing. Pass away from pressure. - MENTAL: Trust. - PHYSICAL: Balance and coordination. EXERCISE 1: Warm Up - WORK TO REST RATIO: 15 mins total. 1 min round : 30 sec rest - DIMENSIONS: 30 x 24 yard area DIAGRAM KEY QUESTIONS What are key aspects of passing technique? What should you be doing with first touch? COACHING POINTS - Passing technique - ankle locked, follow through, position of standing foot - First touch - open hips, step into it, direct ball to space. - Awareness of space. - Communication. INSTRUCTIONS/RULES Warm up will consist of two activities: First 7 mins - Activity 1. Players work on individual dribbling and ball mastery. Revisit previous skill moves. Second 7 mins - Activity 2. Play a 6v2 or 6v1 rondo. Players can play multiple touch, get 1 point for every pass. Defenders cannot tackle, can only intercept to win possession. On winning possession they switch with player who lost possession. EXERCISE 2: Discovery Game - WORK TO REST RATIO: 15 mins total. 6x1.5 mins : 1 min rest - DIMENSIONS: 24x24 area with 4 yard box in corner DIAGRAM KEY QUESTIONS What technique is needed for accurate passes? What should you do after you pass? COACHING POINTS - Movement to create angle/support. - First touch away from pressure. - Quality of pass. - Deception in pass. - Communication - verbal and visual. INSTRUCTIONS/RULES Each corner has one player in it without a ball. Other players have a ball in the center of the grid. Set 1-3: (Example 1) Players with the ball dribble toward a corner, pass to the player in the box and receive a pass back. Must then go find another corner. Keep track of score. Change players. Set 4-6: (Example 2) Players with the ball must dribble toward a corner and perform a "Give and Go" with the player in the box. Give and Go must be around the cone. EXERCISE 3: Discovery Game WORK TO REST RATIO: 15 mins: 3x3 mins, 1 min rest DIMENSIONS: 12x15 DIAGRAM KEY QUESTIONS - What shapes should you be in and why? - What options does ball carrier need? COACHING POINTS - Maximize space through movement and shape. - Awareness of where pressure is coming from. - Play away from and through pressure. - Movement as ball is traveling. - Can you play diagonal passes. INSTRUCTIONS/RULES 3v3 or 3v3+1 Set 1: Both teams look to score on all four goals. Players must use passing technique to score. Once goal is scored, the attacking team cannot score on that goal again until another goal is scored. Set 2: Same as above, if players use a "Give and Go" around a defender before scoring, they gain a bonus point. Set 3: Once a goal is scored, that goal cannot be scored in until all other goals have been scored in. Team to score on all four goals first or whoever scored on the most goals wins. --- EXERCISE 4: Autonomous Game WORK TO REST RATIO: 15 min total. 3 x 4 min : 1 min rest DIMENSIONS: 36 x 30 yards DIAGRAM KEY QUESTIONS - What kind of shapes do we need on the field and why? COACHING POINTS - Spacing to create space for passing options. - Be calm in possession of the ball. - Dribble if you can't pass. INSTRUCTIONS/RULES Play 3v3 up to 5v5 to small wide goals. Have halfway line to give visual for even spacing on field. Coach spacing and shape to then help create more passing opportunities. Give teams bonus point for 3 consecutive passes.	<urn:uuid:a0ca98b8-a2fd-4cd7-8928-ee0a6ce7223a>	CC-MAIN-2019-04	http://www.lakehillssoccer.org/wp-content/uploads/sites/836/2018/10/EYSA-U89-Week-9-Short-Passing-and-Control-1.pdf	2019-01-24T09:41:42Z	crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00072.warc.gz	323,764,625	928	eng_Latn	eng_Latn	0.994514	eng_Latn	0.994732	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2020, 3590 ]	[ 2.75 ]	1	1
BLUE FLAG 2011 EDITION ENVIRONMENTAL EDUCATION ACTIVITIES BOOK FOUNDATION FOR ENVIRONMENTAL EDUCATION The Blue Flag is a programme from the Foundation for Environmental Education The Blue Flag Programme is sponsored internationally by: Corona Extra http://www.coronasavethebeach.org Beach-Tech http://www.beach-tech.com Shipmate http://www.shipmate.nl Foundation for Environmental Education (FEE) is an international organisation that has been promoting environmental education for sustainable development since 1981. FEE is an umbrella organisation with member organisations in around 60 countries around the world. (www.fee-international.org) FEE is active in environmental education mainly through five programmes: • Blue Flag (www.blueflag.org) • Eco-Schools (www.eco-schools.org) • Young Reporters for the Environment (www.youngreporters.org) • Learning about Forests (www.leaf-international.org) • Green Key (www.green-key.org) Through formal school education, training of staff, and awareness raising, FEE’s programmes involve people of all ages and nationalities. WELCOME TO THE FIRST BLUE FLAG ENVIRONMENTAL EDUCATION ACTIVITY GUIDE Why this brochure? This brochure has been created for two main purposes: to help beach and marina managers to organise environmental education activities which fit with their goals and capacities; and to share good ideas throughout the Blue Flag network. What kind of Environmental Education? Environmental Education offers a broad framework that encompasses a number of different ideas and approaches to learning in, for or about the environment, in pursuit of sustainable development. The purpose of this guide is not to debate the different definitions, but to encourage a shared acceptance of the diversity of learning approaches. This introduction, therefore, offers a brief description of environmental education approaches and offers a simple classification to help users to navigate their way through the different activities and worksheets. One way of understanding environmental education is to see it as education that engages learners with nature, encourages them to ask questions about the environment, and engage with environmental change. This means that environmental education is not just concerned with spreading messages about the environment, but it also provides opportunities to enhance learner understandings, question environmental problems and take action for environmental change in pursuit of a sustainable development. Therefore, the classification we offer is tentative and open to change. - Information-seeking or enquiry: Learners are encouraged to ask questions about the environment and gather information or materials. This might be through surveys, counting, collecting, or measuring different parts of the beach, for example. - Awareness-raising: Awareness-raising is an educational activity focused on raising a learner’s awareness about environmental problems, in the HOPE that they will do something as a response. An example might be an information campaign. - Action-oriented: Action-oriented learning is an approach based on environmental change and improvement. The learners take action on a particular environmental problem and try out one or more solutions with the aim of achieving a better environment for all. A typical example is a litter pick. - Contact with nature / experiential / exploratory Experiential approaches to environmental education are often based outside, in the particular environment in question, and seek to inspire learners to care for the environment by encouraging contact with nature and exploration, usually around a particular theme, such as ‘the sea shore’. How is this brochure organised? As you will see, the different categories overlap and are not mutually-exclusive, hence a learning sequence might actually address all four types of environmental education activity in pursuit of a sustainable development. The same tagging system is used throughout the document, each activity answering the same questions: target group, theme, method, communication, tips, etc. The activity sheets are organised by theme: Biodiversity, Marine World, Marina, Special Events, and Waste. It must be noted that although a specific “Marina” category has been included, the activities under other categories may easily be adapted for a marina. Where to find this brochure? You can download this brochure (fully or by theme) on the Blue Flag international website: www.blueflag.org METHOD: The municipality of Puerto de la Cruz offers the opportunity to collaborate in a cleaning day by manual means around the beaches of the area. Together with the personnel from the municipal cleaning service adults and children may help on the cleaning of natural areas where cleaning machines do not have access. Volunteers are equipped with bags, rakes, caps and water to fight summer heat. People become more aware of the importance of manual cleaning, the work daily done by the cleaning service and the origin of waste which sometimes comes from inland or the sea, not just from beachgoers. MATERIAL: Bags, rakes, caps and water POTENTIAL PARTNERS: Personnel from the cleaning services and adult associations. COMMUNICATION: The activity may be posted at the beach boards, local newspapers and by any other means. TIPS: For a higher participation it is always better to organise it on a bank day or at weekend. METHOD: - Youngsters are educated about The Blue Flag beach cleanliness criteria and beach cleanliness level evaluation method - Questionnaires are prepared to check the awareness level of public about beach cleanliness - Kiosk and stands (where needed in long beaches) are prepared for information - After preparations are made, opening ceremony is held to announce projects is starting - During 2 weeks of project, every Friday, Saturday, Sunday, Monday and Wednesday, once in the morning and once in the afternoon beach cleanliness level is evaluated - In every project day, questionnaires are filled in by the public on the beach - In every project day, information is given to public via kiosk and stands - Photos showing dirtiness on the beach are taken during workdays - Before closing ceremony, all data collected and recorded on computer - Project result report and a press release is prepared - Press document and pictures are shown to media during closing ceremony MATERIAL: Full board accommodation for project team of 8 university students, kiosk for environmental information, booklets and brochures, water and cold drinks for project team during very hot days of summer, opening and closing ceremony needs (sound system, computer and stand etc.) POTENTIAL PARTNERS: Local municipality, local environment association, local university clubs COMMUNICATION: Announced in local media and could be repeated in each season, in different public beaches TIPS: Local volunteers are encouraged to participate • METHOD: The participants meet at the local interpretation centre at around 10 pm when the stars can be seen in the sky. The outdoor counsellor will explain the stars, their mythology etc. while everybody is enjoying a hot beverage. From the interpretation centre the group goes to the beach where the outdoor counsellor explains how to navigate at sea by the stars. The excursion ends at the interpretation centre. • MATERIAL: A member of the interpretation centre staff, transportable telescope, hot beverages and cups. • POTENTIAL PARTNERS: None. • COMMUNICATION: Advertisement in the local newspaper. The activity is announced in the municipality website. Printed programmes are placed in camping grounds, local tourist offices, hotels, summer house rental spots, on the local library. • TIPS: When advertising, remember to specify that the arrangement will be cancelled in case of bad weather. Also state that warm clothes might be necessary. The aim of the initiative was to encourage members of the local community to get actively involved in the cleaning of their local beaches and educate on the dangers of litter drops to the general public as well as on the surrounding wildlife. The ‘Community Beach Litter Pick’ takes place every year to promote a sense of pride, ownership and responsibility. Previous experience shows that if a group takes responsibility for a particular section of beach then the overall standard of cleanliness increases for a long period of time, which in turn enhances the area in which people work and play. After the ‘Litter Pick’ has finished, a report is put together by the Marine Conservation Society, highlighting areas where litter has either increased/decreased over the year, as well as the type of litter found. The report is then used by the Local Authority to plan the next ‘Community Beach Litter Pick’ campaign targeting specific areas. The Community Litter Pick has been taking place for the last 18 years. - MATERIAL: Gloves and bags. - POTENTIAL PARTNERS: Local Authority and Marine Conservation Society. - COMMUNICATION: Information can be found at the Tourist Information Centre, in the local press and at council offices. - TIPS: Provide volunteers with hand gel. METHOD: As beach management aligned to the Blue Flag criteria is a crucial factor to be taken into consideration for the Blue Flag award, this cannot be maintained at a high standard without the help of the beach visitors. So, inventive ways should be used for spreading the message that the Blue Flag Criteria aiming at the protection of the environment should be respected. Any Eco-Code version would meet this need and could be addressed to the visitors of the beach, with the hope that the expected results will be really fruitful. So attractive, handy items that might serve as fans (pictures 1, 2) or ash trays (picture 3) might be good instruments serving our goal. MATERIAL: Carbon paper, paints. POTENTIAL PARTNERS: Printing Office can produce the items for free or with a discount. COMMUNICATION: Give the items to the visitors of the beach. TIPS: Remember to use coloured pictures to make the items as attractive as possible. METHOD: The sea has always been a precious life-giving source for people, insuring food for them and constituting a connecting route between peoples and cultures. Moreover, it has always been a “radiating” source of relaxation and inspiration. Youngsters are invited for a one day project on a sandy beach, where they are split into groups with a secretary/spokesperson in each, and investigate the beneficial impact the sea has always had, over the ages, to the people living by it. Youngsters list these benefits and spot the differences the sea has brought to those peoples’ lives and character. Bring pictures, drawings, articles, historical references, and any other source providing relevant information on your theme and help the youngsters realize in depth the role the sea has played over the ages to people living by the sea. During the “discussion in a circle” that will follow the group work, the secretary/spokesperson of each group will put forward his/her group’s viewpoints. Afterwards, the participants will experience the relaxation the sea offers by “playing” with the sand. They will be invited to participate in a “sand sculpture” Competition in which the three best sculptures will be awarded a prize. - MATERIAL: Sand, tools if wanted - POTENTIAL PARTNERS: Sculptors - COMMUNICATION: Advertise on the information board, to schools, environmental clubs, the public. - TIPS: Remember to invite Art teachers as members of the Jury. This will add prestige to the activity and the Competition. METHOD: Every summer the municipality of Ametlla de Mar organises an environmental information service at one of its Blue Flag beaches. Two people offer environmental information on local natural areas, natural paths, protected species, and environmental puzzles for children and also some gastronomy information based on recipes with local marine species. They also offer beach ashtrays and the opportunity to ask anything related to the environment or to communicate citizen’s concerns to the municipality. (People working there are always women over 30 years old with difficulties to access to labour market. They are previously trained by the local vocational training school on environmental issues and communication so this way they improve their training for other future jobs.) MATERIAL: A tent, plastic table and chairs; beach ashtrays, leaflets for adults and puzzles for children. POTENTIAL PARTNERS: Vocational training schools, department of environment from the town hall. COMMUNICATION: Their presence at the beach is the most effective communication tool. The first version of this brochure has been produced by a Blue Flag working group composed of Blue Flag National Operators, Environmental Education experts and the International Blue Flag Coordination. Special thanks to: Helen Springall (Environmental Education expert), Almila Kindan (FEE Turkey), Ana Pérez Montero & Virginia Yuste Abad (FEE Spain), Annabel McLoone (FEE Ireland), Dyonisia Papadopoulos (FEE Greece), Helen de Witt Qvist (FEE Denmark), Lindie Buirski (FEE South Africa expert), Richard McIlwain (FEE England), Jenni Jelkänen, Joan Arildslund and Sophie Bachet (Blue Flag International Coordination) Blue Flag International Coordinator: Sophie Bachet Foundation for Environmental Education c/o Danish Outdoor Council Scandiagade 13 2450 Copenhagen SV Denmark Tel +45 33 28 04 10 Fax +45 33 79 01 79 Skype: blue.flag.coordination Mail: email@example.com	8806fbb8-3cb7-470b-aa69-b8ba92951920	CC-MAIN-2022-21	https://visionforsidmouth.org/wp-content/uploads/2019/06/EEactivityguideBEACH.pdf	2022-05-17T10:24:00+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662517245.1/warc/CC-MAIN-20220517095022-20220517125022-00018.warc.gz	701,300,864	2,712	eng_Latn	eng_Latn	0.898277	eng_Latn	0.995654	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 181, 1081, 4521, 5468, 7007, 7978, 9272, 10212, 11729, 12822, 13704 ]	[ 3.21875 ]	1	0
There is a wide range of gem glasses, and the most popular are modern ceramicised glass, Swarovski type lead crystal glass, and Millefiori – from the Italian word meaning “a thousand colours”. Millefiori is a mosaic glass composed of thin coloured glass plates alternating with optical samples/templates. Latticino is the name for a curved mosaic glass with a spiral pattern. Traditionally it is a white colour that is reflected in its name “latte”, which, as most coffee drinkers nowadays know, means “milky”. Murrhine is a mosaic glass produced as the result of placing pieces of hot glass one on top of the other or by the melting of preformed components, which are then strained. Finally, its cross-section reveals a pattern like letters, shapes, animals or faces. Gem (art) glass, one of the first artificial materials produced by humankind, was invented in high antiquity in the Eastern Mediterranean. As a material for decorative applied art, this glass was used only in periods of economic success, thus the history of art glass is closely connected with social and economic history. The first record of gem glass comes from Pliny the Elder. His XXXVIIth book of Natural History contains Murrhine glass among the long list of stones of which imitations could be produced by glass makers of the time (1st century A.D.). Beads are among the earliest archeological finds ever made and bead-making instruments were among the first tools ever invented. When a new, attractive material was discovered that might be made into an article of adornment primitive people first did so by making beads out of it. Beads are so bound up with human cultural development that they can really be considered one of the foundations of human civilisation. These small items of varying shapes and materials, so diverse and unspecific one can perhaps best refer to them as “doodads”, with bore or drill holes are one of the things that originally distinguished us from the other creatures inhabiting our Earth. The subject of our study was some ornaments of the ancient Chzhurchzhen peoples found near the Ariadnoe settlement (in the Dal'nerechensky district of the Primorsky region) (Fig. 1). We examined blue and greenish-blue beads discovered by archeologists at the site of the Chzhurchzhen medieval settlement. Fig. 1 The Chzhurchzhen settlement is located 1.5 km north-west of the Ariadnoe settlement on the right bank of the Malinovka River. It was discovered and investigated in 1967 by archeologist A.V. Garkovik and classified as a medieval settlement, Ariadnoe–III, which dates from the beginning of the XIth to the XIIth centuries. The settlement is situated on a cape-like spur with steep, scree covered slopes from which a beautiful view opens out onto the valley of the Malinovka River. The gem glass beads of the study were examined with common gemmological equipment. Their glass composition was detected using a 4-channel JXA-8100 Microanalyzer for the examination of two analogous samples. The gemmological features of the samples studied, N₁ and N₂ (Fig.s 2 and 3), are (according to the GIA System) as follows: Colour: blue, tincture VstbG, hue vl, saturation mst, Refractive index: n -1.52, Thermal conductivity test - glass, isotropic, in UV rays (356 and 254 nm) soapy fluorescence typical of glass. Fig. 2 Fig. 3 The results of the microanalyzer analysis of the samples are given in Tables 1 and 2. Table 1 Microanalyzer analysis of sample 1, (Fig. 4 A), (Fig. 4 B) \| Spectrum \| F \| Na₂O \| MgO \| Al₂O₃ \| SiO₂ \| Cl \| K₂O \| CaO \| TiO₂ \| Fe \| CuO \| Total \| \|----------\|-----\|------\|------\|-------\|-------\|------\|------\|------\|------\|------\|------\|-------\| \| Spectrum 1 d=0 \| 6.74 \| 4.5 \| 2.15 \| 2.04 \| 61.12 \| 0.87 \| 10.65\| 14.98\| \| 0.36 \| 0.64 \| 104.05\| \| Spectrum 2 d=0 \| 8.49 \| 3.11 \| \| 23.44 \| 47.74 \| 0.71 \| 14.7 \| 1 \| 0.91 \| 0.81 \| \| 100.91\| \| Spectrum 3 d=0 \| 3.13 \| 2.73 \| 0.97 \| 11.1 \| 64.47 \| 0.39 \| 12.18\| 5.1 \| \| 0.56 \| \| 100.63\| \| Spectrum + \| \| \| \| 21.86 \| 53.54 \| \| 20.07\| \| 1.4 \| 0.87 \| \| 97.74 \| Fig. 4A Spectrum 1 Enlarged in Fig 4B Fig. 4B Spectrum 2 Spectrum 3 Spectrum 4 JEOL COMP 20.0kV x500 10µm WD11.1 Table 2 Microanalyzer analysis of sample 2, (Fig. 5) \| Spectrum \| F \| Na₂O \| MgO \| Al₂O₃ \| SiO₂ \| Cl \| K₂O \| CaO \| FeO \| CuO \| Total \| \|----------\|-----\|------\|------\|-------\|-------\|------\|------\|------\|------\|------\|-------\| \| Spectrum 1 \| 6.36 \| 2.96 \| 3.93 \| 0.78 \| 59.46 \| 0.83 \| 8.81 \| 19.15\| 0.57 \| 0.76 \| 103.61\| \| Spectrum 2 \| \| \| \| \| 101.33\| \| \| \| \| \| 101.33\| Fig. 5 Spectrum 1 Spectrum 2 Comparison of the test head results with modern glass analyses known from the literature demonstrate that the test glass is similar in composition to that technically called Calcium Crown. The chemical composition of mineral inclusions in sample N₁ (spectra 2, 3, 4) confirms the presence of muscovite (spectrum 2) and orthoclase (spectra 3, 4). Based on the results obtained from our tests we can associate them with modern ceramicized glass. The gemmological features of samples of the latter (determined by testing on the basis of general methodology) are: - greenish-blue colour, - isotropic under microscope, - refractive index $n = 1.62$, thermal conductivity test - glass, in UV rays (356 and 254 nm) soapy fluorescence typical for glass. The results of our microanalyzer analysis of the ceramicised glass sample are given in Table 3. Table 3 Microanalyzer analysis of the modern ceramicised glass sample. \| Spectrum \| Mg \| Al \| Si \| Ti \| Ni \| Zn \| Zr \| Total \| \|----------\|------\|-------\|-------\|------\|------\|------\|------\|-------\| \| Mean \| 4.73 \| 27.14 \| 43.33 \| 6.68 \| 1.23 \| 12.69\| 4.32 \| 100.11\| The composition of Gem glass is evidently changing over time. Modern samples show a more perfect structure. Innovative technology permits the use of chromophore elements (instead of those minerals used by earlier glassblowers) to colour modern gem glass, and oxygen-gas torches, with a flame temperature exceeding 2000-2500°C, form glass that is free of bubbles as well as producing a dichroic surface; the result of rare elements evaporating in a vacuum. The experiments of the early master glass blowers with unknown minerals in their search for the ideal colouring techniques are amazing as they apparently worked using only intuition and practice. For example, their knowledge of kiln construction or colour mixing techniques could only have been obtained through experiment. Glass polishing and cutting techniques on the other hand came from the art of stone processing. The Egyptian name for glass was “iner en wedeh” which literally means “the stone that flows”. Our present knowledge of glass forms and production clearly owes a considerable debt to the glassblowers of antiquity. It is therefore important for us to investigate historical ornament in order to understand glass production techniques even of today, as the history of glass, particularly that used for Art, is closely connected with the history of each civilisation. This research was supported by the Russian Foundation of Base Research (grants N 08-05-12029).	b09aacda-029a-42c2-a8c2-0e3d0eaf2a6e	CC-MAIN-2024-26	http://www.gahk.org/journal/2008/Gem_Glass.pdf	2024-06-25T18:57:08+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00667.warc.gz	45,157,379	1,956	eng_Latn	eng_Latn	0.959798	eng_Latn	0.99558	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1998, 3446, 5161, 7291 ]	[ 2.0625 ]	1	0
WELCOME Variable Space Schooling Vauxhall School is a variable space school. Our classes are grouped together within year levels so that children move between spaces and work with more than one teacher during their day. We use variable spaces: - To create the best possible learning situation for all children. - To cater for individual educational needs. - For children to develop a sense of belonging (whanaungatanga), responsibility, respect and resilience. Team Teaching Teachers learn from each other’s strengths and children are able to bond with more than one teacher a year. Teachers work co-operatively to identify children’s learning needs and then teach groups of children accordingly. Teachers may move children between groups as their learning needs change. This has several advantages: - Ability groupings mean children progress at their own rate, build confidence, are taught more effectively and special needs and abilities can be better catered for. - Curriculum delivery is enhanced through the utilisation of teacher strengths. - Each child has a home group and home group teacher (a social grouping within the syndicate) which provides a consistent contact person for parents. Teachers interact closely and support each other to add value to children’s learning. Curriculum The Vauxhall School curriculum has been designed to operate over a two year cycle with each student covering the essential learning areas: English, Mathematics, Science, Social Sciences, Technology, The Arts, Physical Education and Health at the appropriate level. Numeracy is a focus in our Mathematics Programme while the Literacy Programme underpins our core curriculum. Vision Statement To provide a secure, caring environment where the unique potential of each student is fostered so that they will develop into confident, openminded thinkers with a positive attitude to life-long learning. Values: Whanaungatanga, Responsibility, Respect, Resilience In partnership with families, we will develop a range of personal attributes considered important and crucial for success in life. Our school is a caring community school which aims to: - Teach a balanced programme based on high expectations for achievement. - Provide a challenging environment for children to take risks with learning. - Foster the development of children who are self-motivated, secure and responsible. - Develop an appreciation of the unique nature of New Zealand’s heritage. - Promote a partnership between home, school and community. - Empower children to become independent, lifelong learners. Family Atmosphere Supportive Parents Keen students Beautiful Grounds Professional Teachers Modern Resources STAFFING Leadership Gary Lawrence Principal Sue Roberts Deputy Principal Melanie Bell Assistant Principal email@example.com firstname.lastname@example.org email@example.com All other teacher email addresses can be found at www.vauxhall.school.nz/about/staff. SCHOOL HOURS The school hours are: - 8.55am – 3.00pm - Morning break is from 10.30 – 11.00am - Lunch break from 12.40 – 1.30pm. GENERAL INFORMATION Enrolment Process Vauxhall School welcomes new entrants at school for preschool visits. The process starts gradually six weeks before the child’s fifth birthday. The visits are important for the child to make a secure transition to school. The enrolment process is: Within the month preceeding your child’s start date, Sue Roberts our Junior team leader will make contact to organise induction visits. 2 weeks prior: Two Friday morning visits from 10 – 11am with parents/caregivers present. Birthday: Child welcomed to school. The visits prior to the child’s fifth birthday take place on Fridays (to limit disruption to the classroom programme). Before your child’s fifth birthday you will need to complete the Enrolment form. Please bring your child’s BIRTH CERTIFICATE and IMMUNISATION CERTIFICATE. You are welcome to make an appointment to meet the Principal and have a tour of the school at anytime. 6 week visit After your child’s first month at school there will be an opportunity for you to come in and discuss your child’s progress with the Miro Teachers. Hints for Parents of 5 Year Olds Give your children a variety of experiences and talk about them. Read to your children daily. Teach your children their address, phone number, how to write their name, recognise colours and count to 10. Become familiar with the school grounds. Home Reading As children learn to read by reading, material will come home most days for them to share with you. This home reading session should be short and enjoyable. Your child will be affected by your attitude to their reading so always be positive. Value the reading that is done and praise the effort. Good feelings about reading lead to success. Syndicates The classrooms are divided into syndicates which are named after the native trees of New Zealand. The syndicates are: Miro New Entrants to Year 1 Rimu Year 2 Nikau Year 3 Kauri Year 4 Totara Year 5 to 6 “ONWARD – MOVING FORWARD TOGETHER” Reporting to Parents Term 1: Meet the Teachers – Week 1 and parent interviews later in the term. Term 3: parent interviews Learning progress is reported online, in real time, through ‘Hero’, our online reporting programme. Communication Communication is kept up to date though the newsletter every second Wednesday outlining events or information about the school. Each syndicate sends home a newsletter at the start of each term advising of special syndicate events and curriculum topics being covered for the term. If you wish to communicate to the school by email the address is firstname.lastname@example.org. The school’s website is www.vauxhall.school.nz. Activity Charges The activity fee covers outofschool trips and programmes within the school that offer opportunities to extend the curriculum for our children. This fee is charged at the beginning of each term with a breakdown of the activities planned. It will vary from term to term and from syndicate to syndicate. School Donations School donations are an essential revenue component for the school and we request you to please pay this donation before March 31. We would not be able to offer the level of education we currently do without the school donation. Class Lists At the beginning of each year we request permission from each parent to make available your child’s name, parents’ names, address, email address and phone number. The class lists are then made available to the wider school community. Swimming Swimming is a compulsory part of the Physical Education programme. We are lucky enough to have our own pool to help our children learn to swim. If your child is unwell and unable to swim, a note must be written to the teacher. Our senior children enjoy learning beach safety and sailing skills (Waterwise) when they walk down to Narrow Neck beach each week during the summer. Sun Smart During Term 1 and 4 every child must wear a hat outside of the classroom. Children without hats will only be permitted to play in the shade. Absentees If your child is absent from school for any reason, please phone the school before 9am to ensure the whereabouts of each child can be checked. The office staff will contact parents of children absent without notification before 10am. Homework Children in the first two years at school will, on most days, bring home their ‘reader’ plus weekly interest books, poems or stories to share. Year 3, 4, 5 and 6 children, as they are ready, will have spelling and mathematics homework on an as needs basis. Occasionally they may bring unfinished work from class home to be completed. Library All children have the opportunity to borrow books from the school library during school time and at lunchtime. Parents will appreciate that books are an expensive resource and a charge may be made if a book is lost or damaged. The Fundraising Team The fundraising team works extremely hard and contributes a high level of funding towards the operation of the school with projects that directly benefit the students and their learning. We encourage all parents to support our fundraisers.	28d2ec3a-3773-46e4-a184-d65776a72057	CC-MAIN-2021-25	https://www.vauxhall.school.nz/application/files/9216/1843/9297/Vauxhall_Brochure.pdf	2021-06-14T02:55:47+00:00	crawl-data/CC-MAIN-2021-25/segments/1623487611320.18/warc/CC-MAIN-20210614013350-20210614043350-00128.warc.gz	988,226,041	1,677	eng_Latn	eng_Latn	0.998063	eng_Latn	0.998163	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 5067, 8166 ]	[ 2.265625 ]	1	0
In order from smallest to largest 2987, 5894, 6080 4261, 4406, 4540 Stop and look. What do you notice? Round to the nearest ten 6538 → 6540 Round to the nearest hundred 6538 → 6500 Round to the nearest thousand 6538 → 7000 Equilateral Triangles 3 equal sides Isosceles Triangles 2 equal sides Scalene Triangles all sides different Quadrilaterals are shapes with 4 straight sides Parallelogram - opposite sides parallel Rectangles - 4 right angles Rhombus - 4 equal sides Squares Trapezium - exactly one pair of parallel sides Kites - 2 pairs of equal adjacent sides Licensed to and for the exclusive use for School organisation, Red Oaks Primary School www.buzzardpublishing.com www.candomathesclub.co.uk Year 4 Term 2 2997 + 6 Bridging boundaries The digit sum of multiples of 6 is 3, 6 or 9 All multiples of 6 are even numbers. If I know... then I also know... 3754 + 600 Add multiples of ten and a hundred 3452 + 1999 Round then adjust 2300 – 800 Bridging boundaries by counting back in efficient steps An odd number multiplied by 9 gives an odd product. An odd number multiplied by 7 gives an odd product. An even number multiplied by 7 gives an even product. 64 × 0 = 0 The product of a number and zero is zero. 64 × 1 = 64 The product of a number and 1 is the number itself. 64 ÷ 1 = 64 The quotient when dividing a number by 1 is the number itself. Count on 5 from 3995 to 4000, then 7 more so the difference between them is 5 + 7 = 12 Stop and Look! What do you notice? What’s the most efficient way? Take away 2000 then add 1 Add 2000 then subtract 1 If I know... then I also know... If the digits are the same then a 2-digit number is divisible by 11. An odd number multiplied by 11 gives an odd product. A number is divisible by 12 if it is divisible by 3 and 4. All multiples of 12 are even numbers. If I know... then I also know... 5 x 2 x 6 = 60 = 6 x 2 x 5 5 x 2 x 6 = 5 x 2 x 6 = 10 x 6 = 5 x 12 = 2 x 30 = 60 = 60 = 60 3543 + 2312 No regrouping 3544 + 2318 Regrouping the ones 3544 + 2658 Regrouping in multiple columns 3543 - 1216 Exchanging tens 3343 - 1756 Exchanging in multiple columns 3543 - 835 Different numbers of digits Stop and Look! What do you notice? Where will we regroup or exchange? Line up the ones with the ones, the tens with the tens, If the column sum is equal to ten or more, we must regroup. If the ones digit in the minuend is less than the ones digit in the subtrahend, I need to exchange 1 ten for 10 ones. 3000 is one hundred times greater than 30 2 multiplied by one hundred is 200 7 x 6 = 42 70 x 6 = 420 7 x 60 = 420 If I know 7 x 6 = 42 then I know 70 x 6 = 420 because it is ten times greater 500 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 20 10 10 10 10 10 10 3 1 1 1 1 1 1 1 1 1 523 x 3 1569 100s \| 10s \| 1s ---\|---\|--- 300 \| 3 \| 3 is one hundred times smaller than 300 252 ÷ 6 = 240 ÷ 6 + 12 ÷ 6 = 40 + 2 = 42 If I know 24 ÷ 6 = 4 then I also know 240 ÷ 6 = 40 426 ÷ 3 142 3 \| 426 An acute angle is smaller than a right angle An obtuse angle is greater than a right angle Smallest angle Largest angle The greater the amount of turn the larger the angle one hundredth one out of 100 equal parts one divided by one hundred \[ \frac{1}{100} = 0.01 \] \[ \frac{23}{100} = 0.23 \] \[ 23 \div 10 = 2.3 \] move digits 1 place right \[ 23 \div 100 = 0.23 \] move digits 2 places right \[ 0.21 > 0.19 \] \[ 1.23 < 1.25 \] 3.5 rounded to the nearest whole number is 4 4.4 rounded to the nearest whole number is 4 When adding fractions with the same denominators the denominator stays the same, just add the numerators. When subtracting fractions with the same denominators the denominator stays the same, just subtract the numerators. \[ \frac{18}{6} = 3 \] \[ 5 \times 3 = 15 \] \[ \frac{5}{6} \text{ of } 18 = 5 \times 3 = 15 \] Use the same multiplier on the numerator and denominator. ### Year 4 Term 6 #### Coordinates (horizontal, vertical) The coordinates of the points are: - A = (1, 2) - B = (2, 4) - C = (5, 3) Translate the triangle 2 squares up and 3 squares right. #### Graph to show growth of a sunflower From day 5 to day 10 the sunflower grows 12 - 4 = 8 cm. #### Perimeter The perimeter of a shape is the total distance around the outside of the shape. #### Area The area of a shape is the amount of space inside a shape. #### Time 10 to 3 in the morning 2:50 a.m. 02:50 1 hour = 60 minutes so 4 hours = 240 minutes 1 week = 7 days so 4 weeks = 4 x 7 = 28 days 1 kilometre = 1000 metres 1 kilogram = 1000 grams 1 litre = 1000 millilitres #### Addition and Subtraction \[ \frac{1}{10} + \frac{1}{100} = ? \] If I know $ 54 + 32 = 86 $ then I know 54 hundredths + 32 hundredths = 86 hundredths so ... 0.54 + 0.32 = 0.86 \[ 0.9 - 0.4 = ? \] If I know $ 9 - 4 = 5 $ then I know 9 tenths - 4 tenths = 5 tenths so ... 0.9 - 0.4 = 0.5 #### Regrouping Regroup the 12 hundredths into 1 tenth and 2 hundredths. Exchange 1 tenth for 10 hundredths. #### Bar Chart Number of children \| Sports \| Number of children \| \|----------\|--------------------\| \| Rugby \| 9 \| \| Football \| 6 \| \| Rounders \| 14 \| 14 - 9 = 5 so 5 more children like rounders than rugby.	b54b2d25-ffb3-45f7-909b-1f5cf9338d4b	CC-MAIN-2022-27	https://redoaks.org/curriculum/curriculumOverviews/year4KnowledgeOrganisers.pdf	2022-07-06T22:31:53+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104678225.97/warc/CC-MAIN-20220706212428-20220707002428-00668.warc.gz	532,265,719	1,749	eng_Latn	eng_Latn	0.888297	eng_Latn	0.965954	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 724, 1612, 2521, 3208, 3949, 5305 ]	[ 3.5 ]	3	0
Crockpot and One Pot Meals Wednesday, March 28th, 6:00-8:00pm FREE at Positive Bright Start Office, 1900 Delaware For this class we will have you bring your favorite kid-friendly crock pot, one pot or casserole to share with others. Please submit the recipe ahead of class. We will do some taste testing, look at the ingredients and discuss what components could be claimed for a creditable meal. Discussion will also include menu planning and serving sizes. RSVP by 3/27/18 KSDE & KDHE approved. Meal Guideline Reminders In reviewing your claims and home visits we see some foods that are no longer creditable being served. ➢ Whole milk is served to 1 - 2 year olds, children over 2 years must have either have 1%, 1/2% or skim. 2% is no longer allowed. ➢ A whole grain food must be served every day and marked on your paper claim as WG. Online providers need to make sure they check the box that says it is a whole grain. ➢ Cereal needs to be 6 grams of sugar or less. WIC cereals are approved cereals. ➢ Dessert based foods are no longer creditable (i.e. cinnamon rolls, donuts, cookies, cereal bars, granola bars). Graham crackers and animal crackers are allowed. Open Office Friday, March 30th from 4:30-6:30 pm. PBS Library MARCH CELEBRATIONS • Quinoa, Whole Grain of the Month • Nutrition Month • Pizza Day, March 21st • Umbrella Month Stop by the office and check out: Nutrition, Pizza & Pasta, Season & Weather kits or St. Patrick’s Day kits. ACTIVities! Rain & Cloud Theme – Read the book “Cloudy with a Chance of Meatballs” aloud to the kiddos. Have the kiddos draw a picture of their favorite food raining down from the sky. Rain Sticks– You’ll need; paper towel rolls for each child, tape that can be painted, paint, glue, uncooked rice, toothpicks. Pre-poke holes into the side of the paper towel rolls. Have children poke toothpicks through the holes and glue each end to the toothpick. Next- tape one end of the roll closed. Add rice and tape the other end. Then let the children paint their stick as they choose. Last cut off the toothpicks that stick out from the tube. Orange Umbrella Snacks- Slice an orange into 1/4 inch thick round slices. Cut each round slice in half to form a half round umbrella shape. Place each orange umbrella on a small plate. Have each child choose an “umbrella handle” from thin sliced cheese, pretzel sticks or thin celery sticks. Quinoa Quinoa has quickly become a favorite of whole grain cooks because its tiny grains are ready to eat in just 15 minutes. You can tell when it’s done, because you’ll see that little white tail, the germ of the kernel, sticking out. Like couscous, quinoa benefits from a quick fluff with a fork just before serving. Quinoa has a subtle nutty taste that marries well with all kinds of ingredients. Make sure you rinse it well before cooking: quinoa grows with a bitter coating called saponin that fends off pests and makes quinoa easy to grow without chemical pesticides. While most quinoa sold today has had this bitter coating removed and extra rinse is a good idea to remove any residue. Cooks can choose from ivory, red or black quinoa; from sprouted quinoa; from Arzu (a blend of buckwheat, quinoa, beans and spices); or from quinoa flakes or flour as a starting point for cooking. Quinoa Crusted Chicken Tenders Ingredients • 2 lbs. boneless, skinless chicken tenderloins • 1/2 tsp. salt • 1/2 tsp. freshly ground black pepper • 1/4 tsp. paprika • 2 egg whites • 1 1/2 cups cooked red or white quinoa • 1/2 cup whole wheat breadcrumbs • 2 Tbsp. olive oil Preparation: • Spread out the cooked quinoa on a piece of wax paper or aluminum foil. Sprinkle the breadcrumbs over the quinoa. • Place the egg whites in a shallow bowl. • Sprinkle the chicken with salt, pepper and paprika. • Dip the chicken into the egg and then press into quinoa mixture. Place the chicken onto a plate. • Warm a large skillet over high heat. Add the oil. When the oil is hot, add the chicken in batches and reduce the heat to medium. • Cook each side 4-5 minutes, turning once, until the crust begins to brown and the chicken is no longer translucent in the center. Transfer the tenders to a plate and serve immediately. Credits as a meat component. 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Practical Books for Teaching & Learning Language Arts from Pembroke Publishers * scan the QR codes inside to find out more about each book, including a FREE online preview! 1-800-997-9807 • www.pembrokepublishers.com How do we ensure that all students are engaged each day in meaningful, challenging, and joyful work and have equal opportunity to learn? Literacy Essentials Engagement, excellence, and equity for all learners Regie Routman 480 pp · ISBN 978-1-62531-037-8 · $58.95 · K–12 · 2018 “I think it says a lot that a book titled Literacy Essentials made the first chapter on “developing trusting relationships.” — @BHDuckworth, Sept. 14, 2018 Culture is the Soul of the School Determined by how we — 1. Treat everyone kindly. 2. Honor our differences. 3. Honor & hear all the voices. 4. Focus on professional learning. 5. Employ principled practices. 6. Intellectually challenge all students. 7. Celebrate learning. — or not. Literacy Essentials will help you create a culture of empowerment in which all students and teachers feel encouraged and supported to let their voices be heard, explore their passions and interests, develop deep knowledge, and become their fullest and truest selves. It provides practical, easy-to-implement tools to help students develop as self-determining readers, writers, and learners, and shows what’s possible when we raise expectations for all students and create a culture based on trust, collaboration, and celebration of learners’ strengths. A companion website offers a wealth of additional resources that include a study guide; video walkthrough with Regie; a full lesson plan, with a framework, daily plans, and student work; two class-authored, published books; and much more! Teach Writing Well Ruth Culham 225 pp · ISBN 978-1-62531-117-7 · $39.95 · 2–6 · 2018 Traits-based revision lies at the heart of this hands-on guide that walks you through the traits of writing and their key qualities, showing you step-by-step how to read students’ writing and offer feedback that helps them through the revision process. How Do I Get Them to Write? Karen Filewych 160 pp · ISBN 978-1-55138-322-4 · $24.95 · K–6 · 2017 This remarkable book will help you refresh and revitalize writing in your classroom as it explores the reading-writing connection, using freewriting and mentor texts to motivate and empower students, and help them grow and flourish as writers. Catching Readers Before They Fall Pat Johnson & Katie Keier 272 pp · ISBN 978-1-57110-781-7 · $34.95 · K–4 · 2010 From word-solving and prompting methods, to modeling and teaching strategies, to practical answers for parents, this thoughtful book provides a real sense of how it looks and what it sounds like to teach struggling readers. Cultivating Readers 6 essential steps to foster the will to read Anne Elliott & Mary Lynch 144 pp · ISBN 978-1-55138-324-8 · $24.95 · K–8 · 2017 From sharing your own reading life, to getting to know your students, to modeling the habits of a good reader, you will find the strategies you need to engage students in the joy and pleasure of text, and set the foundations for a class full of enthusiastic readers. Powerful Understanding Helping students explore, question, and transform their thinking about themselves and the world around them Adrienne Gear 160 pp · ISBN 978-1-55138-328-6 · $24.95 · K–8 · 2018 “It is one of the most inspiring books I’ve read in a long time!” — @bcdancenut, July 16, 2018 Once we have kids thinking while they read and broadening their comprehension, then what? The goal of this important book is to teach students how to reach deeper understandings from the connections, questions, and inferences they make, transforming both their concept of self and their understanding of others and the world around them. Powerful Understanding shows you how to use critical thinking strategies together with social-emotional skills to revolutionize everything you teach — beyond just reading and writing to include math, science, and social studies. Children’s literature plays a pivotal role in the lessons presented, providing starting points for reflective reading, thinking, responding, and reflecting. This unique book helps you give students a clear, concrete model for authentic understanding, and provide purposeful classroom opportunities to practice. They will begin to think more deeply, learn more widely, and develop a more powerful understanding of what it means to be a responsible and compassionate person. Reading Power, Revised & Expanded Edition Adrienne Gear 192 pp · ISBN 978-1-55138-310-1 · $24.95 · K–8 · 2015 Teach your students to think while they read — connect, question, visualize, infer and transform. This thorough and thoughtful look at comprehension instruction is ideal for any teacher who wants to revitalize their reading program. Nonfiction Reading Power Adrienne Gear 160 pp · ISBN 978-1-55138-229-6 · $24.95 · K–8 · 2008 Broaden your Reading Power approach to include nonfiction! With strategies specific to informational books, ideas for incorporating more nonfiction into the classroom with read-alouds and author study, and tips for teaching nonfiction forms and text structures. Writing Power Engaging thinking through writing Adrienne Gear 176 pp · ISBN 978-1-55138-263-0 · $24.95 · K–8 · 2011 Using 5 key thinking strategies — connect, question, visualize, infer, and transform — young writers will learn how to engage their readers’ thinking. The fundamentals of the writing process and the 6 Traits are integrated into this hands-on guide to writing. Nonfiction Writing Power Adrienne Gear 184 pp · ISBN 978-1-55138-293-7 · $24.95 · K–8 · 2014 Teach information writing with intent and purpose! Practical and comprehensive, this remarkable book helps you work with students to explore their nonfiction writing powers — to describe, instruct, compare, persuade, explain, and report. Take Me to Your Readers How to use the best children’s books to lead students to read, read, read Larry Swartz 176 pp · ISBN 978-1-55138-326-2 · $24.95 · K–8 · 2017 “... a book that I will return to often. In fact, when I finished reading the book, I wanted to re-read it to delve further into the many wonderful teaching gems.” — CM: Canadian Materials An ideal resource to engage teachers with their young readers and start them on a lifelong journey through great books! Take Me to Your Readers is rooted in the belief that teachers can lead students to develop their reading tastes, help them grow in their love of reading, and support them in their meaning-making experiences. This practical book features more than 50 instructional strategies that invite students to work inside and outside a book through reading, writing, talk, and arts experiences. It is based on extensive research and highlights the work of guest voices that include classroom teachers, occasional teachers, special education teachers, consultants, and librarians. 5 essential areas structure classroom experiences through children’s literature: Motivation; Theme Connections; Genre Connections; Cross-Curricular Connections; and Response. Extensive booklists, teaching tips, a wide range of activities, and reproducible pages that provide practical support complement this comprehensive book. A Close-Up Look at a Picture Book 1. On a scale of 1 to 10, how would you rate this picture book? Explain. 2. Is the verbal text as strong as the art? □ Yes □ No Are the illustrations as strong as the verbal text? □ Yes □ No Is there a balance of information between verbal text and art? □ Yes □ No 3. Which illustration(s) had the most impact on you? Explain. 4. What would you tell someone about this picture book? 5. Who do you think would be interested in reading this picture book? Why? 6. As you read this picture book, what did you wonder about? The Daily 5, 2nd Edition Gail Boushey & Joan Moser 208 pp · ISBN 978-1-57110-974-3 · $34.95 · K–5 · 2014 Read about a classroom management system that isn’t about discipline. This powerful, student-driven structure has helped hundreds of thousands of teachers transform their classrooms into places for students to independently choose and practice key literacy skills. Who’s Doing the Work? How to say less so readers can do more Jan Burkins & Kim Yaris 182 pp · ISBN 978-1-62531-075-0 · $33.95 · K–5 · 2016 Discover small but powerful adjustments to instruction that will increase student independence. This thoughtful book examines how mainstays such as read-aloud and shared, guided, and independent reading look when students do most of the work. The CAFE Book Gail Boushey & Joan Moser 240 pp + CD-ROM · ISBN 978-1-57110-728-2 · $34.95 K–5 · 2009 CAFE is an acronym for the framework of Comprehension, Accuracy, Fluency, and Expanding vocabulary. It integrates assessment into the reading and instruction of The Daily 5, and is based in identifying individual and class goals, and emerging student needs. Marvelous Minilessons for teaching intermediate writing gr. 3–8 Lori Jamison Rog 144 pp · ISBN 978-1-55138-329-3 · $24.95 · 3–8 · 2018 A host of inventive minilessons that go beyond repetitive grammar, spelling, and convention work to focus on writing as an essential communication skill. Help your students organize their thinking, solve problems, find key ideas, and reflect on different perspectives. Dramathemes, 4th Edition Classroom literacy that will excite, surprise, and stimulate learning Larry Swartz 160 pp · ISBN 978-1-55138-300-2 · $24.95 · 4-12 · 2014 “…a true education classic and an invaluable curriculum supplemental resource.” — Midwest Book Review Your travelling companion as you embark on drama journeys in your classroom… In this completely revised 4th edition, Larry Swartz digs deeply into the riches of the past three books and considers the experiences of language arts teachers who have used all three versions for almost three decades. Full of engaging new ideas, the book includes a wealth of new booklists, as well as carefully chosen strategies for exploring challenging issues with students, including identity, poverty, diversity, bullying, and immigration. Literary sources are at the root of this amazing book, and encompass picture books, novels, poetry, scripts, and photographs. By reading, writing, and talking both in and out of role, students can develop and share their responses, stories, and ideas. A bestselling classroom resource for almost thirty years, Dramathemes is an ideal book for teachers who want to put drama into literacy programs, and literacy into drama programs. Literacy Out Loud Terry Anne Campbell & Michelle E. McMartin 160 pp · ISBN 978-1-55138-323-1 · $24.95 · K-8 · 2017 Create a vibrant classroom where “talk” is the springboard for all learning. Engaging literacy activities and events focus on all aspects of listening and speaking, and emphasize enjoyable, purposeful, and social learning. Well Spoken Teaching speaking to all students Erik Palmer 144 pp · ISBN 978-1-57110-881-4 · $21.95 · 4-12 · 2011 Help your students speak with poise and confidence in any situation! This practical book offers lesson ideas for teaching public speaking, and includes a set of tools for students — from grabbing the audience’s attention, to using body language and cadence for the best effect. Mask Design 2: Creatures Students can make creature masks using paper bags, paper plates, paper-mâché, or other materials. One easy method that allows for a variety of possibilities is outlined below. Dramatic Play in the Early Years Elizabeth Coffman 96 pp · ISBN 978-1-55138-307-1 · $24.95 · K-4 · 2015 Discover unique and powerful ways to use play to investigate stories, big ideas, and events. This valuable resource focuses on dramatic play as a natural response to learning, one that allows children to inhabit the stories they read and hear. This book is not about drama… Myra Barrs, Bob Barton & David Booth 160 pp · ISBN 978-1-55138-269-2 · $24.95 · 3-8 · 2012 Part food for thought, part instruction manual, part stories and scripts to explore, and part encouragement to recharge, this hands-on guide offers a comprehensive approach to using role play and discussion to build meaningful language experiences. Discover innovative ways to nurture a kindergarten learning environment in which children feel safe and comfortable to explore, experiment, take risks, solve problems, and freely interact with one another. Based on extensive classroom practice, this straightforward guide demonstrates when teachers need to provide support, ask questions, and provoke thinking, and when they should give children room to explore on their own. Reading, Writing, Playing, Learning explores creating play-based learning within a culture of inquiry, including oral language development, reading to and by children, reading to write and writing to learn, celebrating diversity and meeting the needs of all learners, and much more. This remarkable book is committed to sculpting classrooms where children can grow and learn as they play. --- Word-solving activities for early readers - Mix and fix with magnetic letters or letter tiles - Word and letter hunts in the text - Build “ladders” of rhyming words - Karate chop the word into parts - Read around (Students guess a hidden word, as one letter at a time is revealed) - Vowel-sound Blends - Read around the word (context clues) - Look for parts you know --- Discover a wealth of resources for using traditional learning centres to build on the wide range of literacy skills already present in the kindergarten classroom and provide children with authentic reasons to listen, speak, read, write, and view. --- This comprehensive guide to K–3 literacy instruction helps teachers plan standards-focused lessons and work stations, organize the classroom for student independence, and use anchor charts to support learning goals and make big ideas stick. --- Our youngest learners thrive when their learning environment is one that celebrates curiosity, exploration, and imagination. This timely book helps you set the stage for play-based learning that will help children build the strong literacy foundation they need. --- Discover the wonder of a classroom that uses nonfiction to engage curiosity, imagination, and exploration in everyday learning. This thoughtful book provides numerous practical ways to create a classroom where students’ questions and observations lead daily work. Fair Isn’t Always Equal, 2nd Edition Assessing & grading in the differentiated classroom Rick Wormeli 448 pp · ISBN 978-1-62531-017-0 · $42.95 · K–12 · 2018 “If you truly believe that learning is a fluid process…reading @rickwormeli2 thoughts on grading and assessment is a must.” — @ScottLewisITC, Sept 6, 2018 Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What’s both fair and leads to real student learning? This thoroughly updated edition of a classic bestseller provides a catalyst for serious reflection on current grading and assessment practices in differentiated classrooms. Rick tackles important and sometimes controversial assessment and grading issues constructively, incorporating modern pedagogy and the challenges of working with diverse groups of students. New sections address sports eligibility, the honor roll, descriptive feedback techniques, and the needs of gifted/talented students. Chapters on test questions, retakes, grading scales, and how to grade effort and behavior have been revised extensively. This important book clearly explains the principles behind best grading practices so that you’re ready for all grading questions or realities that you may encounter in your classrooms and schools. Stand Up and Teach Kathleen Gould Lundy 128 pp · ISBN 978-1-55138-331-6 · $24.95 · K–12 · 2018 What do you need for a well-run classroom full of engaged students? From building a safe and inclusive classroom, to teaching with imagination and innovation, to engaging with your mentors, Stand Up & Teach will help you become the teacher you want to be. Inspiring Meaningful Learning Brenda Stein Dzaldov 128 pp · ISBN 978-1-55138-334-7 · $24.95 · K–8 · 2018 Explore 6 essential steps for planning lessons that grab the attention of students and make them care about learning. Focusing on content, pedagogy, and building rapport with students, this practical book will help you make every lesson engaging, impactful — even fun! Asking Better Questions, 3rd Edition Juliana Saxton, et al. 160 pp · ISBN 978-1-55138-335-4 · $24.95 · K–8 · 2018 How do we help students make sense of our increasingly-complex world? The 3rd edition of this classic text shows how to empower students with the skills they need to ask critical and reflective questions about the overwhelming amount of information around them. Reaching & Teaching Them All Amanda Yuill 160 pp · ISBN 978-1-55138-330-9 · $24.95 · K–12 · 2018 Discover ways to connect with students and get to know what makes them tick. Practical, hands-on strategies show you how to use body language, humor, shared experiences, and curriculum to engage students, manage the classroom, and support learning. Pembroke Publishers 538 Hood Road, Markham, ON, L3R 3K9 905-477-0650/1-800-997-9807 fax 905-477-3691/1-800-339-5568 www.pembrokepublishers.com Ship To: Name School/Institution Street Address Please indicate if this address is: ☐ School/Board, or ☐ Home (please include payment information) City Province Postal Code Phone Email Payment Method: ☐ Purchase Order # __________________________ Date ________________ We accept school purchase orders, or will ship to your school and include an invoice. ☐ VISA ☐ MasterCard ☐ Cheque CVV Code _____________ Account Number Exp. Date Signature \| Title \| ISBN \| Price \| Quantity \| Total \| \|--------------------------------------------\|---------------\|---------\|----------\|-------\| \| Asking Better Questions, 3rd Ed. \| 978-1-55138-335-4 @ $24.95 \| $ _______ \| \| The CAFE Book \| 978-1-57110-728-2 @ $34.95 \| $ _______ \| \| Catching Readers Before/Fall \| 978-1-57110-781-7 @ $34.95 \| $ _______ \| \| Cultivating Readers \| 978-1-55138-324-8 @ $24.95 \| $ _______ \| \| The Daily 5, 2nd Ed. \| 978-1-57110-974-3 @ $34.95 \| $ _______ \| \| Dramathemes, 4th Ed. \| 978-1-55138-300-2 @ $24.95 \| $ _______ \| \| Dramatic Play \| 978-1-55138-307-1 @ $24.95 \| $ _______ \| \| Fair Isn’t Always Equal \| 978-1-62531-017-0 @ $42.95 \| $ _______ \| \| Growing Ind. Learners \| 978-1-57110-912-5 @ $58.95 \| $ _______ \| \| How Do I Get Them to Write \| 978-1-55138-322-4 @ $24.95 \| $ _______ \| \| Inspiring Meaningful Learning \| 978-1-55138-334-7 @ $24.95 \| $ _______ \| \| Invitations to Play \| 978-1-55138-336-1 @ $24.95 \| $ _______ \| \| Journey to Literacy \| 978-1-55138-261-6 @ $24.95 \| $ _______ \| \| Literacy Essentials \| 978-1-62531-037-8 @ $58.95 \| $ _______ \| \| Literacy Out Loud \| 978-1-55138-323-1 @ $24.95 \| $ _______ \| \| Marvelous Minilessons, 3–8 \| 978-1-55138-329-3 @ $24.95 \| $ _______ \| \| Nonfiction Reading Power \| 978-1-55138-229-6 @ $24.95 \| $ _______ \| \| Nonfiction Writing Power \| 978-1-55138-293-7 @ $24.95 \| $ _______ \| \| A Place for Wonder \| 978-1-57110-432-8 @ $28.95 \| $ _______ \| \| Powerful Understanding \| 978-1-55138-328-6 @ $24.95 \| $ _______ \| \| Reaching & Teaching Them All \| 978-1-55138-330-9 @ $24.95 \| $ _______ \| \| Reading Power, 2nd Ed. \| 978-1-55138-310-1 @ $24.95 \| $ _______ \| \| Reading, Writing, Playing… \| 978-1-55138-321-7 @ $24.95 \| $ _______ \| \| Stand Up and Teach \| 978-1-55138-331-6 @ $24.95 \| $ _______ \| \| Take Me to Your Readers \| 978-1-55138-326-2 @ $24.95 \| $ _______ \| \| Teach Writing Well \| 978-1-62531-117-7 @ $39.95 \| $ _______ \| \| This book is not about drama… \| 978-1-55138-269-2 @ $24.95 \| $ _______ \| \| Well Spoken \| 978-1-57110-881-4 @ $21.95 \| $ _______ \| \| Who’s Doing the Work? \| 978-1-62531-075-0 @ $33.95 \| $ _______ \| \| Writing Power \| 978-1-55138-263-0 @ $24.95 \| $ _______ \| Subtotal $ _______ Minus 10% Education Discount $ _______ Add postage & handling $ _______ Add 5% HST to total of above three lines $ _______ TOTAL $ _______	<urn:uuid:8833b771-a478-499b-86eb-cd6e9568620e>	CC-MAIN-2019-22	https://www.pembrokepublishers.com/data/tools/Lang%20Arts_web.pdf	2019-05-21T18:54:32Z	crawl-data/CC-MAIN-2019-22/segments/1558232256546.11/warc/CC-MAIN-20190521182616-20190521204616-00002.warc.gz	891,130,829	4,989	eng_Latn	eng_Latn	0.990224	eng_Latn	0.996336	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 220, 3212, 5963, 9424, 12307, 14542, 17295, 20883 ]	[ 3.046875, 1.8125 ]	2	0
What is Birch Borer? Bronze Birch Borer is a serious pest of Birch trees in the Midwest. It can severely injure or kill most birch species; European White Birch varieties are particularly susceptible. What are the symptoms of Birch Borer? The usual first sign of attack is a thinning or dieback of branches in the upper third of the tree. Leaves on the infested branches may be unusually small or may show browning along the edges in May or June. Larvae cause the damage by feeding under the bark and girdling the branches. Girdling prevents movement of food and water to tissues above the attack site. Extensive feeding may kill the branch by July or August. How do you control Birch Borer? Cultural treatment: Try to keep trees healthy. Because birches have a shallow root system, water them during droughty periods or if they are growing on light soil. Fertilizer helps trees withstand light infestations and fight off borer attacks. Chemical treatment: lightly infested trees often return to full health with an annual preventative insecticide program. We add an 18-0-6 tree formulated Root Stimulator and micronutrients to be certain the tree stays in good health. Birch Borer Additional Notes: Date: ___________ Price: ___________ Salesman: ___________	<urn:uuid:a900ad68-afe6-4a68-b3a7-fb968cb21163>	CC-MAIN-2019-04	https://capcitytree.com/wp-content/uploads/2016/01/birch-borer-pdf.pdf	2019-01-17T19:03:52Z	crawl-data/CC-MAIN-2019-04/segments/1547583659063.33/warc/CC-MAIN-20190117184304-20190117210304-00422.warc.gz	451,277,977	274	eng_Latn	eng_Latn	0.996973	eng_Latn	0.996973	[ "eng_Latn" ]	true	rolmOCR	[ 1264 ]	[ 2.515625 ]	1	0
Welcome Welcome back for Autumn 2. The children have settled into school life so quickly. This half term is always a busy one with so much going on, especially towards the end of the term. Here’s a flavour of what is happening. Phonics and Reading This half term we will be continuing to learn new sounds. We will be learning: - Week 1 ff ll ss j - Week 2 v w x y - Week 3 z zz qu, words with s /s/ added at the end (hats sits), ch - Week 4 sh th ng nk - Week 5 • words with s /s/ added at the end (hats sits) • words ending s /z/ (his) and with s /z/ added at the end (bags) We will learn the tricky words put* pull* full* as and has his her go no to into she push* he of we me be The children will have a library book that will be changed each week, currently on a Friday. They will also have a reading book now that we have completed our first assessments. These will be read in school first on a Tues, Weds and Thurs and then sent home for you to read before returning them the following Tuesday. Literacy In Literacy, we will begin to explore writing the first sound of words, and then progress into writing short words with 3 sounds. We will continue to explore storytelling using story maps. Our half term has a focus around ‘Tell me a story’ and we will be using the stories of We’re Going on a Bear Hunt, Rama and Sita, The Tiger Who Came to Tea and The Nativity. We will also look at a longer poem using The Night Before Christmas. Maths In Mastering Number, we will be looking at comparison and using language such as 'more than, less than and equal to.' We will also be looking at composition and ways of making numbers 3, 4, and 5. We will also be exploring shapes and their properties, looking at circles, triangles, and squares. Communication and Language This term we will be using the Fantastic Lenses in Literacy to help the children develop their vocabulary. These focus the use of language into different areas that spells Fantastic as you can see in the image. We will also be giving the children opportunities to listen and learn about different celebrations and exploring lots of words and vocabulary around these special times too. Personal, Social and Emotional Development We will continue to reinforce the class and school rules and expectations with the children. We will also build on our learning about the Zones of Regulation, as well as exploring different scenarios about friendship and emotions together with the children. Physical Development We will continue to learn how to hold a pencil using our 'three friends' grip, and we will be practising different letter formations each week. We learn these in grouped families of letters that are similar in their formation. We will also continue to develop strength in our outdoor area using a range of different resources including the bikes, hula hoops, bats and balls, large building blocks and spaces to roll. Understanding the World We will be looking at different festivals and celebrations throughout the half term. We will start by learning about Bonfire Night and Remembrance Day. We will then learn about Diwali, Hanukkah, and Christmas. We will look at ways they are celebrated, differences in celebrations in festivals such as Christmas, the stories or events involved in them and looking at music and art that is relevant to each festival. This learning includes our RE unit: What happens at a festival? Expressive Arts and Design In art and music, we will be making links to different festivals, such as creating glittery firework pictures, making Diwali lamps, creating a poppy wreath, and making Christmas cards. We will also be exploring music from different festivals and cultures each week, as well as learning the songs for our Nativity, ready to perform in December. Helping your child learn at home We have sent home the children’s first home learning pack. This includes some ideas for learning maths, phonics sound mats and tricky words to practice and name writing. We will supplement this during the half term with additional phonics and maths guides as the children’s learning develops. They will also have their reading books each week. Enrichment We will be having a visitor into school to speak to the children about celebrating Diwali. We will also be asking for pictures of your child celebrating events such as Bonfire Night and Christmas to support our learning. Skills Builder The Skills Builder Universal Framework provides a common language for building essential skills with children and young people. Research shows that building essential skills supports social and emotional wellbeing, learning and academic outcomes and careers and opportunities. Rewards The children will receive ‘Dojo Points’ as reward for good behaviour, work and attitude. Class information Ladybirds Class Teacher: Mrs Burnham email@example.com Butterflies Class Teachers: Mrs Turner & Miss Grkinic firstname.lastname@example.org email@example.com Supported by: Mrs Smart, Miss McQueen, Mrs O’Boyle, and Mrs O’Donovan To keep books and letters in good condition we ask that all children bring a bag to school every day so that we can update their books and to send home any letters or resources. Please do not allow your child to bring any toys from home to school so that they do not get lost. Please remember to name your child’s school jumper or cardigan. Don’t forget to send your child with a named drink for the classroom each day. (Nothing fizzy or milk based please) Please remember if you are making your child a packed lunch, we ask you not to put anything in that contains nuts or honey. Dates for the diary! Autumn 2 Monday 4th November – school reopens for pupils Thursday 7th November – Book & Biscuit Event 2.40-3pm W/B 11th November – Anti-bullying week Monday 11th November – Remembrance Day Tuesday 12th November – Odd Socks Day Friday 15th November – Children in Need Day Wednesday 4th December – Wednesday 11th December – Book Fair Thursday 5th December – Christingle service KS2 9am/ KS1 2.30pm Monday 9th December – Reception Nativity pm Tuesday 10th December – Reception Nativity pm Tuesday 10th December – Nursery Sing-along – am Wednesday 11th December – Christmas Dinner Day / Christmas Jumper Day Thursday 12th December – Christmas Fayre (stalls available, contact PTA) Monday 16th December – KS1 Christmas Performance 2.00pm Tuesday 17th December – KS1 Christmas Performance 2.00pm Wednesday 18th December – KS2 Christmas Concert 2.00pm Friday 20th December – school closes for Christmas	d8c70baa-befc-4a55-97cf-52f2eb0cadd2	CC-MAIN-2025-08	https://www.corbyprimaryacademy.org/attachments/download.asp?file=1464&type=pdf	2025-02-09T02:30:10+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951584.32/warc/CC-MAIN-20250209003139-20250209033139-00662.warc.gz	671,754,181	1,461	eng_Latn	eng_Latn	0.988309	eng_Latn	0.998416	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1451, 3419, 4700, 5658, 6598 ]	[ 3.0625 ]	1	0
The Florida Horticulture for Health Network’s vision: To promote activities and connect organizations to each other and resources that use horticulture to improve health including: therapeutic horticulture and horticultural therapy, landscapes for health, nature, emerging professional support, allied horticulture and health services, community and school gardens, and food action initiatives. Gardening’s Social Side Text by Lesley Fleming, HTR Photos by Common Roots Bi Hi Urban Farm, L. Fleming & J. Muniz.Unsplash Research has validated the role positive social interactions play in health, both psychologically and sociologically (Levasseur et al., 2010; Leavell et al., 2019). The health benefits of social interactions where horticulture, gardens and gardening are involved are not as well-known as the physical health benefits of gardening. Gardening’s social side—the health benefits of social interactions—is important to understand and integrate into people-plant programming because it can impact a wide range of benefits for individuals, groups, and communities. What types of social interactions related to horticultural activities provide health benefits? Many would identify sense of community from participation in urban farms, community or school gardens. Membership and affiliation in plant societies are also a form of social engagement, with participation in plant sales, community beautification projects, and attendance at educational workshops. Social interactions related to food security include advocacy, education, and food production, these often undertaken as collective action seeking to improve food access and nutrition. Groups or movements using horticulture as the catalyst for social interactions have two distinct types of interactions, identified as apolitical or political (Fleming, 2021). Garden clubs, master gardener programs, horticulture and plant societies, and even horticulture industry trade groups are examples of apolitical organizations where a focus on hands-on gardening, community service, expansion of gardening knowledge, and networking, create a sense of community where social interaction is significant. But there are other health benefits correlated to social interactions in apolitical groups: - cognitive/intellectual improvements where transfer of horticultural knowledge is the conduit of social interactions (Boyer et al., 2002; Hall & Knuth, 2019); - continuance of cultural values, traditions and sociological connections passed through one on one interactions, group & community festivals & celebrations (Companion, 2016); - opportunities for affiliation and social engagement through professional membership associations (Dicke & Saitgalina, 2014). Horticultural activity as a catalyst for social engagement sheds light on the breadth and variety within apolitical groups: - Gainesville FL. master gardeners interacting with veterans, staff & other volunteers at the Honor Center (military) Garden re garden design, fundraising and ongoing program delivery; - garden club members’ volunteering & acting as docents transferring horticulture information at Ringling Museum’s Secret Garden & other community gardens; - university students connecting through gardening, gardening labs, and food production activities; - organizations like Children and Nature Network creating an affiliation between individuals and groups seeking to promote access to nature. Groups identified as having a political/social change element, and where horticulture is the driver of social interactions, are primarily tied to food security. These include food alliances, food literacy non-profits, and community gardens (see below for more info on community gardens). “The interplay between gardening activities, small scale food production, and social affiliation makes this subset unique, as does its role as a lightning rod for current societal thought and action” (Fleming, 2022). Like apolitical groups, there are a variety of health benefits correlated to social interactions in political groups: strengthening communities through improved food access and economies of scale, with shared values & collective action improving food security (Alaimo et al., 2016); expanding interactions and partnerships within communities (between local government, food agencies, community gardens etc.) (Bice et al., 2018); collective action re policy reform and advocacy for food action and improved food systems (Eisenmann et al., 2011); group initiatives integrating social and ecological activities (related to sustainable agriculture practices, community re-structuring & food security) (Egerer et al., 2020); establishing connections between food producers & consumers (Dimitri et al., 2016). Models of horticulture-focused organizations with political/social change missions rely on social interactions, these critical to their existence: - Civil Eats, Foodtank and other digital communication platforms disseminating & sharing information related to horticulture strategies addressing food security; - Detroit’s Agrihood transforming communities, improving neighborhoods physically & sociologically by bringing people together to interact & garden; - urban farms across North America functioning as physical gathering space & inclusive locations to grow food, share plant knowledge & materials among community participants; - HEAL food alliances connecting people, to improve food access through purchasing power & food distribution; - DC UrbanGreens nonprofit active in food desert neighborhoods, educating, transferring knowledge, meal distribution with individuals and groups; - Cleveland Crops offering agricultural and culinary training to adults with disabilities. Community gardens and urban farms straddle Fleming’s apolitical and political categorization. Individuals and groups involved in community gardens determine the type of social engagement they want to participate in, with some affiliating for political/social change reasons, others not. Nettle’s book Community Gardening as Social Action suggests that these have become sites for local activism, improvement in urban environments, fostering community engagement and creating community solidarity, each of these using collective social action (2014). Social engagement that occurs at community gardens offer health benefits in several health domains including the social domain: - promoting and supporting production of vegetables which in turn positively impact diet, physical activity, and community public health, (i.e. collectively growing & donating produce to local food banks) (Hanson, 2012; Lovell et al., 2014); - positive experiences, social cohesion and inclusion for marginalized, refugee & immigrant populations at community gardens & urban farms (Heilmayer et al., 2020; Mmako et al., 2019); - building cross-cultural community connections (Mejia et al., 2020); - integrating marginalized populations like people living with dementia who can participate in community gardens (Noone & Jenkins, 2018); - fostering community understanding and resiliency (Okvat & Zauta, 2011; Teig et al., 2009); - building social capital (Portinga, 2012); - positive aging benefits especially for older adults with related health attributes of self-esteem, productive endeavours, social engagement and social inclusion (Scott et al., 2020; Soga et al., 2017) Professionals delivering people-plant programs through horticultural or recreation therapy, after-school or school garden programs understand the benefits of their plant-based activities within physical, nutritional, and even emotional health domains. Increasingly, recognition of the importance, and the role social interactions play in health is expanding across disciplines. Horticulture-focused programs and services, gardening activity and horticulture organizations like the ones mentioned here are no exception. Many provide opportunities to engage, to foster and become part of a community, and to act collectively for the betterment of themselves and their communities. Fostering horticultural activities that can play a role in positive social interactions is and can be a significant contributor to health. Alaimo, K., Beavers, A.W., Crawford, C., Snyder, E.H. & Litt, J.S. (2016). Amplifying health through community gardens: A framework for advancing multicomponent, behaviorally based neighborhood interventions. Current Environmental Health Reports, 3(3), 302-12. doi: 10.1007/s40572-016-0105-0 Bice, M.R., Ball, J., Bickford, N., Bickford, S.H., Hollman, A., Coughlin, A., Dinkel, D., Meyer, R.C. & Ranglack, D.H. (2018). Community gardens: Interactions between communities, schools, and impact on students. The Health Educator, 50(1). Boyer, R. Waliczek, T.M. & Zajicek, J.M. (2002). The master gardener program: Do benefits of the program go beyond improving the horticultural knowledge of the participants? HortTechnology, 12(3), 432-436. Companion, M. (2016). Lessons from ‘The bucket brigade”: The role of urban gardens in Native American cultural continuance. In J.C. Dawson and A. Morales (Eds), Cities of Farmers: Urban Agricultural Practices and Processes, University of Iowa Press, 126-140. Dicke, L.A. & Saigtalina, M. (2014). How can professional membership associations provide meaningful value for their members? Creating models of affiliation and engagement. Paper presented at: American Society of Association Executives Foundation Membership Engagement Models of the Future Award. American Society of Association Executives Foundations. Dimitri, C., Oberholtzer, L. & Pressman, A. (2016). Urban agriculture: Connecting producers with consumers. Br. Food J., 118, 603–617. doi: 10.1108/BFJ-06-2015-0200 Egerer, M., Fouch, N., Anderson, E.C. & Clarke, M. (2020). Socio-ecological connectivity differs in magnitude and direction across urban landscapes. Science Reports, 10(1), 4252. doi: 10.1038/s41598-020-61230-9 Eisenmann, J., Gundersen, C., Lohman, G., Garasky, S. & Stewart, S. (2011). Is food insecurity related to overweight and obesity in children and adolescents? A summary of studies, 1995–2009. Obesity Reviews, 12(5), 73–83. https://doi.org/10.1111/j.1467-789X.2010.00820.x Fleming, L. (2021). Horticulture for health framework. ISHS Acta Horticulturae 1330: XV International People Plant Symposium and II International Symposium on Horticultural Therapies: The Role of Horticulture in Human Well-being and Social Development. Hall, C.R. & Knuth, M.J. (2019). An update of the literature supporting the well-being benefits of plants: Part 3 – social benefits. Journal of Environmental Horticulture, 37(4), 136-142. Hanson, B.M. (2012). Growing health: Community gardens and their effect on diet, physical and mental health and community. Electronic Theses and Dissertations. University of Central Florida. Heilmayer, D., Reiss, N. & Buskirk, M. (2020). Community gardens cultivate positive experiences for refugees. Journal of Therapeutic Horticulture, 30(1), 25-35. Leavell, M.A., Leiferman, J.A., Gascon, M., Braddick, F., Gonzalez, J.C. & Litt, J.S. (2019). Nature-based social prescribing in urban settings to improve social connectedness and mental well-being: A review. Curr Environ Health Rep., 6(4), 297-308. doi: 10.1007/s40572-019-00251-7 Levasseur, M., Richard, L., Gauvin, L. & Raymond, E. (2010). Inventory and analysis of definitions of social participation found in the aging literature: Proposed taxonomy of social activities. Social Science Medicine, 71(12), 2141-9. doi: 10.1016/j.socscimed.2010.09.041 Lovell, R., Husk, K., Bethel, A. & Garside, R. (2014). What are the health and well-being impacts of community gardening for adults and children: A mixed method systematic review protocol. Environmental Evidence, 3, 20. Mejia, A., Bhattacharya, M. & Miraglia, J. (2020). Village Community Garden & Learning Center. Community gardening as a way to build cross-cultural community resilience in intersectionally diverse gardeners: Community-based participatory research and campus-community-partnered proposal. JMIR Res Protoc., 9(10), e21218. doi: 10.2196/21218 Mmako, N.J., Capetola, T. & Henderson-Wilson, C. (2019). Sowing social inclusion for marginalized residents of a social housing development through a community garden. Health Promotions Journal Australia, 30(3), 350-358. doi: 10.1002/hpja.225 Nettle, C. (2014). Community gardening as social action. Routledge. Noone, S. & Jenkins, N. (2018). Digging for dementia: Exploring the experience of community gardening from the perspectives of people with dementia. Aging Mental Health, 22(7), 881-888. doi: 10.1080/13607863.2017.1393793 Okvat, H. & Zautra, A. (2011). Community gardening: A parsimonious path to individual, community and environmental resilience. American Journal of Community Psychology, 47, 374–87. https://doi.org/10.1007/s10464-010-9404-z Poortinga, W. (2012). Community resilience and health: The role of bonding, bridging, and linking aspects of social capital. Health and Place, 18(2), 286-295. doi: 10.1016/j.healthplace.2011.09.017 Scott, T.L., Masser, B.M. & Pachana, N.A. (2020). Positive aging benefits of home and community gardening activities: Older adults report enhanced self-esteem, productive endeavors, social engagement and exercise. SAGE Open Medicine, 22, 8. doi: 10.1177/2050312120901732 Soga, M., Cox, D.T., Yamaura, Y., Gaston, K.J., Kurisu, K. & Hanaki, K. (2017). Health benefits of urban allotment gardening: Improved physical and psychological well-being and social integration. Int J Environ Res Public Health, 14(1), 71. doi: 10.3390/ijerph14010071 Teig, E., Amulya, J., Bardwell, L., Buchenau, M., Marshall, J.A. & Litt, J.S. (2009). Collective efficacy in Denver, Colorado: Strengthening neighborhoods and health through community gardens. Health Place, 15(4), 1115-22. doi: 10.1016/j.healthplace.2009.06.003 Lesley Fleming, HTR examined this topic as part of her Horticulture for Health Framework article (2022), as research for the Florida Horticulture for Health Network’s Resource Hub, and as a component of the two horticulture for health networks she established in Nova Scotia and Florida. This article is being published concurrently in epubs Digging In and Cultivate. A ten month therapeutic horticulture pilot program focused on women recovering from drug addiction was delivered by a horticultural therapy practitioner at a Los Angeles-based non-profit. The program, aptly named Garden Therapy, occurred during COVID-19. Participants were groups of women many of whom were dual-diagnosed with PTSD, mood, and/or eating disorders. They were diverse ethnically, socio-economically and in their sexual-orientation. They received housing, on-site rehabilitation, and were required to stay a minimum of 30-180 days at the facility. Theories of resilience, use of self, and strength-based approaches as well as cultural competence informed the program (Wichrowski, 2007). Every session included nature-related education paired with an art or garden maintenance activity. The program aimed to improve mood, resilience and adaptation skills in a safe, non-judgemental and compassionate environment. The delivery of the therapeutic horticulture program relied on several key techniques: - Program alignment - The practitioner aligned her program with the organization’s trauma-informed approach to care, with its six core principles: safety, peer support, collaboration, empowerment, humility and responsiveness. Integrating these principles helped guide interactions between horticultural therapy practitioner, staff and participants while offering a familiar language. - Setting expectations – Each class began by setting expectations including boundaries, instructions about the activity, and class protocols. These expectations provided a safe teaching/learning environment. - Awareness of possible triggers - An awareness of participants’ disorders and related triggers to be avoided developed over time. A lesson involving seed counting, for example, triggered memories of counting pills or cutting drugs. - The use of multiple instructional techniques – Due to the various learning and physical abilities, verbal and visual cues including hand gestures were employed and, in some instances, hand-over-hand assistance was provided. - Being prepared with Plan A, B, and C – The ability to modify or have alternative activities for those unable or unwilling to engage in the day’s session was crucial. Watering – a reliable and effective activity – calmed agitated participants. Reading nature-related publications in a quiet, comfortable setting was a conciliative option. These activities met the clients where they were while keeping them engaged. • Identifying and appointing helpers, doers and mediators – The flow of sessions was facilitated by identifying roles participants chose. Providing these roles as leadership opportunities, some helped as assistants, others who took satisfaction in busy or laborious work became the doers, and mediators kept group relations smooth. Using participant’s cooperation, influence and understanding of the group’s dynamics fulfilled several functions. • Documentation – Taking written or photographic notes (with facility permission) during or immediately after class when names and observations were fresh, helped evaluate and refine activities, ultimately making for more effective programming. If ever needed as documentation they were available. • Relationship development - Developing relationships with staff and participants proved instrumental to providing sound program delivery. The facilitator depended on maintenance staff, the resident chef, the clinicians, her immediate supervisor and the Executive Director for support. Planning is critical to program delivery and effective delivery requires all elements to work cohesively. For this therapeutic horticulture program, its successes were attributed to careful planning and thoughtful reflection. Wichrowski, M. J. (2006). Skills and Theories to Inform Horticultural Therapy Practice. Journal of Therapeutic Horticulture, 17. Silvia Yoshimizu-Yee has a Certificate in Horticultural Therapy, and a M.A. in Public Administration with an emphasis in Non-Profit Management. She is a master gardener and provides leadership to the California Horticultural Therapy Network and the Regional HT group forum within the U.S. Marie Selby Botanical Gardens’ Expansion Adapted from communication by Jennifer Romniecki, President & CEO Photo by L. Fleming Construction on Phase One of the Master Plan for our Downtown Sarasota campus is proceeding at a rapid pace—with completion scheduled for July 2023. Check out this video of the project underway. Phase One consists of: - a new Welcome Center; - a state-of-the-art Plant Research Center with a new Herbarium, Laboratory, and Library; - the Living Energy Access Facility (LEAF), which will house parking, a new gift shop, a garden-to-plate restaurant, and a nearly 50,000-square-foot solar array; - a cutting-edge stormwater management system; - new garden features and more open green space; - a publicly accessible multi-use recreational trail; - and off-site roadway improvements. Selby’s scientific collections will be moved out of flood zones and into resilient structures while providing the amenities and capacity necessary to properly welcome and engage visitors. In addition, the latest green building technology will be showcased—resulting in Selby Gardens becoming the first net-positive energy botanical garden complex in the world! Selby has now raised more than $53 million for the overall three-phase project goal of $92 million, and only $2.6 million remains to be raised for Phase One construction! A Capping Challenge is now underway, and all new donations are being matched dollar-for-dollar by a group of Selby Gardens’ loyal champions. Selby Gardens operates as The Living Museum®, featuring changing exhibitions and programs. Since introducing this operating model, membership has doubled to 17,000 member households, and annual attendance has grown 65% to 290,000 visitors! Carrying The Living Museum® operating model over to Selby’s Historic Spanish Point campus has resulted in annual attendance quadrupling to 80,000 at this site! The exhibit Seeing the Invisible: An Augmented Reality Contemporary Art Exhibition has been extended for another year. Remember to download the app beforehand! Upcoming events include The Orchid Show: Capturing the Perfect Shot and Tiffany: The Pursuit of Beauty in Nature, part of the Jean & Alfred Goldstein Exhibition Series. Plant Research and Conservation Selby Gardens’ core work in plant research and conservation continues. The Botany team recently completed a botanical inventory of the Myakka Headwaters Preserve and identified 282 species of vascular plants. The Selby team also participated in the international City Nature Challenge, during which nearly 6,000 observations of some 1,500 plant and animal species in the Sarasota region were recorded. In June 2022, Selby Gardens welcomed attendees of the Bromeliad Society International’s World Bromeliad Conference, which was hosted in Sarasota. We also collaborated with the Center for Plant Conservation to embark on storing seeds from Florida’s imperiled plants at key conservation seed banks. In addition, we are working with the Lemur Conservation Foundation on a targeted feeding study to document and identify the plants serving as food for the lemur population on their grounds. Children’s Education and Community Outreach Selby Gardens’ two campuses have been serving as places of learning and respite for the youth in our community including summer’s six fun-filled weeks of Camp Lookout for 120 campers, including 11 who received scholarships. Interns participated in numerous areas of operations, including participants in the Smithsonian Digital Learning and Engagement Internship Program and the Cross College Alliance Internship Program. In addition, Selby’s My Garden partners have been enjoying underwritten campus-to-campus boat tours through our Set Sail with Selby Gardens program with kids from Boys and Girls Clubs of Sarasota and Desoto Counties, Girls Inc., SOAR Learning Center, Tidewell Foundation’s Blue Butterfly program, and Unidos Now experiencing the gifts of the Sarasota bayfront by boat, as well as the magic of Selby’s two campuses. It is inspiring to see the developments at this public garden. Selby acknowledges support from the community, which has allowed it to connect hundreds of thousands of children, adults, and families to the wonders of Sarasota’s bayfront sanctuaries. Looking for activities that are appropriate for diverse groups you are working with including clients from multiple populations, care partners, professional development workshop attendees, and content creators? Turn to plant-based themes that are inclusive, creative, and fresh. One effective activity that encourages participants to get to know each other better is called “Choose One.” It begins with simple questions like, “Are you an early bird or a night owl?” and “Would you rather visit a garden or a museum?” These help leaders learn more about their participants’ preferred routines and interests. In able-bodied groups, participants can stand on opposite sides of the room according to their answers and move about with each question. Those less physically mobile can simply sit in place and perhaps wave a colorful paper plate to indicate their preferences. Either way, participants can see who else shares their view, a step toward building camaraderie. It is a deceptively simple activity appropriate for training sessions, virtual and in-person activities, care partner-client interactions, and people of wide-ranging ages, physical, and cognitive abilities. One important application is teaching care staff how to learn more about the people for which they care. To help them realize that the person being engaged is sharing the characteristics they value in themselves, wanting others to see these in them, and wants those traits to be drawn out more. This is especially true with metaphorical questions like: Are you more like a rose or a daisy? Allow deviation from the two choices – they can be a carnation or any other flower that suits them – because they are then asked to say why they chose the flower, and that’s where it gets interesting. People who identify with daisies tend to see themselves as sunny, cheerful, friendly, down to earth, able to thrive anywhere, and unpretentious. They also tend to think sophisticated roses look down on them, but I have never had a rose disparage a daisy, although roses do think they smell better than daisies. Instead, those who see themselves as roses tend to consider themselves as complex. Don’t make the mistake of thinking you understand them too easily. They have beauty, but they also have thorns, and will use them if they need to. They also have layers and layers of petals. When the outer ones wilt, they shed them and appear rejuvenated. Thus, they have more life in them than they are often given credit for. Although research shows that roses are fairly easy to grow, they tend to be proud of the nurturing and care they expect – what non-roses call “high maintenance”. But the most amusing response was from someone who had a different take on that description: “I am a rose because I take a lot of manure in my life” (only he didn’t say “manure”). A few more tips when using this activity, excerpted from Creative Training and Programming Life Stories Choose 1 Exercise (Laurenhue, 2018). Ask “Why?” at every opportunity. Asking “Why?” not only gives more information about people, but often expands our view of the question. Experience has shown that one person’s reasoning for daisy or rose preferences may be different from the reason others prefer them. Listening to others opens us to new possibilities. In addition, sometimes we find that we are closer in our thinking than our opposite responses would indicate. For people living in an assisted living facility or skilled nursing home, the staff usually don’t know their strengths from their past, and aides don’t think of trying to praise them. These types of prompts offer little ways to ask a resident for information, and help, and opening the chance to say thank-you. The recipient immediately feels a stronger relationship to the person who sees them as they want to be seen. The technique works well with people of all ages in all situations - teenagers, store clerks, challenging relatives, and clients across populations. Laurenhue, K. (2018). Creative Training and Programming Life Stories Choose 1 Exercise. (link?) Laurenhue, K. (n.d.). Carl Warner loves his vegetables. http://acheeringword.com/carl-warner-loves-his-vegetables/ Laurenhue, K. (n.d.). Food art intro activities. http://acheeringword.com/food-art-intro/ Laurenhue, K. (n.d.). Chalk painting on leaves. http://acheeringword.com/chalk-painting-on-leaves-2/ The goals of Kathy Laurenhue, CEO (Chief Enthusiasm Officer) of Wiser Now, Inc. are to help people make new connections in their brains and with each other. Writing on topics that spread joy while being intellectually stimulating, her Wiser Now Wednesday, webinars, activity-generating slide shows, books, trivia quizzes, word games, and more (always written with a lighthearted bent), resonate with teachers, activity professionals, families, home health caregivers, and corporate healthcare businesses. When working with people on the autism spectrum, it is important to find what works best for each person. Asking the individual, their parent, educator or service provider will often elicit great suggestions. An ever-expanding variety of tools are available to support individuals at home, school, the workplace and leisure environments. Tool kits refer to combinations of tools, often with a specific focus addressing challenges, for example, sensory, visual, or communication. Some autism tool kits are intended to ease challenges for specific purposes like dental visits, school interactions, employment, or situations where safety may be an issue. Some tool kits, like the ones from the Halifax (Nova Scotia) Library System are available to borrow (like books), with the express purpose of experiencing and testing different tools prior to purchase. Their kits were developed in collaboration with Autism Nova Scotia, with photos of available tools and kits. Tool kits typically fall into one of the main categories – sensory tools, communication tools, visual tools, and fidget tools. Visual Tools assist with language processing, following instructions and accomplishing tasks. These include dry erase boards, checklists, sand timers, dual power times to show time counting up or down, Choices sample (used when faced with too many choices or to prompt an individual to start something), and ‘working for’ sample for tracking and rewarding good behavior and work. Sensory Tools used in support of self-regulation, particularly in situations where noise or environments can be distracting include ghost suit (zip inside to exclude and minimize sounds, sights and distractions; noise cancelling headphones; mini etch a sketch; weighted lap pad; sensory bubble and spiral tubes, Exersit air cushion; and harmony rollers. Autism or Autism Spectrum Disorder (ASD), refers to a range of conditions characterized by challenges with repetitive behavior, social skills, verbal and non-verbal communication and how the brain processes environmental information (Autismspeaks, n.d.). Research has determined that there are subtypes influenced by genetic and environmental factors. “Each person with autism has a distinct set of strengths and challenges...[impacting how they] learn, think and problem-solve”. “In 2013, the American Psychiatric Association merged four distinct autism diagnoses into one umbrella diagnosis of autism spectrum disorder (ASD). They included autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.” Communication Tools recognize that communication occurs through verbal and non-verbal interactions including facial expressions, hand gestures, pictures, and written notes. Sample tools include reusable dry erase boards, instruction binder with communication cards, picture exchange system (PECS) with communication cards, and American Sign Language flash cards. Fidget Tools which can help focus attention and ground or calm include: 3D art pin pad, Gum ball, DNA sensory ball, Japanese stick, zipper bandz, and atomic stress ball. Many resources are available through organizations like Autism Speaks, Autism Society and Asperger/Autism Network. Tools, tool kits and other resources recognize challenges faced by people living with autism, and their right to participate in all types of activities. Coury, D.L., Murray, D.S., Fedele, A., Hess, T., Kelly, A. & Kuhlthau, K.A. (2020). The Autism Treatent Network: Bringing best practices to all children with autism. American academy of Pediatrics, 145(Supplement 1), Fleming, L. (2022). Autism took kits. Digging In, 8(4), 12. Barrios-Fernández, S.; Gozalo, M.; Díaz-González, B.; García-Gómez, A. (2020). A complementary sensory tool for children with autism spectrum disorders. Children, 7, 244. https://doi.org/10.3390/children7110244 Lesley Fleming, HTR was introduced to these tools at the Halifax Central Library, Nova Scotia. Florida Horticulture for Health Network To receive Cultivate contact firstname.lastname@example.org www.facebook.com/FloridaHort4Health Upcoming Issue of Cultivate Spring 2023: A Framework for Categorizing Healing Gardens Editor in Chief Lesley Fleming, HTR Editors Siang Yu Tham & Bree Stark Contributors Silvia Yoshimizu-Yee, Jennifer Rominicki, Selby Gardens, Kathy Laurenhue, Common Roots Bi-Hi Urban Farm, J. Muniz, M. Wallis & K. Li, Unsplash Products, services, references, and medical research contained herein are intended for informational purposes only and do not imply endorsement or practice by FLHHN. Website URLs may be changed without notice. Original and creative material is considered the intellectual property of FLHHN. We respectively request credit for reprinted articles.	1c38a33a-2204-4077-95a4-1df95d788826	CC-MAIN-2023-50	https://www.flhhn.com/uploads/1/3/8/6/138696150/winter_2023.cultivate.flhhn.pdf	2023-12-05T15:13:25+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00830.warc.gz	867,633,570	6,881	eng_Latn	eng_Latn	0.959792	eng_Latn	0.989614	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1658, 4057, 6277, 10055, 14306, 16815, 18497, 21151, 22777, 26010, 27669, 30286, 31681, 32477 ]	[ 1.5625, 2.453125 ]	1	0
Gran Bad is home to a multitude of local organizations involved in different domains and activities. Since August of 2012, this ensemble of local groups, under an umbrella organization by the name of the Federation Tet Kole pou Developman Gan Bad (FTKDG), have taken on the mission of manually building the tertiary roads inside the section communal. What can other communities learn from Gran Bad? * Using forms of Konbit to build roads History of the community Gan Bad is the 3rd section of the Gand Riviere Du Nord commune, which lies between Dondon and Cap Haitian on Rt Nationale 3. It has 8000 people living along the Grand Riviere du Nord River. Although it is an agricultural area, the population has so far been unable to use the river for irrigation. The area primarily produces fruit (oranges, grapefruit, avocados), coffee, and cocoa. The community is equipped with an electrical grid but power is rarely sent from the commune’s capital to rural sections such as Gan Bad. Summary of the work Gan Bad is home to a multitude of local organizations involved in different domains and activities (micro-credit, women’s cooperative, church group, etc) that have come together with the objective of working towards the development of the region. Since August of 2012, this ensemble of local groups, under an umbrella organization by the name of the Federation Tet Kole pou Devlopman Gan Bad (FTKDG), have taken on the mission of manually building the tertiary roads inside the section communal. This ambitious task responds to the need of an important portion of the inhabitants of Gan Bad who live far from the main road that connects the region. Like in a large number of rural communities in Haiti, the further away a person is from the main road into Gan Bad, the more precarious their life is; not only is it more difficult for them to get to schools and markets, but when cholera hit the community in 2011, many people in the mountains died for lack of even the simplest of roads. The federation normally calls a konbit to work on a road running up to one of the mountains that borders the community every Saturday. The day before the konbit there is a meeting where each organization in the federation contributes (either monetarily or in-kind) so that the konbit will have food and water and other necessities. This has been going on since April 2012 (even before the federation was formally founded), and the group has made significant progress in the road, most of which is wide enough for a car to pass through. The vision is that the road will reach 18 kilometers over the mountain to connect Gan Bad with the commune of St Raphael, an important market in the North of Haiti. As of October 2012, 600 meters have been completed. However, cooperatives from a community further up the mountains have heard of this initiative, and have started working to meet the federation half way. What can other communities learn from Gran Bad? The Federation is still young, and has much to learn from other such networks about how to operate effectively and efficiently. However, each of the member organizations has its own expertise: from micro-finance to women’s empowerment to agriculture to reforestation. The community’s greatest experience to offer is on techniques for how to hand-carve a road into the mountains, and how to use the traditional form of konbit and all of its cultural elements (such as drums and song) to accomplish it. Contact Information: Marius Elvina. Tel: 3620-2390	aa3d6d4c-43e1-4b17-9029-dc953b087243	CC-MAIN-2023-06	https://wozoayiti.org/sites/wozoayiti.org/files/GranBad.pdf	2023-01-27T12:03:41+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764494976.72/warc/CC-MAIN-20230127101040-20230127131040-00102.warc.gz	646,736,968	728	eng_Latn	eng_Latn	0.995823	eng_Latn	0.9977	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 439, 1923, 2905, 3509 ]	[ 2.109375 ]	1	0
Chapter 2 ended with the arrival of the families in America. Many questions remain unanswered. Why exactly did Charles bring his family to Canada when he did? Why did they make for Canada and not for another country? How did they fare on the journey? Where did they land in Canada? Why and how did they end up in Essex County? Why did George A. and Eliza not accompany them? We have answers to some of these questions, albeit partial ones. Victoria 1837-1901 \| Event \| Year \| \|----------------------------------------------------------------------\|------\| \| Family 1 sails for Quebec \| 1837 \| \| George A. and Eliza are married in Fintona \| \| \| George joins the militia \| 1838 \| \| Lindsay and Catherine leave Sandwich East for Pennsylvania \| \| \| George leaves the militia \| 1842 \| \| Lindsay and Catherine return to Canada \| \| \| Elizabeth, dau of Lindsay and Catherine is baptized at St. John’s Church, Sandwich \| 1843 \| \| George pays Sandwich assessment \| 1846 \| \| George remits money to George A. in Ireland \| \| \| Family 2 emigrates \| \| \| Alexander and Lindsay appear on Maidstone census \| 1848 \| \| George and Lindsay receive land warrants \| 1850 \| Figure 1. Timeline for the Littles in Canada. Family 1 Charles and his wife Jane (unknown surname) Charles and Jane were not youngsters when they arrived in Canada. Assuming they did land in 1837, as we shall explain in a moment, Charles was about 66 and Jane 41. He left few records of himself in Canada, so he likely from the first depended on his sons to make the major decisions, and especially to George. He never did pay an Essex County assessment in his own name that would indicate he was the head of the family. It was George and Alexander who took the initiative and approached Thomas Talbot for locations. He and Jane and daughter Margaret lived with the man who could best provide them with food and shelter, and that was George. Lindsay, now well into his 20s, had ideas of his own. No doubt years later, if he and Jane ever did reflect in quiet moments, they would have agreed their first years in Canada were the toughest of their lives. They may even have regretted cutting their ties with home. It is a pity we know so little of them in this period. We should like to think their first view of George’s raw bush lot was an encouraging one, on a day in spring or early summer when the trees were in full green foliage. Otherwise, if it were fall they would have worried about feeding themselves through the winter to come. We can imagine that behind their smiles to each other lay the realization they had to make a crop or face starvation. Their first needs were rudimentary ones: water to drink, cook and bathe with, some form of shelter and a latrine at some distance from their first clearing. The search went out for a source of safe water. A lean-to was hurriedly constructed. Trees were cut and burned on the spot. Logs were saved for the building of a cabin. A promising patch of ground near their lean-to was cleared for planting. All worked at pulling and hoeing the weeds that sprang up everywhere once the tree cover was removed. Neighbors were sought and befriended in case their assistance might be needed. Food was cooked over an outdoor fire. To a people with no experience in woodworking, their efforts at cabin-building were slow delayed by the need to correct mistakes. The winter, when at last it did arrive, was shockingly cold, though a welcome relief from millions of biting insects. The camaraderie they might have established in the months preceding their departure was soon tested. No large family is immune from disputes, sibling rivalries and arguments of all kinds. Hard words were no doubt exchanged on Lindsay’s announcement he was moving his family to Pennsylvania. His labour would be missed. And he might not return. Aside from the tours George spent in the militia, to be described presently, no records of the family have been found through the next six years. Then suddenly, in 1843, records reveal Lindsay and Catherine standing before the font in St. John’s Church in Sandwich for the baptism of their daughter, Eliza Jane. They have returned from their trip south. Mother Jane is there too serving as sponsor. Directing the proceedings is Thomas Earl Welby, the captain of George’s regiment of militia.$^1$ ![Figure 2. Register Record of Eliza Jane: born 1 Jan 1843, baptized 12 Feb 1843.$^2$](image) Improvements in conditions came with practice and know-how. In the meantime, they no doubt suffered from the kind of ailments common to bush life, malaria or “ague” being at the top of the list. Diseases could develop unexpectedly from ingesting water-born parasites, dealing with dubious hygiene and consuming tainted meat. Margaret, 14, died in October 1845 from a cause her record of death fails to specify. The family had her buried in St. John’s cemetery. Under the circumstances there was no money for a headstone, so the location of her grave is not known. Charles identified himself to the vicar as a resident of the Irish Settlement, a term then in use for the Maidstone area (which to most included Sandwich East). ![Figure 3. Register Record of Margaret Little: buried 10 Oct 1845.$^3$](image) --- $^1$ SJAC, Box 1, Book 4, Vol. II, Baptisms 1842-1844, Marriages 1842-1874. $^2$ Archive, Leddy Library, University of Windsor, Windsor, Ontario. This being a baptism perhaps Catherine Cockin was a more devoted adherent to the Church of England than Lindsay. Their first child, Charles, had been baptized in the Church of Ireland. $^3$ SJAC, Box 1, Book 5, Vol. IV, Burials 1842-1852, Confirmations 1842-1845. Having survived the long journey across the ocean and 13 years of hard labour and privation, Charles died in 1850. This was not long before the 1851 census and the visit of the census enumerator. The enumerator placed a “W” next to Jane’s name in his logbook to indicate her recent widowhood (Figures 11). What Charles died of we don’t know, likely natural causes. He was, after all, nearly 80 (1850-1771=79). Or perhaps he succumbed to what carried off Margaret five years earlier. No record of his death or burial was ever made, so he may have died on the farm and was buried there.$^4$ The enumerator on the day of his visit faced a gathering of which Jane claimed to be “mother”. She is sharing her cabin with Lindsay and family and George and his new wife Felicia. A second cabin, likely the smaller of the two and the first to be built, is occupied by Robert and his new wife Sarah Hurst. The Personal and Agricultural census returns show the group is engaged as a body in the clearing of George’s land. George A. and Eliza, who arrived in Canada in 1846 (to be described presently) are living nearby in lot 18 concession 9 just across the concession road. Jane died the following year, again of a cause her record of death does not specify. She was buried 28 June 1852 likely in Margaret’s grave.$^5$ She is identified in the register of St. John’s church as 56 years old “w/o Charles Little farmer”. Why her burial was recorded but not her husband’s is a mystery. So ends our profile of Charles and Jane. $^4$ Burials on family farms were commonplace in Canada in 1851. Well-known examples are the McCormick, Quick, Iler, Fox and Malott family cemeteries of Colchester. This was not a practice in Ireland and was the sort of thing the family might choose not to talk about. $^5$ The 1851 census was actually taken in 1852 shortly before her death. $^6$ SJAC, Box 1, Book 5, Vol. IV, Burials 1842-1852. Confirmations 1842-1845. George and his wife Felicia Emra Banwell George, Charles’ second son, passed away in Canada in 1901 after a life of some material success. This being well into the era of photography it is unfortunate we have no photographs or tintypes of he and his wife Felicia. We know from wills that brother Robert and his wife had photographs taken of themselves, so we suppose George and Felicia not having heirs meant such items inevitably went astray. George had the kind of qualities we should like to look for in a photograph. Word sketches of he and Lindsay published in 1901 and 1905 reveal a few details of the two. They bear comparing. Table 1. Extracts from Published Sketches of George and Lindsay. \| “The Evening Record”, 1901, by an anonymous writer about George \| The CBRE, 1905, by Charles, Lindsay’s Son About his father \| \|---------------------------------------------------------------\|----------------------------------------------------------\| \| …left Ireland in 1837 and landed in Quebec. Came to Toronto and was there when the rebellion broke out. Went with Colonel Hill to Amherstburg. Left in the spring and went back to Brantford. Joined the horse troop commanded by Major Willoby. Staid there until it was disbanded. Went to the States, but did not like it, and came back to Canada again in the fall of 1842…. \| CHARLES LITTLE, Sr., a retired farmer of Maidstone, South Talbot Road, Lot 291, is a well-known resident of the County of Essex. He was born March 31, 1836, in County Tyrone, Ireland, and his parents, Lindsey and Catherine (Cocane) Little, were both natives of County Tyrone, where the father was born in 1818, and the mother in 1821. In 1837 the family crossed the ocean on a sailing-vessel to New York, the voyage taking fourteen weeks, and went thence to Pittsburg, Pennsylvania, where they lived some six years, removing then into Ohio. Here Mr. Little farmed for a year, and then removed to Detroit, which, at that time, in 1843, was but a small village. The family soon moved to Windsor, where they resided awhile, and then removed to Sandwich East, living there for several years. Then Mr. Little purchased of Col. Talbot a farm in Maidstone, located near Woodsley…. \| The sketches agree on 1837 as the year of arrival in Canada. Both were written to commemorate a person, the one for George by someone who knew him (and Lindsay too), the second by Lindsay’s son, Charles. Both agree more or less on an 1842-3 reunification in Canada. George and Lindsay had qualities of their own. George served in the militia off and on from January 1838 to April 1842 (Table 2). Pay lists provide numerous examples of his signature (Figure 6). Lindsay left for the United States around the time George joined the militia. The bit in Table 1 about George going “…to the States but did not like it” smacks of confusion with Lindsay. There is no evidence of George living for any length of time in Pennsylvania. He was, after all, the major caregiver for the family in the early years providing house and land, which made him more established and less likely to set off on a Pennsylvania adventure.$^7$ This can be tested in any case with the returns of the Pennsylvania census (described in the profile for Lindsay). It seems, then, that the family group on shipboard included Charles’ brothers William (Family 3) and Andrew (Family 7). They likely landed at Quebec in the latter months of 1837. The group then split up with William making for New Brunswick, Andrew for Lambton County, Ontario, and Charles and the rest for Toronto. They were farmers, not merchants, carpenters or blacksmiths, so they saw their key to survival in land. George approached Thomas Talbot for a location. We can imagine the old Irishman looking with favour on the men standing before him as settler-material. They were young, fit, strong, protestant, and of course, Irish, with one active in the militia. Talbot straightaway pencilled the name “George Little” into the $^7$ At this time the homestead lay in the township of Sandwich. As the townships were reorganized the homestead would subsequently lay in Sandwich East and then Sandwich South. space for lot 18 concession 10 on his map of Sandwich. That in essence is how we think the family settled where they did. While George was away with the militia, his parents and siblings, Robert 17, Alexander 13 and Margaret 6, remained on the homestead, planting and weeding. There too before their departure were Lindsay and family. George, as a private with the 2nd Battalion, saw Brantford, Amherstburg and Sandwich as well as other parts of the province from the back of a horse, returning at the end of each tour to join the others. Table 2. George Little’s Service in the Militia, 1838-1842. \| # \| Regimental Number \| Year \| Organization \| Service Dates \| Place \| days \| \|---\|------------------\|------\|--------------\|---------------\|---------\|------\| \| 1 \| 247 \| 1838 \| 2nd Queens Reg. Art. and Reg. of Incor’ted militia under Col. Joseph Hill \| 1 Apr - 30 Jun \| Amherstburg \| 91 \| \| 2 \| 247 \| “ \| “ \| 1 Jul (left Regt) \| \| \| \| 3 \| \| 1839 \| Brantford Cav. under Capt Earl Welby disbanded 29 April \| 1 Apr - 29 Apr \| Brantford \| 29 \| \| 4 \| 328 \| 1840 \| 2nd Batt. Incor’ted Militia under Col. Brooke Young \| 6 Nov - 30 Nov \| Amherstburg \| 25 \| \| 5 \| \| “ \| “ \| 1 Dec - 31 Dec \| Sandwich \| 31 \| \| 6 \| \| 1841 \| “ \| 1 Apr - 31 Apr \| “ \| 31 \| \| 7 \| 328 \| “ \| “ \| 1 Jun - 30 Jun \| “ \| \| \| 8 \| \| “ \| “ \| 1 Dec - 31 Dec \| “ \| 31 \| \| 9 \| \| 1842 \| “ \| 1 Jan - 11 Jan \| Amherstburg \| 11 \| \| 10\| 328 \| “ \| “ \| 2 Mar - 31 Mar \| Sandwich \| \| \| 11\| 328 \| “ \| “ \| 1 Apr - 30 Apr \| prob Sandwich \| 30 \| Militia, April 1839 Militia, 1 December 1841 Militia, April 1842 Land Petition, 4 March 1848 Figure 6. George Little’s signature from various lists, 1839-1848. --- 8 Men are identified by name and regimental number. Militia records are held by the Public Archives of Canada. Records and images are available from ancestry.com. A search on ancestry.com returns numerous citations for the name George Little for each year 1838-1842 (11 for 1838, 6 for 1839). Not all are for the George Little of this book. Others are Corporal George Little of the 1st Company of Moore Volunteers and the George Little of the St. Clair Regiment of Volunteers. Except for the Talbot maps, George’s name first appears in Essex County records in the 1846 Sandwich assessment.$^{10}$ He is down for 90 acres of land of which he is cultivating 10. The document does not reveal the location (the paper is torn and poorly photographed), but the acreage matches what the family will claim on the 1851 census. If we assume a typical able-bodied man could clear an acre of ground in a year he was, by 1846, on the land for about a decade, that is to say, since 1836, or as the case seems to be here, 1837. --- $^{9}$ Plan of the Township of Sandwich, County of Essex - F501-1-0-0-32. Archives of Ontario – Thomas Talbot Fonds, F 501 - Plans of the Talbot Tract Series, F501-1. $^{10}$ At this time what would later become Sandwich East was still a part of the township of Sandwich. It would be carved out of Sandwich in 1861. As we have seen in Chapter 2, the family left few records of themselves in Ireland, and what records we do have say nothing of interfamily relationships, especially between George and sister Eliza. The two surely kept in touch since their parting in 1837. Judging by subsequent events, the letters they exchanged must have been informative and encouraging, prompting her and her husband, George A., to come out. In 1846 George arranged via the Canada Company to send George A. a £10 remittance as an embarkation present. George A. and his kin left Ireland and arrived in Canada in the latter part of 1846. We shall continue their stories in due course. With so many hands at work it did not take long for George to complete his settlement duties. Alexander, too, wasted no time. Both submitted claims for patents, Alexander in 1846 and George in 1848. Petition of George Little To His Excellency the Right Honble the Earl of Elgin and Kincardine Captain General and Governor in Chief of the Province of Canada And Brunswick, Etc. Etc. Etc. In Council The Petition of George Little of the Township of Sandwich Humbly Sheweth That your Petitioner was located by the Honble Colonel Talbot in the year 1829 on a lot of one hundred Acres of land, the said lot being the west half of lot number 18 on the tenth Concession in the said township of Sandwich, liable to settlement duties which he has performed and is ready to pay the fees that may be required. Wherefore your Petitioner prays that your Excellency will be pleased to grant him the said lot - And your Petitioner is in duty bound will ever pray Port Talbot [signed] George Little 4th March 1848 [endorsed] Recommended by Thomas Talbot Supert [endorsed] I certify that the above person George Little has taken the oath of Allegiance before me this 30th of Nov 1847 F Baby Commr Queens Bench Figure 9a. Transcript of George Little’s Petition, 4 Mar 1848. The year of the location is shown in bold. Figure 9b. George Little’s Petition, 4 Mar 1848.$^{11}$ $^{11}$ Archives of Ontario, UCLP, RG1 “L” Bundle 5, 1848-1850, Petition #87. Microfilm C-2135. The reader, having examined George’s petition with care, will note with surprise his claim of 1829 being the year he received his location. This, of course, does not square with his arrival in Canada in 1837. So how to explain this? We make some attempt in the following section. 1 On the 1829 Date George and Alexander claimed in their patent petitions of having received their locations in 1829, claims that researchers have noticed and muddled over. The date is certainly wrong. Documents show George followed accepted procedures. He got Talbot’s recommendation in his capacity as justice of the peace. He swore the oath of allegiance to Her Majesty’s Government. Alexander did likewise. Then why the incorrect date? This is, we suppose, one of those instances where a clerk, enumerator or registrar made an unintended mistake. George and Alexander were born in 1817 and 1824, respectively, so by 1829 George was 12 and Alexander, 5. They were far too young to receive locations even if they had been in Canada, which they were not. The date is either a falsification or a mistake. Let us consider both possibilities keeping in mind that neither petition was likely written by George or Alexander themselves but by Talbot or his clerk based on information they had in hand or supplied them. The Requirements 1 A date of 1829 would require George and Alexander (and presumably father Charles) to be in Canada in 1829, which he was not. In 1835 he was still in Agharonan townland in Ireland, as his appearance in the Donacavey Valuation proves.$^{12}$ 2 If we assume for the sake of argument that 1829 is correct and the documents were actually written by the brothers themselves, then how could they have gotten Talbot’s endorsement on two occasions fifteen months apart? Admittedly, Talbot was in his eighties in 1850 (and would die in 1853). Would he not have spotted this inaccuracy? The Case for Mistake 1 Talbot has been criticized by historians for engaging in dubious practices. However, the ultimate objective of a patent petition was a patent, a document of the greatest importance to a farmer, the difference between life and death. It was certainly not something to be jeopardized by falsehood. Alexander and George had no reason to falsify. An incorrect date on a land petition did nothing to expedite the issuing of a patent. A patent was granted for land that had been located by a properly authorized official on which settlement duties had been performed and fees paid. Yes, the petitions were submitted 15 months apart, but if the date of 1829 was knowingly falsified then why does it appear on both petitions? 2 We have an explanation. We propose that the first to apply, Alexander, intended and perhaps even dictated, a date of 1839 to the clerk who mistakenly wrote 1829 (or wrote a “3” that later looked like a “2”). The clerk (or Talbot) did not submit this petition immediately but 15 months later when he had completed George’s petition. George’s petition was largely a copy of Alexander’s petition. The clerk copied the 1829 date from Alexander’s petition to George’s. The clerk (or Talbot) processed both petitions at the same time.$^{13}$ George’s back and forth movements between farm and village brought him into contact with people he would befriend. One such was Henry Banwell. The friendship may have started with George working for Banwell as a chopper. This led to numerous conversations at the Banwell dinner table with Banwell, his wife Susannah, and their 22 year-old daughter, Felicia. This we know from Henry’s diary. Henry is the source of much of what we know of George and Felicia’s marriage. By 1850, Henry and family were well established in the area, having come out in 1835. His farm lay on the approach to Sandwich village on the west side of Huron Church Road near the entrance to the present $^{12}$ Strictly speaking, the entry for Charles in the 1835 valuation includes the notation “exempt”, presumably because he was no longer seen as the holder of the land. No document has yet been found fixing the date of their departure. $^{13}$ For a time it was thought the boys came to Canada with John Fair, Alexander’s neighbour in Maidstone (See “2. The Story of John Fair”). This notion is now seen as unlikely. Ambassador Bridge. The farm was well-placed to provide agricultural products to Sandwich village and the city of Detroit. Henry was born in Bristol, England, of a middle-class family, and educated in a classical academy. Henry styled himself gentleman but was a farmer nevertheless. He notes in his diary the weather on a near-daily basis, the clearing of the land, the transition from log to frame house, the seeding, cultivating and harvesting of numerous crops including several varieties of potatoes and the handling and slaughtering of livestock. He dealt with problems that were no doubt typical of the Canadian farmer of the period, including insect infestations and hungry raccoons. His source of power was oxen. When not using them he let them run freely, calling upon his sons to round them up for work. He was a cultured far-looking man with interests that ranged from the usual farming issues to encouraging neighbours to try out his newfangled mechanical mower and the best way to grow tulips. He was not a religious man to judge by his entries of members of his family driving to the church “in the street” and the church in Sandwich (St. John’s) without him. He notes the weather on the 25th of December but makes no mention of it being Christmas.$^{14}$ He often mentions George and Robert Little in his diary who he clearly regarded as friends. In 1850, Henry and George went to Detroit to make arrangements with the “Bishop of Michigan” for George’s marriage to Felicia. The two were duly married on 7 February, a day Henry describes as mild, cloudy and thawing. A good day for crossing the river on a steamboat. For the occasion Henry bought a bonnet and shoes for Felicia and a shawl for Susannah.$^{15}$ The marriage was probably by licence but the record has not been found. The newlyweds returned to the farm on the 10th concession. What George may have thought a kind of wedding present was the issuing of the patent for his land on 3 July.$^{16}$ George and Felicia appear as a couple for the first time in the historical record on the 1851 census of Sandwich (Figures 11). For many farmers, years passed before they made much progress in the clearing of their farms. By 1851, George had already been in Canada for fourteen years. His farm was a busy place when visited by the census enumerator. In addition to he and Felicia, Robert and Sarah (Hurst) were there along with “mother” Jane, Lindsay and their children Robert, Mary Ann and George. “Father” Charles had recently died. The bottom image of Figure 11a shows two log cabins, one occupied by Robert and Sarah and the other by George and the remainder by the family. Line 9 records the death of Lindsay’s wife Catherine (Cockin), 32, “cause unknown”. The Agricultural Census (Figure 11b) shows Lindsay’s land (row 2) remains uncultivated. Clearly, Robert and Lindsay are involved in the group effort. George became, through hard work and astute management, the wealthiest of his siblings. Land books --- $^{14}$ He makes no mention of George and Felicia’s child. There is a gap in the diary around the year of his granddaughter’s death. $^{15}$ Archives of Ontario, Hiram Walker Collection, Banwell Family, School Exercise Books, 1785, 1834 & 1851. 2 Vols. Exercise books also used as diaries, 1849-1873. 3 Vols. HW20-14. $^{16}$ The warrant conveyed conditional ownership. It gave the recipient the legal right to settle on the land and work it. To obtain the patent, the document that conveyed full ownership, he had to fulfill settlement duties and pay the requisite fees. The warrants for the three men were issued on the same day. and census returns chart his progress on lot 18 (Figures 12, 14 and Table 4). Seven months after receiving the patent for his first location, he sold the south half of it to brother Robert for £50. Two years later Robert sold the land to John Helm for £150, making a tidy profit. In 1859 George bought the east half of Lot 18 from Josiah Strong for £250, which brought his holdings by 1860 to 150 acres. By 1861 he had doubled the amount of cleared ground and reduced the area of bush by 25%. Figure 11a. Entries for the family in the 1851 Personal Census logbook for Sandwich. The entries for Jane and Lindsay both contain a “W” marking them as widow and widower. George LITTLE m 7 Feb 1850 Detroit = Felicia Emra BANWELL married by “the Bishop of Detroit” b 12 Nov 1817 b abt 1817 d 1901 Will d 1892 names a large number of nephews and nieces Family 1.2 George LITTLE and Felicia Emra BANWELL (1817-1901). Felicia b abt 1859 d 23 Mar 1861 age 1 bur 25 Mar 1861 St. John’s Church of England cemetery, Sandwich In 1859, after nine years trying to start a family, George and Felicia were blessed with a child, a little girl, Felicia Eliza. She died of the whooping cough the next year. George had her buried 25 March 1860 in --- 17 Same reference as for Figure 11a. The image of the record has been similarly cut and rearranged. 18 AO, microfilm GSU 160207 Essex Co. Land Registry Office Records, Abstract Index Books, Sandwich East Township, vA-B ca. 1795 - ca. 1949. St. John’s cemetery. There would be no other children. Their household includes daughter Felicia, now a year old, and the 15-year-old George [Andrew] Little, son of George A. Little. The household includes Margaret Little, 20, third daughter of George A. Little and Eliza Little. The household includes Sarah Little, 15, daughter of Edward Dando Banwell and Eliza Jessup. Figure 12. The George Little Household on the 1861, 1871 and 1881 Censuses. \| name \| age \| identity \| death \| place \| burial \| cause \| minister \| \|---------------\|-----\|--------------\|---------\|-------------\|-----------\|------------\|----------\| \| Thomas Jones \| 68 \| U. Schoenander \| Ward 4 \| Windsor \| March 9 \| Ill. \| John White\| \| Rebecca Little\| 17 \| drowned in the cemetary \| March 8 \| Toronto \| March 11 \| Consumption\| John Evans\| \| Elizabeth Little\| 36 \| Martha Little \| Jan 23 \| Toronto \| March 11 \| Consumption\| John Evans\| \| Margaret Mason\| 18 \| Daughter of William Mason \| March 11 \| Toronto \| March 12 \| Sufflumoritis\| John Evans\| \| William Wood \| 88 \| The town \| March 12 \| Toronto \| March 13 \| Bronchitis \| John Evans\| \| Elizabeth Griffin \| 7 \| Daughter of Joseph Griffin \| March 13 \| Toronto \| March 14 \| Shortness of breath \| John Evans\| \| Felicia Eliza Little \| 1 \| Daughter of George Little \| March 13 \| Toronto East \| March 14 \| Stefany Simple \| John Evans\| \| Mary Matilda Burke \| 5 \| \| \| \| March 14 \| \| John Evans\| Figure 13. Register record for Felicia Eliza Little: death 23 Mar 1860, burial 25 Mar 1860. George and Felicia put energy into the church, joining the Methodists, it is said, under the Rev. E. White. For over thirty years George would serve as trustee and steward and Sabbath School superintendant for the church of the “Hurst Settlement”. --- 19 SJAC, Box 1, Book 3, Vol. III, Baptisms and Marriages 1828-1841, Burials 1853-1874. Patrick Sexton and George Little each receive the patent for half of Lot 18 in 1848 and 1850, respectively. \| W ½ Crown \| E ½ Crown \| \|-----------\|-----------\| \| George Little 3 Jul 1850 \| Patrick Sexton 12 Jun 1848 \| \| £50 \| £32.10 \| George sells half of his land to brother Robert in 1851 for £50. \| S ½ W ½ Robert Little 26 Feb 1851 \| Jas Devlin 23 Jan 1850 \| \|-----------------------------------\|------------------------\| \| £150 \| £225 \| Robert sells his quarter to John Helm in 1853 for £150. \| S ½ W ½ John Helm 12 Jan 1853 \| Josiah Strong 8 ? 1855 \| \|-------------------------------\|------------------------\| \| £150 \| £250 \| Figure 14. George’s Progress on His Farm, 1850-60. See also Figure 18. Table 4. George’s Progress Revealed by the three Censuses. \| Yr \| acres held by fam \| acres cult \| acres under crop \| acres wood/wild \| Film # C- \| Note \| \|----\|------------------\|------------\|-----------------\|----------------\|-----------\|------\| \| 1851 \| 50 \| 9 \| 7 \| 41 \| 2 acres pasture, 5 acres wheat, 11 bu, 2 acres oats, 70 bu, 1 acre buckwheat, 8 bu, 2 acres Indian corn, 20 bu, ¼ acre potatoes, 10 bu, 1 acre turnips, 20 bu \| \| \| \| 1861 \| 55 \| 20 \| 17 \| 32 \| 3 acres wheat, 60 bu, 4 acres oats, 100 bu, 3 acres Indian corn, 150 bu, ½ acre potatoes, 80 bu \| \| \| \| 1871 \| 116 acres, 66 acres occupied \| 25 \| \| \| 1 house, 4 barns and stables, 2 carriages and sleighs, 4 carts wagons & sleds, 5 ploughs & cultivators, 1 horse rake, 1 fanning mill, 3 acres pasture, 1 acre garden & orchard, 12 ½ bu oats, 400 bu corn, 1 ¼ acre potatoes, 100 bu, 10 bu turnips, 1 acre beets, 5 bu \| 9889 \| a \| Table Notes a George has a horse rake and a fanning mill. A fanning mill was a device for hand-threshing, removing straw, chaff, stones and dirt from grains, an improvement over the flail. It was made of wood with a metal crank. Felicia passed away in 1892. She was 75. By this time George decided it was appropriate to have her buried in the cemetery at North Ridge. His health gradually declined and on 4 September 1901, he died. He was buried in Felicia’s grave. 20 Photo courtesy Kellee Strom. Also Find A Grave, database and images. Memorial no. 129312016, citing North Ridge Cemetery, Kingsville, Essex County, Ontario, Canada; Maintained by 4ever Nanny (contributor George was remembered by his friends. Three articles about him appeared in The Evening Record of Windsor days after his death, one evidently the work of his Banwell inlaws. He left a will listing numerous bequests (Table 5). Four warrant special attention. George Andrew Little George Andrew, the son of George A., was left the north half of the northwest quarter of lot 18, concession 10, containing 25 acres. It was George’s wish that after George Andrew’s death the land was to go to George Andrew’s daughter, Gracie. Gracie, a deaf mute, was a smart girl who would benefit from a school for the deaf in Milton, Ontario. George Little George, Lindsay’s son, was left $250 and the south half of the northwest quarter of lot 18, concession 10, containing 25 acres. Alexander Little Alexander, George A.’s son, was left $250 and 10 acres of the southeast corner of lot 18 concession 10 of Sandwich South. It was George’s wish that after his death the land would go to George Andrew Little. --- 47345810). Thanks to you both. The North Ridge cemetery lay in the municipality of Kingsville southeast of the town of Essex. 21 The Evening Record, Windsor, Ontario, 12 Sep 1898. Image courtesy Newspapers.com. 22 Archives of Ontario; Toronto, Ontario, Canada: Collection: MS935; Reel: 100. 23 Archives of Ontario, Will of George Little, Sandwich South, 1901, Probate, “L” 221, mfilm GS2, R39. Charles W. Little Charles, the son of George’s nephew, was left $100 and the rear 15 acres of the north half of the southeast quarter of lot 18. --- One of the oldest pioneers of Essex county passed away yesterday in the person of George Little, of Sandwich South. Mr. Little was one of the wealthiest and most popular farmers in that district. He was born in Londonderry, Ireland, 85 years ago and came to this country in 1837. He married a Miss Felicia Banwell, who died a number of years ago. Mr. Little was the uncle of J. E., D. A. and A. Banwell of this city. No children survive him. The funeral will be held to North Ridge cemetery tomorrow morning. --- Friend of George Little The funeral of Mr. George Little, of Sandwich South, who died last Thursday, took place yesterday and was very largely attended, no less than forty-two carriages being in the procession. Religious services were held by the Methodist minister, of Essex, at the home and also at the Methodist church at Essex, and from there the remains were taken to North Ridge cemetery. The pall bearers were Denis Perrin, John Watson, Albert Mahoney, William Robertson, William Ure and Sam McKenzie. By his will he leaves his fortune to be divided among his nieces and nephews, he having no children. --- DEATH’S DOINGS. Little The following further particulars in the life of George Little, aged 83, of Sandwich South, who died on Sept. 4th last, has been sent to The Record: Born in Tantona, county Tyrone, Ireland, in 1817; left Ireland in 1837 and landed in Quebec. Came to Toronto and was there when the rebellion broke out. Went with Colonel Hill to Amherstburg. Left in the spring and went back to Brantford. Joined the horse troop commanded by Major Willeby. Staid there until it was disbanded. Went to the States, but did not like it, and came back to Canada again in the fall of 1842. Bought Violet Bank farm and remained there till his death. He joined the Methodist denomination under the ministry of the Rev. E. White, and was trustee and steward of the Windsor Methodist church, and was trustee and steward and Sabbath school superintendent of the Hurst Settlement church for over thirty years. He was also trustee of the Woodsee parsonage. --- Figure 17a, 17b. Newspaper Articles of 5 & 7 September, 1901.$^{24}$ Figure 17c. Newspaper Article of 10 September 1901.$^{25}$ --- Table 5. George’s Bequests, 1901. The details are keyed to clauses in the will. \| Clause \| Beneficiary \| Bequest \| Identification \| N \| \|--------\|-------------------\|-------------------------------------------------------------------------\|-----------------------------------------------------\|---\| \| 1 \| George Andrew Little \| N ½ of NW ¼ of Lot 18 in 10th con. of Sand. S. cont. 25 ac. - and after death to dau Gracie \| nephew, son of George A. \| \| \| 2 \| George Little \| S ½ of NW ¼ of Lot 18 cont. 25 ac. plus $250 and after death land to go to son George Alfred \| nephew, son of Lindsay and son of George \| \| \| 3 \| Alexander Little \| 10 ac. of SE cor. of Lot 18 10th con. of Sand. South and after death to George Andrew Little \| son of bro-in-law George A. Little \| \| \| 6 \| Charles W. Little \| rear 15 ac. of N ½ of SE ¼ of Lot 18 plus $100 \| son of nephew George Little \| \| \| 8.1 \| Margaret Little \| $500 \| niece now Margaret Ure \| \| \| 8.2 \| Sarah Banwell \| $500 \| niece now Sarah Cruikshank \| \| \| 8.3 \| Elizabeth Jane Ellis \| $300 \| niece, dau of Lindsay and Catherine \| \| \| 8.4 \| Charles Little \| $250 \| nephew, son of Lindsay \| \| \| 8.5 \| William Little \| $250 \| nephew \| d \| $^{24}$ The Evening Record. Image courtesy Newspapers.com. The Evening Record was later renamed The Windsor Star. $^{25}$ The Evening Record. Image courtesy Newspapers.com. \| \| Name \| Amount \| Relationship \| Source \| \|---\|-----------------------------\|--------------\|-------------------------------\|--------\| \| 8.6\| Robert Little \| $250 \| nephew \| d \| \| 8.7\| Sarah Farough \| $250 \| niece, dau of Lindsay \| \| \| 8.8\| Mary Done \| $250 \| niece, dau of George A. \| \| \| 8.9\| Alexander Little \| $250 \| nephew \| c \| \| 8.10\| Elizabeth Little \| $250 \| \| d \| \| 8.11\| children of Mary Little \| $250 \| widow of nephew John \| e \| \| 8.12\| Catherine Dorothea Smith \| $200 \| dau of Reuben Smith \| f \| \| 8.13\| George Little \| $250 [in addition to land above] \| nephew \| \| \| 8.14\| Harriett Ana Smith \| $100 \| dau of Reuben Smith \| f \| \| 8.15\| Jessie Banwell \| $100 \| \| g \| \| 8.16\| Elizabeth Little \| $100 \| widow of Lindsay Little \| \| \| 8.17\| Charles W. Little \| $100 \| 5th paragraph \| \| Table Notes d Elizabeth (nee Morris) wife of George Andrew Little son of George A. Little e Mary Little (nee Ure) widow of nephew John Stewart Little f daughter of Reuben Smith and Mary Ann Little daughter of Lindsay g wife of Edward Banwell son of Henry Banwell Figure 18. The George Little Homestead, NW Corner, Lot 18, Concession 10.\textsuperscript{26} See also Figure 24. \textsuperscript{26} Courtesy Google Earth. the thought Alexander and/or George or both came to Canada with the John Fair family. Several seeming coincidences hint of a relationship between Alexander and John Fair. The two received locations from Talbot around the same time, settled next to one another in Maidstone and became kin upon Alexander’s marriage to Sarah Jane Fair, John Fair’s daughter. Figure 19. North and South Lislea, County Strabane. This is purportedly the place of John Fair’s marriage. The part about coming from “Lislea” has a grain of truth to it. The townlands of North and South Lislea lay in County Strabane north of Omagh. Assuming the information about the children’ birthdates is correct (i.e., the birth of Armour John in mid Atlantic 1835) it would mean John Fair could not have been in Canada by 1829. The data points to an entry date of late 1835. Regrettably, what many researchers accept of the story of John Fair is from a document whose origin is unknown, which taints it as hearsay. It states John Fair came from “Lislea townland” in County Tyrone about 20 miles north of Lismacrieve. The parts of it dealing with Canada could be true but not a single “fact” from Ireland is provided with a citation. Here is the story: John Fair was born 12 August 1804 in Scotland. In 1814 he emigrated to County Tyrone in Northern Ireland. Around 1827 he married Mary Ferguson probably in County Tyrone. Mary had been born in May 1803 in Leslea House, 10 miles north of Omagh, to Thomas and Elizabeth Ferguson. He died in South Woodsley, Ontario, 17 December 1865, predeceased by Mary 1 December 1862 also in South Woodsley. The two were buried in the Jarietts United Church Cemetery in Woodsley. John and Mary Fair had the following 12 children: 1 Thomas, born 10 February 1828 in Leslea House 10 miles north of Omagh 2 Sarah Jane, born 10 March 1829 in Leslea House 10 miles north of Omagh. Died: 11 November 1898 3 Matilda, born 1831 in Leslea House 10 miles north of Omagh 4 Thomas, born 26 February 1833 in Omagh. Died 3 July 1911 Grand Rapids, Mi 5 Armour John, born 2 March 1835 in Atlantic Ocean enroute to Canada. Died: 15 March 1917 6 2 boy twins born about 1837 in Canada 7 Edward, born about 1837 in Canada 8 Mary, born 29 June 1839 in Maidstone, South Woodsley 9 Robert, born 5 February 1842 in Maidstone, South Woodsley.\textsuperscript{27} Died: 1923 in Detroit, Mi. 10 Eliza Mary, born 5 February 1843\textsuperscript{27} in Maidstone, South Woodsley 11 George, born 22 March 1844\textsuperscript{27} in Maidstone, South Woodsley. Died: 7 August 1916 12 Isabella [Elizabeth], born 29 April 1846 in Maidstone, South Woodsley. Died: February 1916 in Blytheswood, Ontario End of story. \textsuperscript{27} Wesleyan Methodist Baptismal Register, 1825-1910. http://bowergenealogy.ca/resources/methodist/1/008.jpg. Lindsay and his wives, Catherine Cockin and Eliza Jane McNaughton Family researchers are probably more familiar with the story of Lindsay than the story of George from the account about him written by his son Charles in the CBRE of 1905. Charles’ story moves quickly having his father leaving Ireland in 1837, reaching New York, living in Pennsylvania six years, living in Ohio and Detroit briefly, living in Sandwich “awhile”, and finally moving to Sandwich East in 1843. Charles says nothing about the details of leaving Ireland or whether other members of the family accompanied them. Whether he heard this story from his father or put it together himself we cannot say. In any case, he leaves out important details this book has attempted to supply. In spite of the lack of information Lindsay’s departure can be safely placed within a narrow window of time. He and Catherine could not have left Ireland until after 30 March 1836 when they saw to their son Charles’ baptism in Fintona church.$^{28}$ The part of Charles’ story about his father going directly from Ireland to New York City and on to Pennsylvania is short. Even had we no other evidence we would suspect he left from Upper Canada, as otherwise how could he have known of the whereabouts of his brother in Ontario? As to their second child, Robert, he is reputed to have been born in Pennsylvania in 1837. If our reading of events is correct then Lindsay left for Pennsylvania from Canada soon after his arrival (See “3 Lindsay and Family in Pennsylvania”). --- 3 Lindsay and Family in Pennsylvania Charles writes in 1905 of his father, Lindsay, travelling to Pittsburg, Pennsylvania, around 1837. If this be true we should expect to see he and his family in the 1840 census of Fort Pitt. And we do. The census gives the names of heads of households and the age distribution of children. There is an entry for the household of a Lindsay Little consisting of 2 males under 5 years of age, 1 male between 20 and 30, 1 female under 5 and 1 female between 20 and 30. These figures match well with what we infer of our Lindsay’s family at the time: Lindsay 26, wife Catherine Cockin 21, two sons Charles and Robert and one daughter Mary Ann. ![Figure 20. The Record for Lindsay Little on the 1840 Pittsburg Census.](image) The same is not true for Lindsay’s father Charles. Yes, there is an entry for the household of a Charles Little. He has 1 male between 10 and 15, 2 males between 15 and 20, 1 male between 20 and 30, 1 female between 10 and 15 and 1 female between 50 and 60 (Table 6). These numbers bear no resemblance to what we know of our Charles Little’s family in Upper Canada. More importantly, there is no return for a George Little. This accords with our story our George was in Canada in 1840. The rarity of the name “Lindsay Little” combined with the near-certain matching renders the Lindsay of Table 6 to be the same man who in two years time would return to Upper Canada. There are no returns for Robert and Alexander Little. Five other Littles appear in the census: Thomas, Johnson, James, John and Henry. The records for Thomas and Johnson are in the same microfilm image (#9) so are likely of the same family. The same can be said of John and Henry (#48). However, Lindsay and Charles are in images #15 and #19, respectively. This means they are not likely to be related. With the exception of Charles they all have young children. $^{28}$ Registers of the Church of Ireland, Donacavey parish, County Tyrone, PRONI mfilms MIC1/45/1 and MIC1/45/2. Table 6. Records from the 1840 Pittsburgh Census. Columns 8 through 13 are blank in the original. \| Name \| C1 \| C2 \| C3 \| C4 \| C5 \| C6 \| C7 \| C14 \| C15 \| C16 \| C17 \| C18 \| C19 \| C20 \| C21 \| Image # \| \|---------\|----\|----\|----\|----\|----\|----\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|---------\| \| Thomas \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| 9 \| \| Johnson \| 2 \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| 9 \| \| Lindsay \| 2 \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| 15 \| \| James \| 2 \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| 17 \| \| Charles \| \| 1 \| 2 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 19 \| \| John \| 1 \| 2 \| 2 \| \| 1 \| \| \| \| \| \| \| \| \| \| \| 48 \| \| Henry \| 1 \| 1 \| 2 \| 2 \| \| 1 \| \| \| \| \| \| \| \| \| \| 48 \| Key to Table 6: Free White Persons \| C… \| Males \| C… \| Females \| \|----\|----------------\|----\|----------------\| \| 1 \| under 5 \| 14 \| under 5 \| \| 2 \| 5 and under 10 \| 15 \| 5 and under 10 \| \| 3 \| 10 and under 15\| 16 \| 10 and under 15\| \| 4 \| 15 and under 20\| 17 \| 15 and under 20\| \| 5 \| 20 and under 30\| 18 \| 20 and under 30\| \| 6 \| 30 and under 40\| 19 \| 30 and under 40\| \| 7 \| 40 and under 50\| 20 \| 40 and under 50\| \| 8 \| 50 and under 60\| 21 \| 50 and under 60\| \| 9 \| 60 and under 70\| \| \| \| 10 \| 70 and under 80\| \| \| \| 11 \| 80 and under 90\| \| \| \| 12 \| 90 and under 100\| \| \| \| 13 \| 100 and up \| \| \| Table 7. Matching Families with the 1840 Census. Lindsay’s Family \| Name \| Known Age \| Census return \| Match? \| \|---------\|-----------\|---------------\|--------\| \| Lindsay \| 30 \| 20 & <30 \| ✓ \| \| Catherine \| 30 \| do \| ✓ \| \| Charles \| 4 \| <5 \| ✓ \| \| Robert \| 3 \| <5 \| ✓ \| \| Mary Ann \| 1 \| <5 \| ✓ \| Charles’ Family \| Name \| Known Age \| Census return \| Match? \| \|---------\|-----------\|---------------\|--------\| \| Charles \| 69 \| 20 & <30 \| ✗ \| \| Jane \| 52 \| 50 & <60 \| ✗ \| \| Robert \| 20 \| 20 & <30 \| ✓ \| \| Alexander \| 16 \| 15 & <20 \| ✓ \| \| Anne Jane \| 14 \| 10 & <15 \| ✓ \| \| Margaret \| 12 \| \| n/a \| one boy 15 & <20 unaccounted for There is also a return in the Philadelphia census for a Lindsay Little (“Linsey Littel”). His household consists of 1 male between 30 and 40, 1 female under 5, and 1 female between 20 and 30. This makes him unlikely to be our Lindsay Little. Figure 21. The Record for Linsey Littel on the 1840 Philadelphia Census. Lindsay and George submitted their own petitions for land, the warrants for which were issued in 1850. Lindsay’s land included a portion of the east half of Lot 25 in the 2nd concession of Maidstone township next to his brother Alexander and John Fair. He soon found the property not to his liking and on 25 November 1851 gave it up to buy fifty acres from Richard Lawson for £25. This consisted of the southeast part of Lot 291 on the south side of the Talbot Road West. Perhaps he preferred this location it being closer to the Maidstone Irish.\textsuperscript{29} Though mostly Roman Catholic, their accents and mannerisms would have been familiar to him. \begin{figure}[h] \centering \includegraphics[width=\textwidth]{image.png} \caption{Lindsay and Alexander Little’s Locations on Talbot’s map of Maidstone.\textsuperscript{30} Remnants of erasures on the entries for Lindsay Little, Alex Little, and John Frier (Fair) are discernable proving they were not the first to be assigned these locations.} \end{figure} \begin{figure}[h] \centering \includegraphics[width=\textwidth]{image.png} \caption{Enlarged detail of Figure 22a.} \end{figure} Lindsay’s first appearance in Canadian records is in the 1848 Maidstone township assessment. He claims to have a wife and five children, a son under 5, two sons between 5 and 16, a daughter under 5 and \textsuperscript{29} They were mostly Catholics. Halford explores the experience of the Catholics of the Irish Settlement in her monographs “The Irish Settlement Some Aspects of Growth in Maidstone 1825-1855” and “Maturation of the Irish Settlement Maidstone 1850-1900”. Copies are held by the Windsor Public Library. \textsuperscript{30} Plan of the Township of Maidstone and Rochester, County of Essex – F501-1-0-0-19. Archives of Ontario – Thomas Talbot Fonds, F501 - Plans of the Talbot Tract Series, F501-1. a daughter between 5 and 16. These numbers agree well with what is known of his family at this time, namely George 2, Charles 12, Robert 11, Eliza Jane 5 and Mary Ann 8. ![Extract from the 1848 Maidstone Township Assessment Roll.](image) Figure 23. Extract from the 1848 Maidstone Township Assessment Roll. Table 8. Little Family Fiats, Warrants and Sales of Land. \| Name \| Date \| Township \| Location \| Type \| Doc \| Reference \| Note \| \|--------\|----------\|----------\|-------------------\|--------------------\|-----------\|----------------------------\|------\| \| Lindsey\| 30.4.1850\| Maidstone \| E ½ Lot 25, Con 2 \| Free Grant \| Fiat & Warrant \| RG01, C-I-3, Vol. 35, p 120 \| \| \| Alexander \| 30.4.1850 \| do \| W ½ Lot 25, Con 1 \| do \| do \| RG01, C-I-3, Vol. 35, p 120 \| \| \| Archibald \| 4.3.1850 \| Sandwich \| E ½ Lot 15, Con 8 \| Clergy Reserve \| Sale of Clergy Reserve \| RG01, C-III-3, Vol. 2, p 168 \| \| \| George \| 30.4.1851 \| do \| W ½ Lot 18, Con 10\| Free Grant \| Fiat & Warrant \| RG01, C-I-3, Vol. 35, p 107 \| \| \| William \| 6.4.1837 \| do \| \| Free Grant \| UEL \| RG01, C-I-3, Vol. 85, p 12 \| a \| Table Notes a UEL = Warrant as the son of a UEL. (John Little of Colchester). William was of no relation to this family. Sometime in the early part of 1851 Catherine died. Her death is known to us by the enumerator’s entry in the personal census of that year (Figures 11). His children Mary Ann 11, Eliza Jane 7 and George 5 were in need of a mother. It wasn’t long before he found a new wife in the person of Eliza Jane McNaughton. Eliza Jane was the sister of John McNaughton, a settler living just beyond the Maidstone-Rochester townline. Lindsay and Eliza Jane would subsequently have two children of their own, William in 1853 and Sarah around 1855. The progress of the family after ten years can be followed in the returns of the Agricultural Census of 1861. Lindsay and son Charles each hold 25 acres, Robert 12. Of his 25 acres Lindsay is cultivating 5, Charles 10. Of his 12 acres Robert is cultivating 5. This amounts to an improvement since 1851, though a --- 31 Archives of Ontario. References are given in the table. slow one with much of the land remaining wild. Charles recalled in the CBRE: “Beginning with a tract of twenty-five acres of land given him by his father, Mr. Little purchased fifty acres more...” The placement of the farms can be seen on a map in an 1883 atlas. Figure 24. The holdings of Archibald, George, George A. and Lindsay in Maidstone and Sandwich East. See also Figure 18. Figure 25. Lindsay and Sons on the 1861 Census. --- 32 CBRE, page 391. 33 Illustrated Historical Atlas of the Counties of Essex and Kent, 1881, including Union Publishing Company's Farmers' Directory for the County of Essex for 1883-4 and Farmers' Directory of the County of Kent for 1884-5, Cumming Atlas Reprints. 34 Adapted from Illustrated Historical Atlas of Counties Essex and Kent (Belden, Toronto, 1880-1881). 35 Library and Archives Canada; Ottawa, Ontario, Canada; Census Returns For 1861; Roll: C-1021. County: Essex [2] CBRE, page 391. In 1885 Lindsay suffered a stroke that left him paralyzed. He died two years later, 9 May 1887. Son Charles, who in his story in the CBRE describes himself as a successful “lumber merchant, Maidstone”, describes his father dying at the age of 72. This implies a birthyear of 1815. He was buried in the North Ridge Cemetery southeast of Essex. He left no will. Eliza Jane lived on sixteen years. She eventually went to live on Arthur Avenue in Windsor where she died 6 June 1903. Her age was given on her death record as 85, implying a birthyear of 1818. She was buried in Lindsay’s grave in North Ridge Cemetery. As we bring this profile to a close it is fitting we give Eliza Jane a few more words. In his 1905 story Charles describes her as “Eliza Jane McNattan”. “McNattan” was no doubt the family’s pronunciation of “McNaughton”. The name occurs throughout Ontario with its closest occurrence to the Maidstone Littles in the person of John McNaughton of Rochester township. John McNaughton appears on both the 1851 and 1861 censuses, and we reckon Eliza Jane was his sister. John was Roman Catholic, as was Eliza Jane no doubt before her marriage. This family is not at the moment being pursued on ancestry.com and her parents have yet to be identified. --- 36 Find A Grave Memorial no. 129312021, citing North Ridge Cemetery, Kingsville, Essex County, Ontario, Canada; Maintained by 4ever Nanny (contributor 47345810). Thank you. 37 Archives of Ontario; Toronto, Ontario, Canada; Collection: MS935; Reel: 47. Year: 1887. 38 Image courtesy Familysearch. Robert and his wife Sarah Hurst Robert was the exception among Charles’s sons in not making a full-time farmer. He kept a shop in Sandwich village. Around 1851, just prior to the census, he married Sarah Hurst. Sarah was born in 1823 to Robert Hurst and Ann Roberts in County Kildare and came to Canada with them in 1839. The family was Methodist. Sarah’s brother Nicholas became a well-known Methodist minister. The two were not blessed with children. Robert’s marriage, like that of brother George, probably took place in Detroit though we have not found the record. We have already seen that at the time of the 1851 census Robert and Sarah were on George’s farm helping with the clearing of the land. By the 1860s the two had settled in Windsor. Judging from the content of their wills, they enjoyed a higher standard of living in Windsor than they would have had they stayed in Ireland. Robert was a sustaining member of the Windsor Avenue Methodist Church for many years. At the time of his retirement he and Sarah were living at #60 Arthur Street, since renamed Chatham Street. In 1900 Robert developed a bowel hemorrhage and died on 26 July at his home on Arthur Street. He was buried in North Ridge Cemetery. He left a will in which he names his namesake nephew Robert Little, son of Lindsay, and a number of his Hurst relatives.$^{39}$ --- Note I… declare this only to be… my last will and testament. I give… all my Real and Personal Estate… to my wife Sarah Little I give all my household goods and furniture… and the full use and benefit of all real and personal property all money that may be deposited in any bank or elsewhere during her lifetime. I further direct that after my wife’s funeral expenses… are paid the balance if any remains shall be divided into six shares and divided as follows. To my nephew Robert Little I give three of the said shares. To Robert Little Hurst a grandnephew of my wife I give one of the said shares. To Minnie Beach and Cora Beach grand nieces of my wife one share each. I also direct that my wife Sarah Little shall have full power to sell, mortgage or otherwise realize or dispose of any real estate of which I may die possessed…. All the residue of my estate… I give… unto my wife Sarah Little. And I nominate… my wife Sarah Little and William Ure to be Executors… In witness whereof I have hereunto set my hand… (sgd) Robert Little Witnesses W. D. Bauman Bessie M. Hicks --- Table Notes - a Robert Little (1837-1914) son of Lindsay. - b Robert Little Hurst (1885-1921) son of William H. Hurst (1853-1902) - c Mary Ann “Minnie” Beach (1883-1965) and Cora Jane Beach (1885 - ?) daughters of George Beach. - d William Ure (1850-1942) --- Sarah continued to live on her own. In February 1905, while walking on Aylmer Avenue she fell and fractured her thigh. She was taken to Hotel Dieu Hospital where she died on 23 March. She was buried in her husband’s grave at North Ridge. She left a will and a number of legacies. The small, poignant items reveal much of the lifestyle of a turn-of-the-century middle-class matron.$^{40}$ The reader who has mourned the loss of likenesses of ancestors would no doubt find the daguerrotypes and photographs Robert and Sarah possessed at the time of their deaths to be priceless artifacts had they not been lost with the passage of time: --- $^{39}$ Archives of Ontario, Will of Robert Little “L” 5, Microfilm GS 2 Reel 39, Essex Co. (Windsor) Surrogate Indexes. $^{40}$ Archives of Ontario, Will of Sarah Little, Windsor, “M” 442. Microfilm MS887, Reel 1076, Essex Co. (Windsor), Surrogate Indexes. Will written 25 Jul 1901, Will Proved 5 Apr 1905. “To my niece Mary Addie Copeland. Daguerrotype of uncle Robert and myself”, “To my nieces Minnie and Leora Beach my mother and father’s photo”. She named as her executors her nieces Mary Hurst and Sarah R. Hurst both of Detroit. --- Figure 29a. Notice of Robert Little’s death, 26 Jul 1900. Figure 29b. Notice of Sarah Hurst’s death, 24 Mar 1905. Figure 30. The Third Ward of Windsor, Ontario, 1880. Arthur Street can be seen running east-west near the river. --- 41 The Evening Record, 26 July 1900. Image courtesy Newspapers.com. 42 The Evening Record, 24 Mar 1905. Image courtesy Newspapers.com. 43 Windsor and Sandwich, from Essex County 1880, Ontario. Published by H. Beldon and Co. in 1880. This is the last Will and Testament of me Sarah Little of the City of Windsor in the County of Essex and Province of Ontario widow, made this 25th day of July in the year... one thousand nine hundred and one... I give... all my Real and Personal Estate... in the manner following... To my niece Susan Hall, small center table and rocker, small bible, and a feather bed. To my niece Carrie Pudafoot, a small table and bible and a feather bed. To my niece Sarah Walker, Photo and Daguerrotype group and wedding ring. To my niece Fanny M. Telford photo in group pair gold cuff buttons. To my niece Mary Harrison Hurst Photo of uncle John Telford Aunt Mary and Myself table and dining room chairs crockery and glassware. To my niece Margaret Shuttleworth small album and bureau small fancy and dropleaf table. To my niece Ruth Hurst my serving box and music box. To my niece Carrie Collins fancy box and bible To my niece Annie Welch, photo of herself and album parlor curtains and poles. To my niece Mary Addie Copeland. Daguerrotype of uncle Robert and myself. To Grace Ure leather picture frame. To my niece Mary Hurst of Detroit, my mother’s glasses, plain gold ring, centre table and rocking chair parlor. To my nieces Minnie and Cora Beach my mother and father’s photo. To my niece Mrs. Webster photo of Mr. and Mrs. G. Little and a fancy table. To my niece Mary Herst photo of Aunt Mary Telford’s house. To my nieces Susan and Maud Pudefoot one bracket each and cases for same. To my niece Irene Hurst one large photo album and drop leaf table. To my nieces Hanna and William Hurst Photo of uncle Robert and myself. To my niece Mrs. Annie Radcliff Photo of cross and my parlor rocking chair. To my niece Agnes Hurst my fathers clock bed and some bedding. To my niece Susan A. Hurst, broach, silver sugar spon and pickle fork and knife also my parlor furniture (six hair bottom) chairs and sofa. To my niece Elizabeth J. Hurst my light silk dress whatnot and clock. To my niece Mary A. Copeland, my brocha shawl. To my niece Margaret Shuttleworth dressing table and clock, Queen Victoria picture and a looking glass, see also before. To my niece Mary Radcliffe looking glass. To Rev. James Livingstone one picture of a minister. To my niece Nettie Dismar fau silver cuff buttons. To my brother Thomas Hurst my gold specticles. To my grandniece Nettie Hurst my silver tea-spoons. I further direct that whatever of my personal chattels remain undisposed of... then the same shall be divided and distributed by my nieces Susan Hall and Irene Hurst... And I nominate... my nieces Mary Hurst and Sarah R. Hurst, both of Detroit to be executers of this my last Will and Testament. (sgd) Sarah Little Witnesses (sgd) Ettie Moore Windsor P.O. John H. Rodd Barrister, Windsor A Selection of Ids: a Contrary to the posts of many researchers no evidence exists of Sarah having a middle name. b Susan (Hurst) Hall (1857-1933) wife of Lewis Watson Hall (1852-?) of Detroit. c Caroline Maria (Hurst) Puddefoot (1860-1914), daughter of Samuel Hurst and Maria Little and wife of Alfred Puddefoot h Ruth M. Hurst (1893-1914) daughter of William Hurst. k Mary Ann ("Addie") (Copeland) Hurst (1856-1911). n Mary Ann "Minnie" Beach (1883-1965) dau of George Beach and Elizabeth Jane Hurst wife of John Wood; Cora Jane Beach (1885 - ?) sister of the previous. q Susan and Maud Puddefoot, daughterz of Alfred Puddefoot and Caroline Maria ("Carrie") Hurst. t Mary Ann (Hurst) Radcliffe (1853-1901) daughter of George Hurst and wife of George Radcliffe. u Agnes Hurst (1861-1940) dau of Thomas Hurst and Elizabeth King. v Elizabeth J. Hurst (1851-1928) dau of Thomas Hurst and Elizabeth King. x Margaret Shuttleworth (1889-1959) dau of Joseph Shuttleworth and Mary Plant. a2 Thomas Hurst () Sarah Little 25 Jul 1901 Figure 32. Robert Little’s Gravestone, North Ridge Cemetery. Alexander and his wife Sarah Jane Fair This profile for Alexander, Charles’ fourth son, contains a number of inconsistent dates that need proper confirmation. He appears in Canadian records for the first time in the Maidstone assessment of 1848. He was married, we think, the next year, 1849, to Sarah Jane Fair. Sarah Jane was the daughter of John Fair, an Irishman. She was raised a Baptist and prevailed upon Alexander to join her church. The two would have only the one child, Alexander Jr., born in 1847-9. Alexander (senior) petitioned for land and received a warrant for 100 acres in Maidstone on the same day as Lindsay, 30 April 1850. It was issued for the west half of lot 25 of the 1st concession. Alexander appears in the 1861 census. In addition to himself and Sarah Jane he has in his household Alexander Jr., described as 14 years old, which implies a birth in 1847 (1861-14=1847). Plagued by consumption (tuberculosis) he died in Maidstone on 5 July 1870 (1870-43=1827). He was purported to be 43. Sarah Jane put her mark to the death certificate. He is said to be buried in the cemetery of the Woodsley United Church.\footnote{Find a Grave Memorial ID: 197281236, by Douglas & Donna Gammon, 4 Mar 2019. Thank you.} To His Excellency the Right Honble Earl Cathcart, F.C.B., Governor General of British North America And Lieut. General Commanding Her Majesty’s Forces therein Etc. Etc. Etc. In Council the Petition of Alexander Little of Maidstone Farmer Humbly Sheweth That in the year 1829 Your Petitioner was located by the Honble Colonel Talbot for a lot of 100 acres liable to Settlement duties which are performed And Your Petitioner prays that your Excellency will be pleased to grant him the same for which he is ready to pay the fees that may be required And your Petitioner as in duty bound will ever pray, Port Talbot [signed] Alexander Little 30th Decr 1846 [endorsed] Recommended by Thomas Talbot Supert [endorsed] I certify that Alexander Little has taken the Oath of Allegiance before me Thomas Talbot J. P. [endorsement up the left hand side] W ½ Lot 25 1 Con Maidstone Figure 33a. Transcript of Alexander Little’s petition, 4 Mar 1848. Figure 33b Alexander Little’s Petition, 4 Mar 1848.\footnote{Archives of Ontario, UCLP, RG1 “L” Bundle 5, 1848-1850, Petition #87, Microfilm C-2135.} Figure 34. Alexander’s family on the 1861 census.\footnote{Library and Archives Canada; Ottawa, Ontario, Canada; Census Returns For 1861; Roll: C-1019-1020. County:} Family 1.5. Alexander LITTLE and Sarah Jane FAIR (ca. 1824-1870). Sarah Jane remarried. On 10 February, 1874, she became the wife of Charles Fox of Leamington. She died 11 November 1893, leaving a will in which she demonstrates her continued friendship with her Fair kinfolk and Mary Ure, the widow of John Stewart Little. Being a committed Baptist she made bequests to the Baptist Home Mission Society and the Blytheswood Baptist Church. This completes our sketches of Family 1. Essex. George A. and his wife Eliza Little George A. and Eliza first appear in Canadian records on 12 November, 1846. They are standing before the font of St. John’s Church in Sandwich seeing to the baptism of their newly-born son, Alexander.$^{47}$ The family has recently arrived in Canada and is living in the village. Soon to follow will be Margaret born in August 1849. George A. and Eliza continued to benefit from George’s help and encouragement. The family soon moved to the countryside, to a ten-acre piece of land in lot 18 concession 9 next door to Robert and just west across the 10th concession road from the Little homestead. As we have seen from the census they were there in 1851 with their children Ann Jane 12, Rebecca 9, Alexander 5, and Margaret 3 (Figure 39). A second son, John Stewart, was born 15 January 1852. John Stewart and Margaret were baptized together at St. John’s 23 January 1853.$^{48}$ The witnesses were Archibald and his wife Elizabeth Hodges, along with George Little and his wife Felicia Banwell. George A. at the described himself optimistically as a “farmer, Sandwich”, no longer a labourer. ![Register record for Alexander Little: born 3 Aug 1846, baptised 12 Nov 1846.$^{49}$](image) Figure 37. Register record for Alexander Little: born 3 Aug 1846, baptised 12 Nov 1846.$^{49}$ ![Register records for (a) John Stewart Little: born 15 Jan 1852, baptised 23 Jan 1853. (b) Margaret Little: born Aug 1849, baptised 23 Jan 1853.](image) Figure 38. Register records for (a) John Stewart Little: born 15 Jan 1852, baptised 23 Jan 1853. (b) Margaret Little: born Aug 1849, baptised 23 Jan 1853. However optimistic the family may have been upon their move to the countryside, their tenure there was short. Already weakened from the long-term effects of consumption (tuberculosis), Eliza died 20 November --- $^{47}$ He is not to be confused with Alexander, the son of Alexander Little and Sarah Jane Fair. He was born 3 August 1846. Was he born at sea? $^{48}$ SJAC, Box 1, Book 6, Vol. V, Baptisms 1843-?, One Marriage 1852. $^{49}$ SJAC, Box 1, Book 6, Vol. V, Baptisms 1843-?, One Marriage 1852. 1860. She was buried in St. John’s churchyard, overseen by the new vicar, John Hurst. Her burial was recorded in the St. John’s register in spite of being a Methodist and not Church of England. ![Image](image) Figure 39. The George A. and Eliza Little Household on the 1851 Census of Sandwich Township. By this time many residents in the area of the “Hurst Settlement”, such as the Hursts, Ures and Littles, were following Methodism and frequenting the Church of England less so. Eliza, though married in the Church of Ireland in Fintona, had been influenced by Methodism in Canada, one of whose meeting places lay opposite St. John’s in Sandwich. In January 1861 an obituary was written for her by the Methodist minister, Thomas Cleworth, and published in The Christian Guardian of Toronto, a Methodist publication. He reveals much about her, her birthplace in 1824 “near Finlone (sic Fintona)” Ireland, her coming out in 1845 and the date of her death. Cleworth writes “she was converted in 1854 to Methodism under the ministrations of the Rev. E. White” and goes on to say: “Her last sickness (consumption) was protracted for eight months; but she bore it with peculiar meekness, and was charged throughout with a blessed hope of eternal joy. That hope was an anchor to her soul. She felt the power of a vital union with Christ, and gave unfailing testimony of his glorious power to save and comfort in the season of affliction. “Oh, how I want to praise him,” she would sometimes say, when she was too weak for any physical exercises. The essence of praise was there, and it was accepted. She died happy on the morning of the 20th of November, 1860, leaving a widowed husband and eight children to mourn their loss; but they sorrow not as those without hope. May the blessing of Divine peace and hope be theirs on earth, and a final re-union with the sainted wife and mother when they quit this vale of sorrows.” --- 50 George A.’s name is encircled here to underscore its appearance. For whatever the reason the enumerator entered it with the middle initial “E” when an “A” was intended. In any case this is only a slight of hand. It has regrettably given rise to a massive confusion in Little family researchers, many of whom write it as “George D”, “George B” and other variations. 51 D. A. McKenzie, Obituaries from Ontario’s Christian Guardian 1861-1870 (Hunterdon House, 1988), page 201. The Methodist Church at 3340 Sandwich Street was renamed Bedford United Church after reunification. There is ample evidence showing George and Eliza to be a devoted couple. After her death George seems to have lost all interest in life. He kept her coffin at home for four months until March of the following year before releasing it for burial. He sent the boys, George Andrew and John Stewart, to live with George and Felicia. Four months later, 21 July 1861, at the age of 47, he died on his farm of what was described as “decline”. The family had him buried in St. John’s churchyard 24 July 1861 very likely in Eliza’s grave.$^{53}$ The graves were never marked with stones so their precise location in the cemetery is not known. He left no will. A page from the St. John’s register contains no less than three records of Little family burials presided over by the vicar, John Hurst. Two are of Rebecca and her mother, Elizabeth (Eliza), George A.’s wife, buried on the same day, 11 March, 1860, and one of Felicia Eliza, daughter of George Little, buried two weeks later, 25 March, 1860, the victim of the whooping cough.$^{54}$ --- $^{52}$ Thomas Cleworth was a Methodist minister born in England in 1828. He performed local service in the following places: Sandwich/Windsor 1860-1861, Amherstburg 1862-1863, and Gosfield 1864-1865 before moving on. https://krassoc.wordpress.com/2012/10/28/thomas-cleworth-methodist-minister/. Cleworth refers here to Eliza being converted by the Rev Edward White (1822-1872) the noted Methodist minister and missionary. Dictionary of Canadian Biography, Vol. X (1871-1880). $^{53}$ SJAC, Box 1, Book 3, Vol. III, Baptisms and Marriages 1828-1841, Burials 1853-1874. $^{54}$ ibid. Sketches of George A. and Eliza’s Children George A. and Eliza had 7 children, four of whom had families of their own. We can provide a few details of one of them. George Andrew Little George Andrew, George A. and Eliza’s 2nd son, died in 1933. Information about him and his parents was contributed by his son, Wilbert.$^{55}$ In George Andrew’s death record Wilbert names his grandparents as “George A. Little and Mary Little”. As to Mary he either misspoke or Mary was the name Eliza was known by within the family. The record shows the name “Andrew” was still in use in the family 300 years after its entry into Ireland at the time of the Plantation. No evidence has been found to account for the “A” in his name though one would think it could hardly stand for anything other than Andrew. --- $^{55}$ Archives of Ontario, Collection MS935, 1933, Reel 463. Elizabeth Morris Elizabeth Morris was the wife of George Andrew. She died in May 1938 at her son Wilbert’s home in Kingsville. Wilbert wrote an obituary for her giving her maiden name and origin and the names of her relatives:56 A native of Irvinestown, Farmagh [sic: Fermanagh] County Tyrone. [She] came to the United States as a girl of 13. She arrived in New York City with her brother, 15. When she was 19 she came to Maidstone to visit relatives. While in this district she met and married Andrew Little 52 years ago this month. Mrs. Little was the former Elizabeth Morris. This has provided us with the information needed to trace her to Ireland. Figure 45. Obituary for Mrs. Andrew Little, 17 May 1938. 56 The Evening Record, 17 May 1938, Courtesy Newspapers.com. Ann and her husband William Langshaw Ann, George A’s younger sister, was of an independent mind. Arriving in Canada with her siblings in 1846 at the age of 32, she did not follow them to Sandwich but pursued her own inclinations and stopped in the town of Niagara, Ontario. Around 1849 she met and married an Englishman in Niagara named William Langshaw, a labourer. She and William had the one son, John, around 1849 and a daughter, Littie Ann, around 1852. Ann and William appear in the Canadian censuses of 1851 through 1871.$^{57}$ Ann kept in touch with her siblings in Essex. Judging by subsequent events she missed her kinfolk and prevailed upon John to move to Sandwich sometime before 1861. She was in Windsor in 1860 to serve with her brother George A. as a witness to her sister Rebecca’s marriage to John Bain. By the time of the 1861 Windsor census, her sister Christian was living with her and her husband. By 1880 William had died. By 1891 Ann was living in a home for the elderly in Windsor.$^{58}$ We think she died there. --- $^{57}$ 1851 Census, Niagara, Lincoln County, Canada West (Ontario); Schedule: A; Roll: C_11736; Page: 59; Line: 22. Image courtesy ancestry.com. $^{58}$ Year: 1891; Census Place: Windsor, Essex North, Ontario, Canada; Roll: T-6335; Family No: 272. Archibald and his wife Elizabeth Hodges Archibald, George A.’s younger brother, first appears in Canadian records in 1848 paying the Maidstone township assessment. Around 1849 he married Elizabeth Hodges$^{59}$, a Maidstone girl, though not, it seems at St. John’s. Their marriage is revealed to us by their daughter Ann in her own marriage record of 1874. In addition to Ann the two had a son Archibald jr.. Archibald petitioned for land and received a warrant for the east half of Lot 15 of what is now Sandwich South township near Windsor airport. It is a pity it came too late to be of use. No doubt weakened from the illness that would kill him, he sold the land in 1853 and moved to Sandwich village. He lived on market farm Lot 85 of Concession 1 in an area near the Detroit River called “South Detroit”.$^{60}$ Archibald led pretty much the same kind of life he would have lived had he stayed in Ireland, bare subsistence. He claims on the 1851 Sandwich census to have a milch cow, a pig and a quarter acre planted in potatoes. Elizabeth was doing her best to add to the family income by producing 25 pounds of butter for sale. The family was plagued with illhealth. Perhaps the hard conditions of Ireland and muddy Sandwich took their toll. Elizabeth died in 1854, Archibald two years later in 1856. Archibald left a will. He names his sisters Rebecca and Christina along with his children Ann and Archibald and brother George A. In 1857 his executors, Alex Shepherd and David Ure, compiled an inventory of his estate. He was a poor man, a religious man, a man to whom Bible, Testament and Prayer Book were treasured articles. He names a tract of land he wishes to go to his brother. At his death his daughter Ann went to live with Rebecca in Sandwich.$^{61}$ --- $^{59}$ Elizabeth was very likely a daughter or sister of a Charles Hodges who appears on the 1848 Maidstone Township assessment. $^{60}$ In 1851 Archibald was living on Lot 85 in the 1st Concession of Sandwich, an area of “farm lots” near the river front called “South Detroit”. He had a quarter acre of land planted entirely in potatoes. $^{61}$ Archibald does not mention his sister Ann. By 1855 Ann and William Langshaw had not yet moved to Windsor. Family 2.5. Archibald LITTLE and Elizabeth HODGES (1815-1856). Archibald’s children did not receive legacies in George Little’s 1901 will. Perhaps by that time they had dropped from his sight. Archibald LITTLE m abt 1849 = Elizabeth HODGES <<< b abt. 1818 b abt. 1815 Arrived in Upper Canada 1846 d 1856 d Oct. 1854 will 1855 buried in St. John’s Church witnessed by David Ure of England cemetery, Sandwich Ann b 21 Dec 1851 raised by Rebecca m 1874 Sandwich Alfred COMPTON moved to Illinois and died there no known family Daughter Ann made a life for herself. In 1874 she married Alfred Compton, the son of a tailor. As to Archibald junior we have nothing concrete. He may be the Archibald Little who was fostered by a McKinley family in Kent County but we cannot be certain.$^{64}$ $^{62}$ SJAC, Box 1, Book 3, Vol. III, Baptisms and Marriages 1828-1841, Burials 1853-1874. $^{63}$ ibid. $^{64}$ We cannot be certain this was Archibald junior. On the 1861 census he appears at the age of seven in the McKinley household. I Archibald Little, of the Village of Windsor... do make... This my last will and Testament. Secondly, I will... unto my Sisters Rebecca Little and Christina Little, all my Personal and Real Property... So long as they, or either of them shall live - but not to sell any portion of either... and excepting that certain parcel or Tract of Land referred to in a clause... fifth? of this will... I will that during Such time as... Rebecca and Christina... They or either of them shall at all times find and provide for my two children, Ann, Borne on the Twenty ninth day of December A.D. one Thousand Eight hundred and fifty one and Archibald, Borne on the Twenty Sixth day of February A.D. one thousand eight hundred and fifty four, out of the said Estate...and shall impart unto them... a good... English education. Thirdly, I will... that after the decease of... Rebecca and Christina... all the Real and Personal Property shall be equally divided between my two children, Ann. and Archibald... And should the decease of my sisters... take place before the youngest of my... children attain... the age of twenty one years. I deem that any Trustees or executors of this my last will... shall place... at interest... for the support... of my... Children, untill the youngest... shall have reached the age of Twenty one years all my... Estate but not to sell... of any portion thereof... than until my youngest child... shall have attained the age of Twenty one years Fourthly, I will... that immediately after my decease A Schedule shall be taken of all my effects... which Schedule shall be attached... Fifthly, I... will... My Executors... to... make good the Title to that certain parcel or Tract of Land mentioned... in paper marked A, which is hereunto attached in my Brother George A Little to him...in accordance with the terms of said paper marked A...and to this effect I hereby empower my Executors... to convey unto... George A. Little..., the said parcel... Sixthly, I hereby appoint Mr John Wright Blackadr, Merchant, and Mr John McCrar, Gentlemen, both of the Village of Windsor... Executors... In witness whereof, the said Archibald Little, hath hereunto set his hand and seal this Fifth day of December in the year of our Lord, one Thousand Eight hundred and fifty five. Alexr Shepherd Witness Arch Little David Ure Witness Table Notes a Rebecca (1826-1881) married John Bain. Christina (1816-1863) never married and died of rheumatism. b Ann (1851-1934) married Alfred Compton. She and her husband moved to Illinois and died there. c David Ure (1807-1870) Figure 51b. Inventory of Archibald Little’s Estate, 27 May 1857. ½ dozen chairs, 1 Bed Stead., 1 Trunk, 1 Clock, 1 Table, 1 Table, 1 Stove, 1 Bed & Beding, 1 Looking Glass, 1 Bible, 1 Testament, 1 Prayer Book, 1 Carpet, 1 Chair, 2 Small Crockets, Sundry Small Items. Rebecca and her husband John Bain This history comes full circle with the story for Rebecca. In 1860 her reply of “Stewart and Ann Little” to the question “Who are your parents?” at the signing of her marriage papers in Windsor, Ontario, made this book possible.\textsuperscript{65} Had it not been for this information we would not have been able to trace her family to Ireland. She was married on that day to John Bain with the support of her brother George A. and her married sister Ann Langshaw. She was devoted to family but as luck would have it she had no children of her own. Rebecca arrived with Family 2 in Canada as a 26 year-old and lived the rest of her life in Sandwich village. It is a pity we do not know what she did for a living in the 14 years that elapsed between 1846 and 1860 in the rough frontier town. It is not unreasonable to suppose that she lived a hand-to-mouth existence as a domestic as did so many other female immigrants fresh from old-country farms. In 1856 when her brother Archibald died she took in his 5 year-old daughter Ann (Hannah). Then on 10 August 1860, at the age of 34, she married the widower John Bain and brought Ann into the Bain household. Bain was a labourer and her life with him could not have been easy. Figure 52. Marriage Record of Rebecca Little, 10 August 1860. To aid in presentation the original image has been cut into two pieces and the one placed atop the other. 1861 Census Sandwich Village\textsuperscript{66} 1871 Census Sandwich Village\textsuperscript{67} Figure 53. The Bain Household on the 1861 and 1871 Censuses. Rebecca appears in the 1861 and 1871 censuses of Sandwich village. In 1861 her household contained, in addition to John Bain and “Hannah Little” aged 9, John’s children Henry 13, Elizabeth 9, James 5, and David 3. She clearly had her hands full caring for Bain’s little ones as well as her niece Ann. Bain died \textsuperscript{65} \textit{The Marriage Records of Essex County 1858 - 1864}, transcribed by E. Crysler and D. Arble (OGS, nd). Image courtesy Archives of Ontario. \textsuperscript{66} Library and Archives Canada; Ottawa, Ontario, Canada; Census Returns For 1861; Roll: C-1021. County: Essex. \textsuperscript{67} 1871; Census Place: Windsor, Essex, Ontario; Roll: C-9890; Page: 72; Family No: 300. Sub district: Windsor. sometime before the 1871 census at which point Rebecca and Bain’s son James went to live with Bain’s oldest son, William. By that time Ann had married Alfred Compton. Rebecca does not appear on the 1881 census so may have died before then. We do not know where she is buried. Recapitulation This brings the history of two branches of one of the Little families of Ireland to approximately 1905 and the publication of Charles Little’s story in the CBRE. The first generation of both branches in Canada have lived out their lives. We have attempted several things. We have related what is known of the families as is revealed by the historical records of Ireland and Canada. We have argued for the families’ composition and alerted the reader to potential confusions over spellings. We have explained as accurately as possible the history behind the emigration of the families and their entry into Canada. It is hoped this book will encourage descendants of both families to continue researching the histories of the children of Lindsay, George A. and others. The children were to witness in their lifetimes momentous events of their own. It was inevitable that with the passage of time the Irish experience would fade from memory. It is hoped this book has been useful for the reader to acquire or relearn aspects in the lives of his/her forebears that would otherwise not be known or forgotten. Where to Go from Here? With the passage of years new generations will be born, have children of their own and pass away. The history of an extended family is like the universe, continually changing and expanding. The reader who is curious about the lives of generations post 1905 are best advised to consult the website ancestry.com for current information, a good place to start being the Little profiles in The John Quick Extended Family.	86610ef3-3d26-4c65-b139-e56f66253220	CC-MAIN-2024-51	https://sshistoricalsociety.ca/wp-content/uploads/2024/08/Chapter3.pdf	2024-12-03T07:29:23+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00208.warc.gz	497,814,228	21,454	eng_Latn	eng_Latn	0.972907	eng_Latn	0.997331	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	true	rolmOCR	[ 3592, 6106, 8056, 12214, 14687, 15553, 17679, 21963, 25602, 26618, 27079, 29061, 31346, 32759, 37298, 39026, 41840, 45388, 48353, 50222, 52535, 53471, 55034, 58721, 59442, 62619, 63340, 65833, 66324, 68487, 71001, 72640, 73512, 74289, 75601, 7784...	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Purpose In accordance with the Queensland Working with Children. (Risk Management and Screening) Regulation 2020, Capricorn Citizen Advocacy is a ‘regulated organisation’. This procedure sets out how Capricorn Citizen Advocacy is complying with its obligation to implement a Child and Youth Risk Management Strategy in particular, how staff and volunteers handle disclosures or suspicions of harm, including reporting of these. This ensures staff and volunteers respond as quickly as possible to a disclosure or suspicion of harm. We promote child-safe and child-friendly environments by implementing strategies that identify and minimise the risk of harm. This document should be read in conjunction with other policies and procedures adopted by Capricorn Citizen Advocacy as follows; 1. Policy 1.1.5 Code of Conduct – Committee of Management 2. Policy 1.3.6 Risk Management Framework 3. Procedure 22.214.171.124 Risk Management Plan and Risk Register 4. Policy 4.7.0 Child and Youth Risk Management Strategy 5. Policy 6.0.0 Code of Conduct – Staff and Volunteers 6. Policy 6.3.0 Staff Recruitment and Employment Policy 7. Policy 6.6.0 Staff Training Policy Procedure 1. Handling Disclosures or Suspicions of Harm, including Reporting Defining ‘harm’ Harm is defined as ‘any detrimental effect of a significant nature on the child’s physical, psychological or emotional wellbeing’. Harm can be caused by physical, psychological, or emotional abuse or neglect; or sexual abuse or exploitation (Section 9 of the Child Protection Act 1999). Considerations for employees and volunteers when forming a reasonable suspicion about harm to a child include whether there are detrimental effects on the child’s body or psychological or emotional state; - that are evident to the person, or - that the person considers are likely to become evident in the future, and in relation to any detrimental effects mentioned above - their nature and severity, and - the likelihood that they will continue, and - the child’s age (section 13C of the Child Protection Act 1999). Remember harm can be caused by a single act or omission or a series of acts or omissions. Identifying Harm (Actions/behaviours by perpetrator) Physical Abuse - Hitting - Shaking - Burning/scalding - Biting - Causing bruise or fractures by excessive discipline - Poisoning - Giving children alcohol, illegal drugs or inappropriate medication - Domestic and family violence Psychological or Emotional Abuse - Scapegoating - Persistent rejection or hostility - Constant yelling, insults or criticism - Cultural affronts - Teasing/bullying - Domestic and family violence Neglect - Not giving a child sufficient food, housing, clothing, enough sleep, hygienic living conditions, health care and adequate supervision - Leaving children unattended - Children missing school Sexual Abuse or Exploitation - Kissing or holding a child in a sexual manner - Exposing a sexual body part to a child - Exposing children to sexual acts or pornography - Making obscene phone calls or remarks to a child - Having sexual relations with a child or young person under 16 years of age Resulting Harm - Impact Experienced By The Child Physical (Refers to the body) - Bruising - Fractures - Internal injuries - Burns Psychological (Refers to the mind and cognitive processes) - Learning and developmental delays - Impaired self-image Emotional (Refers to the ability to express emotions) - Depression - Hypervigilance - Poor self esteem - Self harm - Fear/anxiety What is a ‘Disclosure of Harm’? A disclosure of harm occurs when someone, including a child, tells you about harm that has happened, is happening, or is likely to happen to a child. Disclosures of harm may start with: - 'I think I saw…' - 'Somebody told me that…' - 'Just think you should know…' - 'I'm not sure what I want you to do, but…' It is important to act quickly and in the best interests of the child or young person after a disclosure of harm is received, irrespective of the alleged source of harm. What is a ‘Suspicion’ of Harm? A suspicion of harm is when someone has a reasonable suspicion that a child has suffered, is suffering, or is at an unacceptable risk of suffering, significant harm. This includes circumstances which relate to an unborn child who may be in need of protection after he or she is born. A child who has been, or may be experiencing, abuse may show behavioural, emotional or physical signs of stress and abuse. You have a duty of care to follow up any suspicions of harm or potential risk of harm to children and young people in your care. You can do this by observing and recording the actions of children who might be at risk and reporting your concerns to the relevant authority. You can suspect harm if: - a child or young person tells you they have been harmed - someone else, for example another child, a parent, or an employee, tells you that harm has occurred or is likely to occur - a child or young person tells you they know someone who has been harmed (it is possible that they may be referring to themselves) - you are concerned at significant changes in the behaviour of a child or young person, or the presence of new unexplained and suspicious injuries, or - you see the harm happening. Recording a Disclosure or Suspicion of Harm Staff and volunteers must document how they receive a disclosure of harm from a child or young person, or manage a disclosure or suspicion of harm. Suspicion of harm (or other concern for a child’s welfare) In relation to a ‘suspicion’ of harm, staff should: - remain alert to any warning signs or indicators - pay attention to changes in the child’s behaviour, ideas, feelings and the words they use - make written notes of observations in a non-judgemental and accurate manner - assure a child that they can come to talk when they need to, and listen to them and believe them when they do, and - follow the process for reporting a disclosure of harm set out below and consider whether there are requirements to report matters to the Queensland Police Service or Child Safety (Department of Child Safety, Youth and Women) IMPORTANT THINGS TO CONSIDER (For employees or volunteers in recording a disclosure or suspicion of harm) - remain calm and listen attentively, actively and non-judgementally - ensure there is a private place to talk - encourage the person to talk in their own words and ensure just enough open-ended questions are asked to act protectively (e.g. ‘Can you tell me what happened’…or ‘Can you tell me more about that’). Don’t ask leading questions which tend to suggest an answer. Ensure the person is advised that the disclosure cannot remain a secret and it is necessary to tell someone in order to get help; - reassure the person they have done the right thing by telling you - advise the child that you need to tell someone else who can help the child - document the disclosure clearly and accurately, including a detailed description of: - the relevant dates, times, locations and who was present - exactly what the person disclosing said, using “I said,” “they said,” statements - the questions you asked - any comments you made, and - your actions following the disclosure - not attempt to investigate or mediate an outcome, and - follow the process for reporting a disclosure of harm set out below and consider whether there are requirements to report matters to the Queensland Police Service or Child Safety Capricorn Citizen Advocacy’s Contact Officer The contact officer who can deal with child protection issues and act as a point of contact if someone wishes to raise concerns is the Coordinator. Ph 07 4922 0299 / 0409 220 072 The Coordinator’s duties are to: - Review and manage relevant policy and procedure for handling disclosures or suspicions of harm - Induct and train employees and volunteers in handling disclosures or suspicions of harm - Provide employees and volunteers with a copy of our policies and procedures for handling disclosures or suspicions of harm, as well as the phone numbers of key contacts - Offer assistance and support if a person in the organisation receives a disclosure of harm - Organise external support to assist parties following a disclosure or suspicion of harm Reporting a Disclosure or Suspicion of Harm The timeframes and relevant processes for reporting a disclosure or suspicion of harm are as follows: Reporting of a disclosure or suspicion of harm involves a 3-step-process, namely: 1. Consider whether the disclosure or suspicion needs to be reported to the Queensland Police Service. Circumstances in which such reports must be made are: - where a child is at imminent risk of harm or - a child has been the victim of a criminal offence. If an individual believes a child is in immediate danger or in a life-threatening situation, they should immediately contact the Queensland Police Service by dialling 000. Queensland Police Service has a number of child protection and investigation units across Queensland. To contact the Queensland Police Service, individuals should contact their nearest Police District Communication Centre or Policelink on 131 444. 2. Consider whether the disclosure or reasonable suspicion of harm needs to be reported to Child Safety (Department of Child Safety, Youth and Women) Non-mandatory reporting Child protection is everybody’s responsibility and every person SHOULD report to Child Safety if that person forms a reasonable suspicion that a child (including an unborn child) has suffered, is suffering, or is at unacceptable risk of suffering significant harm AND does not have a parent able and willing to protect the child from the harm. Making a Report If any individual working with Capricorn Citizen Advocacy needs to make a report to Child Safety Services, they can contact the following numbers; During normal business hours: Child Safety Services Regional Intake Service - Central Queensland Phone: 1300 703 762; After hours and on weekends Child Safety After Hours Service Centre Phone 1800 177 135. The service operates 24 hours a day, 7 days a week. If any individual in Capricorn Citizen Advocacy is not sure who to call, or needs assistance to locate their nearest Child Safety Service Centre, contact Child Safety Services' Enquiries Unit on 1800 811 810. Child Safety Service Centres have professionally trained child protection staff members who are skilled in dealing with information about harm or risk of harm to children. A person making a report is protected from liability under the Child Protection Act 1999 from civil or criminal legal actions and is not considered to have broken any code of conduct or ethics. 3. Consider whether referral is required to other support services, including Family and Child Connect. Phone 13 FAMILY (13 32 64) Employees and volunteers with any concerns for a child that do not amount to a reasonable suspicion of harm should consider what support services could be offered to the family. A Family and Child Connect service can provide information and advice about connecting families with support services and the circumstances in which a referral can and should be made to one of these services. Anyone can contact Family and Child Connect for information, advice and support for connecting families with support services. The criteria for Family and Child Connect service to work with the family is: - the referred family has a child from unborn to 18 years of age, and - the child is not currently in need of protection, and - without support the child, young person and family are at risk of entering or re-entering the statutory child protection system, and - the family would benefit from access to intensive and specialist support services, and - the family has multiple and complex needs. The Family and Child Connect website provides useful materials, including Training resources in relation to family support services, which can assist further: https://familychildconnect.org.au/ Related Documents 1. Policy 1.1.5 Code of Conduct – Committee of Management 2. Policy 1.3.6 Risk Management Framework 3. Procedure 126.96.36.199 Risk Management Plan and Risk Register 4. Policy 4.7.0 Child and Youth Risk Management Strategy 5. Policy 6.0.0 Code of Conduct – Staff and Volunteers 6. Policy 6.3.0 Staff Recruitment and Employment Policy 7. Policy 6.6.0 Staff Training Policy References 1. Child Protection Act 1999 2. Working with Children (Risk Management and Screening) Act 2000 3. Working with Children. (Risk Management and Screening) Regulation 2020 4. Child and Youth Risk Management Strategy - Toolkit (Queensland Government) 5. Child and Youth Risk Management Strategy - Self Assessment Checklist 6. Blue Card Services website: www.bluecard.qld.gov.au 7. Department of Child Safety, Youth and Women; https://www.csyw.qld.gov.au/child-family/protecting-children Ratification This procedure was adopted by Capricorn Citizen Advocacy's Management Committee at its meeting held on 22/09/2020. SIGNED: .................................................. SIGNED: .................................................. President Secretary 24/09/2020 24/09/2020 (Date) (Date)	b833fa27-9d58-4715-8c1e-2506d4ede6c0	CC-MAIN-2021-31	https://www.capca.org.au/wp-content/uploads/2021/07/Procedure-4-7-0-1-Handling-Disclosures-or-Suspicions-of-Harm-including-Reporting-Procedure-2020.pdf	2021-07-28T03:57:13+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046153521.1/warc/CC-MAIN-20210728025548-20210728055548-00143.warc.gz	701,795,886	2,851	eng_Latn	eng_Latn	0.934832	eng_Latn	0.995188	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1220, 2699, 3928, 6222, 8357, 10287, 12203, 13390 ]	[ 2.09375 ]	4	0
It is sometimes said that the Boer War is a forgotten war in Australia’s military history. Well this should never be the case and, on this day in particular, we remember those soldiers, including indigenous soldiers, and those nurses, who were the first to serve our new nation in conflict. They were the forebears of the ANZACs, volunteering to fight alongside the British—serving empire, serving Australia and fulfilling their sense of duty and honour. The courage, resilience and bushcraft of the Australians were well suited to the conditions they encountered, and they were soon recognised as an invaluable asset against a mobile and evasive adversary. Sadly, the price we paid was high; this war remains our third worst conflict in terms of casualties. It also marked the death of an Australian nurse, Frances Hine, who became the first Australian woman to die in war. The Boer War was a significant moment in our military history and in our fledgling nation’s development. The service and sacrifices made will always be acknowledged and revered. The proud traditions we have today, began on the plains of South Africa more than a century ago.	54d577b4-e69c-4758-a0eb-dfa0365ebd24	CC-MAIN-2021-31	https://bwm.org.au/documents/GG_Message_2016.pdf	2021-07-24T14:05:40+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046150266.65/warc/CC-MAIN-20210724125655-20210724155655-00700.warc.gz	159,600,669	230	eng_Latn	eng_Latn	0.998672	eng_Latn	0.998672	[ "eng_Latn" ]	true	rolmOCR	[ 1154 ]	[ 2.09375 ]	1	0
Jesus Teaches: Be Humble Lesson Focus: What you do is important! Scripture Reference: Matthew 23: 1-12 Spark Story Bible Pg. 310 GATHER Check In with your High & Low for today/this week. Question: Have you ever heard the phrase, “Do as I say, not as I do?” Any examples of this happening? Maybe you can think of an example of a celebrity/role model doing something along these lines. It can be really frustrating when people we look up to set a bad example. The good news is that we don’t serve those people, we serve God—not because we have to, but because God loves us. This week we’ll learn that serving God is what is that our actions are important. STORY Dear Jesus, Teach us that greatness comes in serving you. The exalted are humbled and the humbled are exalted. In your name we pray, Amen. Look up Matthew 23:1-12 in the NRSV and listen along on our website. Or turn to page 310 in the Spark Story Bible. If you are reading from the NRSV, you may want to look at the definitions for phylacteries and fringes. You may also want to peek at the Fun Facts on the third page of the leaflet to find out what Moses’ seat is. Jesus has a way of turning things upside down. Instead of being exalted, we are humbled, and being great is being a servant. The Pharisees and scribes taught good things but they didn’t do them. Jesus loves us and wants us to do what we’re taught, even when the teachers don’t! RESPOND Check out the Symbols of Service activity in your leaflet and think of a symbol to represent being humble in our life and draw it. The Adinkra symbol is based on the shape of ram’s horns. Rams are powerful animals, but if they are going to do anything great with their horns they have to lower their heads into submission. Can you see how this looks like ram’s horns coming together? It’s similar to our Bible verse. If we’re going to do great things for God, we must first lower ourselves & be servants. Shoe Writing: By following these instructions, you’ll be able to make a mark on the outside that carries the message of Jesus, and then you can carry that message everywhere. First, take a pair of shoes that you wear regularly that have rubber soles (nothing fancy—and get permission to use). Next, write the words LOVE GOD on one shoe in BIG letters, using the markers your adult provides. Then, on the other shoe, write LOVE YOU. Look up Matthew 23:11 This is our Memory Verse for today. The greatest among you will be your servant. Responding to God’s Word These are ways God uses us to come back for others! Sometimes the best way to come back is to go out! To: ___________________________ From: ___________________________ Date: __________ I want to: ___ Pick four kind things you can do this week without anyone finding out who did them. ___ Paint a water color of what it looks like for the humble to be exalted. ___ Find three people to share friendship bracelets with. ___ Tell You that You’re Special ___ Pick up my toys ___ Use a magnifying glass ___ Write out the Memory Verse & doodle around it in your Faith Formation Journal ___ Write out the Memory Verse and place it somewhere you will see it often ___ Give you a big hug! ___ Invite you to worship with you (outside or online) or invite them to Sunday School with you ___ Pray for _______________________ ___ Say “I’m sorry” ___ Read this story again in my Bible ___ My own idea: _______________________ Dear Jesus, you keep coming back for us. Now teach us to go out for others! Amen!	100abdbc-f905-420b-a981-97f7c436d84a	CC-MAIN-2021-49	http://www.ziongale.com/uploads/1/2/3/7/123778062/11.01.2020_learning_page_1.pdf	2021-12-08T21:30:18+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00618.warc.gz	143,658,164	808	eng_Latn	eng_Latn	0.992206	eng_Latn	0.997395	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2361, 3503 ]	[ 2.328125 ]	1	0
Monument Lab FIELD TRIP MUSEUMS INVESTIGATE UNFIX QUESTION EXPLORE CONFRONT ABOUT Monument Lab Field Trip: Museums is a set of self-guided activities designed to help you investigate museums; ask questions about learning and access in arts, culture, history, and science institutions; and propose your own ideas for making museums more accessible and less exclusive spaces. We encourage you to explore with family, friends, classmates, and neighbors in a way that is safe and accessible for you. You may find that accessing museum webpages, online collections and exhibitions, and social media is a way to explore a museum from home. Many institutions have expanded their online content and programs during the pandemic, offering more ways to engage with museums. GETTING STARTED WHAT DO I NEED? You’ll be doing lots of drawing and writing on this Field Trip, so make sure you have something to write with (pen or pencil) and something to write on (like a clipboard or notepad). You’ll also need a sense of curiosity as well as a critical eye. HOW LONG WILL THIS TAKE? It’s up to you! These pages are just a guide, but ultimately, it’s your investigation. You can do all of these activities in one day with one museum, really digging in and exploring the histories and stories it reveals (and hides). Or you can use this guide to critically engage with several museums over time. SHARE Share ideas, questions, drawings, and photos from your Museum Field Trip with us on social media, and tag us @Monument_Lab. CREDITS Monument Lab Team: Paul Farber and Patricia Eunji Kim Advisor: La Tanya S. Autry Special Thanks to: Kanyinsola Anifowoshe, Jen Cleary, Kristen Giannantonio, Will Hodgson, Florie Hutchinson, Hilary M. V. Leathem, Sue Mobley, Aubree Penney, Naima Murphy Salcido, Dina Paola Rodriguez, and Nico Rodriguez Monument Lab Field Trip: Museums was designed and illustrated by Mike Murawski & Bryna Campbell with Super Nature Adventures. SUPER NATURE ADVENTURES www.supernatureadventures.com firstname.lastname@example.org “A museum is a complex institution, and defining it is not easy.” ~Edward Alexander, historian & educator ASK YOURSELF Have you visited a museum before? ☐ yes ☐ no What are some things that make you want to visit a museum? What words or ideas do you associate with museums? CHOOSE A MUSEUM TO VISIT What do you know about this museum ahead of your visit? name of museum I’m going to visit location of museum Copyright © 2022 Monument Lab ENTERING THE MUSEUM DRAW As you arrive at the museum, what do you notice about the building and the spaces around it? Make a quick sketch here. PAUSE How do you feel as you enter this museum space? HONOR THE LAND Learn about the Indigenous peoples on whose ancestral lands this museum now stands, and other histories of this place. Does the museum have information and resources to help you learn this? IS THERE AN ADMISSION FEE? ☐ yes ☐ no cost: __________ WHEN IS THE MUSEUM OPEN? Sun Mon Tues Wed Thur Fri Sat ARE THERE RAMPS AND ACCESSIBLE ENTRANCES THAT ARE EASY TO FIND? ☐ yes ☐ no WHAT TYPES OF INFORMATION AND MATERIALS ARE AVAILABLE TO YOU AS A VISITOR? (check all you can find) ☐ map or visitor brochure ☐ info about new or special exhibits ☐ materials in languages other than English ☐ large print materials ☐ audio guide ☐ materials for kids or families ☐ other: _______________________ INVESTIGATE $ Take a moment to find a wall or area dedicated to recognizing the names of donors. Can you find something like this? ☐ yes ☐ no Is there comfortable seating available throughout the museum? Who are the major donors? How big are their names compared to other signage? Are any of these names familiar to you? What are some other things you notice about this museum during your visit? Copyright © 2022 Monument Lab EXPLORE Choose one room or gallery in this museum. Take some time to explore and consider these questions. What stories, themes, and topics are being shared here? What is the role of objects in this exhibition space? What stories are missing? How do you think the objects or items on display got here? How does this gallery provide you with information? (for example, labels, text, or videos) “What they put on view says a lot about a museum, but what they don’t put on view says even more.” —Fred Wilson, artist Museums require many different kinds of labor to operate, and much of this work is not visible to most visitors. During your visit, notice those you see working there and recognize all the work happening that you might not see. Who have you noticed working in this museum? How are workers and their labor recognized throughout this museum? “We can use the resources we have as museum workers, as professionals, as leaders, as public intellectuals to care.” —Monica O. Montgomery, museum leader What types of museum work do you want to know more about? Can you find anything in the news about employee experiences or union organizing at this museum? Librarian Maintenance Conservator Program Manager Visitor Services Technology Collections Assistant Intern Development Events Educator Retail Payroll Manager Archivist Curator Security Facilities In what ways do you think this museum is welcoming and accessible? How might this museum represent POWER? Whose POWER? Does this museum seem interested in the perspectives, voices, and ideas of visitors or community members? ☐ yes ☐ no How so? What sorts of rules (spoken and unspoken) are people following? What forms of surveillance or control do you notice? QUESTION EVERYTHING In what ways is this museum engaging with social or political issues that matter to its audience and local communities? Is this museum taking on stand on issues that matter to YOU? ☐ yes ☐ no Ask questions of any and all museums you visit. Let’s unfix the ideas we have inherited about museums. “Museums are not neutral. They never have, and never will.” – Suay Aksoy, museum scholar IMAGINING MUSEUMS Who is your museum for? Where will it be located? IMAGINE a new museum that you would create. Use this page to get started by brainstorming some ideas. Think of something that matters to you or your community. What stories do you want to tell? What kinds of objects or experiences do you want to include? Who will care for your museum? How will your museum care for others? DREAM Think beyond the traditional ideas of what a museum can be. How could the museum you imagine be different from other museums? “Take me into the museum and show me myself, show me my people, show me soul America.” – June Jordan, poet Draw your ideas on the next page DRAW YOUR MUSEUM USE THIS SPACE TO SKETCH YOUR IDEAS AS YOU IMAGINE YOUR NEW MUSEUM. NAME YOUR MUSEUM LEARN MORE Culture Strike: Art & Museums in an Age of Protest by Laura Raicovich (Verso, 2021) Decolonize This Place decolonizethisplace.org Museum Workers Speak Twitter: @MuseumWorkers Instagram: @museumworkersspeak Museums Are Not Neutral museumsarenotneutral.com #MuseumsAreNotNeutral	ee072413-3efe-4e3d-9696-3214ed8766aa	CC-MAIN-2023-40	https://data.monumentlab.com/monument-lab/assets/nvlgmdztz5cowgcg	2023-09-26T02:48:09+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233510130.53/warc/CC-MAIN-20230926011608-20230926041608-00597.warc.gz	215,535,979	1,638	eng_Latn	eng_Latn	0.920407	eng_Latn	0.997397	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 76, 2150, 2492, 2899, 3839, 4360, 5212, 5993, 6666, 7064 ]	[ 3.484375 ]	2	0
Arts Instruction: Dance HISD Fine Arts Operational Framework # Table of Contents \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Aspects of a Quality Dance Program \| 50 \| \| Effective Strategies for Dance Teachers \| 57 \| \| Development of the Emerging Artist in Dance \| 59 \| \| HISD Dance Curriculum \| 62 \| \| Evaluation and Assessment of HISD Dance Programs \| 66 \| \| Dance: Partnership and Collaboration \| 68 \| \| References and Resources \| 69 \| \| Dance Addendum A: Budgets and Lists of Equipment and Supplies \| 71 \| \| Dance Addendum B: Supplemental Guidelines for Appraisers of Dance \| 75 \| \| Dance Addendum C: Dance Course List \| 77 \| “You have to love dancing to stick to it. It gives you nothing back, no manuscripts to store away, no paintings to show on walls and maybe hang in museums, no poems to be printed and sold, nothing but that single fleeting moment when you feel alive.” - Merce Cunningham Aspects of a Quality Dance Program The Houston ISD K-12 Fine Arts Dance Department is committed to: • Establishing dance education equity and access for all HISD students instructed by professional educators with a high quality, sequential and comprehensive dance instruction; • Promoting independent, global, creative thinkers, skilled dancers & emerging artists, who will feel confident in themselves, who are willing to take risks, work cooperatively, and be original, innovative problem solvers; • Encouraging all students to learn through dance, to strive for excellence and enjoy the journey along the way; • Empowering students’ collaboration and leadership skills, sparking their imagination, igniting a love for learning, exploring, and creating. What is Dance? Dance is the art of movement, movement principles and purposefully selected movement sequences to communicate meanings and express emotions. The way these movements are shaped, choreographed and structured, defines the key characteristics of its style, form, genre and its social and historical context. “Dancing is creating a sculpture that is visible only for a moment” -Erol Ozan Everyone can dance. Dance is for all, for either recreational, fitness, social, cultural or artistic purposes. Concert dance genres include ballet, modern dance, jazz, tap, ballroom dance, world dance forms, as well as some blended dance genres and styles that many school dance teams and programs are focused on.$^{42}$ Dance is an ephemeral art form. To capture its essence, dancer needs to become a master of the dance technique. Dance technique is a connecting strap, a capturing tool, which provides essential control and balance of the body, as well it offers avenues for individual artistic expression. The body is an instrument of dance and through movement, it creates a dance language. A dance technique provides a progression of movement and skills development that is mandated by curriculum framework and well-defined objectives. Dance technique promotes neurological and kinesthetic learning; enforces refinement of skills with a focus on body and mind; and improves overall fitness and wellness. Dance technique effectively shapes the dances and its structure. “The dancer of the future will be the one whose body and soul have grown so harmoniously together, that the natural language of the soul will have become the movement of the human body…” - Isadora Duncan $^{42}$ Kassing, Discovering Dance. The Benefits of Dance Dance education gives students the freedom and permission to question and explore everything around them through movement. Students will acquire lifelong knowledge and skills through psychomotor, cognitive, social and emotional components of their dance education, which are transferable to any other content area in life. Research supports the following statements. Through dance education students are: - Sparking new brain cells through physical exercises and dance technique training—enabling neurogenesis; therefore, promoting better cognitive performance - Students are developing appropriate brain associations, process the meanings and learn by doing and collaborating - Learning to communicate through dance—as a nonverbal language dance is affecting similar places and learning process in the brain as verbal language$^{43}$ Research The National Dance Education Organization (NDEO) undertook a review of over 50 studies of how dance impacts K-12 learning and produced a report that summarizes the key findings of the studies.$^{44}$ Examples of some of the studies include: - A 2005-2007 study, wherein students in the Jefferson County, Florida model arts program outperformed other districts in reading and math scores.$^{45}$ - In How the Arts Develop Young Brains, David Sousa states: “Brain areas are developed as the child learns songs and rhymes and creates drawings and finger paintings. The dancing and movements during play develop gross motor skills, and the sum of these activities enhances emotional well-being. And sharing their artwork enhances social skills. The arts are not just expressive and effective, they are deeply cognitive. They develop essential thinking tools—pattern recognition and development; mental representations of what is observed or imagined; symbolic, allegorical and metaphorical representations; careful observation of the world; and abstraction from complexity.”$^{46}$ - Cindy Soto’s (2001) thesis indicated that students who participated in dance demonstrated more persistence and had higher grades than those involved in non-academic (and non-dance, such as math club) activities.$^{47}$ - 100% of teachers at PS 70 in the Bronx reported that by integrating dance into their classrooms, they gained insight into student capabilities through the arts. They were also able to teach academic subjects in new ways, and they increased their ability to integrate the arts into their teaching.$^{48}$ --- $^{43}$ Hanna, Dancing to Learn: The Brain’s Cognition, Emotion, and Movement, Prelude. $^{44}$ Bonbright, EVIDENCE: A Report on the Impact of Dance in the K-12 Setting. $^{45}$ Bonbright, 22. $^{46}$ Bonbright, 37. $^{47}$ Bonbright, 9-10. $^{48}$ Bonbright, 24. From the reports of the model programs and professional development projects funded by the Arts-in-Education grants under the U.S. Department of Education, dance programs impacted teachers in the following ways: - Increased teachers’ interest in co-teaching - Increased levels of authentic instruction - Increased transference, deep knowledge, connections to the world beyond the classroom, social - Support for learning, high expectations, challenging work, and mutual respect - Fostered creation of original curricula The NDEO supports research, teaching, and learning in all these vital areas. Continued funding of projects, education, and active support is needed to ensure a vibrant impact on U.S. education for all children. What knowledge and skills will students gain through dance education? By experiencing dance education and dance program, students develop creativity, confidence, perseverance, self-control, focus, collaboration, problem solving, emotional intelligence, non-verbal communication and healthy bodies that move expressively, efficiently, and safely through space and time with a complex kinesthetic awareness; in addition to body and mind balance. Students attain knowledge, skills and understanding of dance through: - Creating, performing and producing dance - Demonstrating proficient technical competency in at least one genre of dance: Ballet, Modern, Contemporary, Jazz, Tap, and World Cultural Dance Forms: Hip Hop, Musical Theatre, Ballroom, Social, Folk Dance, etc. - Inclusion of the elements of dance: Body, Movement, Space, Time, Energy, and Relationships - Applying critical response, aesthetic response, meaning and interpretation in dance - Demonstrating an understanding of social, cultural and historical contexts in dance What does a Quality Dance Program Require? Dance education is steered by the knowledge and skills required to create, perform and understand movement as medium to convey a message, to communicate art. Dance education is frequently empowered by cultural, historical and social settings. Principles of dance technique are based on traditions. Dance was developed before the language and as such, dance was passed from generation to generation. During this process, dance technique developed a specific system of training as well as it defined dance skills and vocabulary in a variety of styles and genres. --- 49 Bonbright, 19-20. 50 Bonbright. A quality dance program includes creating movements and improvisation, dance technique and skills, choreography, auditions, rehearsals, performances, reflection, and critique. A holistic approach in dance education requires a comprehensive instructional program, supported by the dance standards (TEKS, and/or National Dance Standards) and a well-rounded dance curriculum that is based on psychomotor, cognitive, and social/emotional components of students' development and on the students' interests, which encompass the works of present and past. A comprehensive dance education considers students' interests, needs, and readiness levels. An exceptional dance program supports students' desires to create, perform, and express themselves through movement, empowering them to grow artistically. A school-based dance program requires: a dance classroom with equipment, dressing rooms for boys and girls, instructor's office, a performance space, dance costumes with storage room, dance props, music, annual budget, and supplies. A Dance Classroom with Equipment A dance studio (or dance classroom) requires a large open and unobstructed space with high ceilings; cushioned dance floor, mirrors, sound system, and ballet barres. The dance floor is raised (air-cushioned or wooden), basket weave sprung or floating floor covered with vinyl dance roll mats such as Marley, Rosco, Harlequin, etc. The dance floor should be portable for easy transportation to other performance spaces without a proper dance floor. The floor should be well maintained, per dance studio industry instructions, and cleaned with non-harsh chemicals daily. The floor should not be slippery or sticky. If the floor is a dance-specific sprung floor—it is suitable for all types of dance (ballroom, tap, and folkloric styles as well). Otherwise, tap boards may be used, especially if Marley, Roscoe, or Harlequin dance vinyl floors are used over the sprung floor. The room should be appropriately sized. Ideally, each dancer requires 100 square feet, but needs at least 60 square feet; therefore, the average size of the room for 25-30 students require at least 1800-2000 square feet of open space without any obstructions such as posts or columns, and at least 16 feet ceiling height. If the room will serve as a performance space too, then it should be at least 2500 square feet with at least 18 feet ceiling height. Additionally, the dance room would need telescoping bleachers, curtains, cyclorama, lighting grids, lightboard, recording system, sound system. If there is no dedicated space available, some other open spaces could be modified to fit the dance education facility requirements per these educational specifications. Mirrors should be securely fixed on the wall; however, portable glassless "Mylar" mirrors are easy to store, safe, and practical to use in addition to glass mirrors on the wall. At least 6'x8' or larger mirror sections should be positioned only on one wall, 6 inches from the floor; however, it is recommended to have mirrors mounted on adjoined walls, so the students can observe their movements from two perspectives. (Note: ballet barres should not be mounted on the mirrors, but on the opposite wall). Additionally, a dance room requires double ballet barres that should be mounted opposite of the mirrors wall(s). The barres should be 36-48 inches from the floor to accommodate students of various heights, and the barres should be mounted 6-8 inches from the wall.$^{51}$ The ballet barres could be portable, and when not in use they can be easily stored against the wall. Lastly, the room should be equipped with a sound system (portable and/or wall-mounted), with the latest and updated technology capabilities. There should be at least 4-6 electric outlets on the walls without mirrors. The audio-visual technologies are evolving rather quickly and since dance is usually performed to music, either live accompaniment (rarely in public schools) or recorded, it is of the most importance to supply dance studios with newer technology and updated old equipment. Video recording of the students is one of the best technology tools, which can provide fast and easy access to evaluate, analyze, and correct mistakes. Furthermore, the $^{51}$ CEDFA, Fine Arts Programs in High Schools: Dance. projector and/or smart board aid to a quality of instruction and it is recommended as a part of classroom inventory. The dance room should be near the girls’ and boys’ dressing rooms, their restrooms, water fountains, a dance storage for the costumes, a storage for props and sound systems; and in the proximity to the performance space such as auditorium. The dance room should be connected directly to the teacher’s working station/office with a window toward the dance room, with a space for at least two working stations. A teacher’s office should be adjoined or near faculty locker/restroom/shower. A Performance Space Typically, dance performances use a traditional proscenium theatre that provides at least 500 seats, a large soft wooden stage that should be covered with portable vinyl roll mats (Marley, Roscoe, Harlequin, etc.), as well as cyclorama, lightning and sound equipment. Therefore, it should be equipped with a sound and light board system. Dance Costumes, Dance Props, Music, Event Fees, and Supplies All schools with a dance program should provide an annual budget for consumables and non-consumables materials, dance costumes, music, supplies, resources, and performance/competition events fees. A Competent Dance Certified Professional A successful dance program requires a qualified dance educator who knows the different types of dance techniques, skills and vocabulary of a variety of dance forms, styles and genres. Dance instructors should have extensive training in dance education, expertise in dance technique, and dance artistry. Dance teachers in HISD should be fully certified by Texas/SBEC in dance and physical education as they will be teaching both sets of prescribed TEKS. A dance educator requires a full support of the principal, school leadership, HISD Fine Arts Department and the community to create a successful dance program. Schools should hire dance teachers whose teaching style, expertise and vision match the school dance programs’ interests and needs. Every first-year teacher that is new to the profession or to the district will attend a new teacher training at the beginning of the year that will guide them through the expectations of their instruction and provide them with pertinent information regarding dance program. New teachers will also be assigned a mentor teacher that is located at a campus or in the general proximity of their campus and/or mentoring will be supported through HISD Fine Arts Department and its specialists. This action is created by the HISD Fine Arts Department to provide new instructors a valuable support system that can aide them through the plethora of new information and expectations placed on them by the vocation. Mentor teachers will also serve as a liaison between their mentee and curriculum specialist to ensure that the specialist is providing adequate support to beginning teachers. Mentors and mentees will attend at least one meeting to be held at the beginning of both the fall and spring semesters. These meetings will be led by an instructional specialist and used to ensure that guidelines and expectations are reviewed with both mentor and mentee together. All HISD Dance teachers will be provided with professional development training created by HISD Fine Arts Department throughout the school year enabling teachers to earn required number of CEU hours for their recertification purposes and professional growth. Professional development will be offered through traditional lecture/audience participation style professional development presentations, online courses, guest artists workshops, and participation in HISD Fine Arts events and initiatives. Dance Instruction Expectations A dance educator is a proactive teacher who sets high expectations in his/her classroom, constantly observes his/her students and gives appropriate, positive constructive feedback to achieve the end of the course goals. By utilizing a variety of instructional strategies and developmentally appropriate teaching activities and exercises, the dance educator provides the best dance technique instruction and training. The curriculum weight is equally divided between the dance technique with performances and creative process of dance making. A successful dance educator provides the avenues to students to learn, enjoy and express both aspects of dance. “An effective dance program provides opportunities for learning, practicing, and performing dance. Learning dance as an art form also requires materials and an environment that inspires and supports creative involvement in the art.” National Dance Education Organization, 2018 Instructional Time Consistent, dedicated instructional time is ideal for the development of the dance program. To become masterful in this art form, it takes years of hard and disciplined work, therefore, inconsistent work will not bring fruitful results. When dance courses are offered on the elementary level, students should receive at least 45 minutes of dance instruction once each week. Students in elementary schools should experience dance and movement exercises everywhere in their school day—the other content area teachers should integrate movement in other classes as well. Neuroscientific research points out the necessity of body movement throughout learning. It is well-known that the success in any activity depends on attention, engagement, focus, creativity, self-control, good health and growth, however, it is less known how and where dance promotes these skills, tools, and habits of mind.$^{52}$ “The dance is a potentially powerful tool for feeding the brain, its cognition and emotion; and learning.” -Judith Lynne Hanna To ensure the consistency and growth of dance programs, administrators need to consider instructional time, course requirements, and the level (beginning, intermediate, and advanced) and dance style (e.g., ballet, jazz, modern, hip hop) of the course. HISD defines the sufficient time needed for teachers to teach and for students to learn the dance curriculum as at least 450 minutes every two weeks. In that time, teachers should allow time for students to dress and warm up for dance instruction. These rituals are an element necessary for student success. Administrators responsible for assigning students to dance courses should consider the course prerequisites and whether the student’s ability level matches the level and style of the dance course. Support of Administration and Community To become a quality dance program, a dance teacher and the program also needs the full support and adequate funding by the community, district, school administration and parents. The communication between the teacher and administration should always be transparent and driven by the same goals. The HISD Fine Arts Department Plan is committed to ensure vertical alignment to provide equal access and quality fine arts programs to all HISD K-12 students. In that manner, the key for a successful dance education is to start with $^{52}$ Hanna, Dancing to Learn: The Brain’s Cognition, Emotion, and Movement. dance education early on in elementary school, empowering students through middle school, and culminating with high school students as graduating dance artists. Effective Strategies for Dance Teachers One of the HISD Fine Arts Department goals is to provide full support to teachers in the development of their best teaching practices. Rather than focusing on extra-curricular dance activities, dance educators should establish academic dance classes that provide the foundation of successful dance program. To better support teachers, the HISD Fine Arts Department developed K-5 dance standards in alignment with the 6-12 dance TEKS. Collectively, these standards support the HISD Dance Curriculum, which includes Vertical Alignment Matrices, Scope and Sequences, Planning Guides. Dance teachers connect to form a community of practitioners through HISD dance newsletters, district fine arts events, professional developments, dance camps, and intensives for students and teachers. The essential goal of dance education is to teach students to become dancers, dance choreographers, dance audiences and dance artists. All these components are equally vital for the dance education process. Dance teachers should actively provide opportunities for students to express themselves artistically and emotionally, to enable them to communicate their ideas and feelings, as well as empower them to support and value the work of others. Effective teachers often reflect on their work and constantly strive to learn more; always seeking feedback from their appraisers. Below is a list of effective strategies teachers use to ensure a rich learning experiences for all students, and the success of the dance program. Planning and Preparation When designing and developing a dance curriculum, a dance teacher should always view dance as an art form. Accomplished teacher will demonstrate knowledge of content and pedagogy by considering cognitive, affective, and psychomotor development of students when designing classes and making instructional decisions. Effective planning and preparation require dance teachers to understand the readiness of their students to offer developmentally appropriate instruction, demonstrating knowledge of content and pedagogy. A competent dance teacher should be able to set appropriate instructional expectations and goals, always balancing students’ interests between the process of making dances with critical analysis, and the actual performances. A dance teacher will utilize the dance curriculum to fully engage students. A qualified dance teacher will always design coherent instruction, develop units and lesson plans based on the Dance TEKS, students’ diversity, interests and readiness, multicultural perspectives; therefore, a dance teacher should be able to organize student assessments accordingly. A well-informed teacher seeks adequate curriculum material through myriad of resources and develops a dance curriculum based on the dance standards (TEKS) and the HISD K-12 Scope and Sequences as well as Vertically Aligned Matrixes for dance. In his/her syllabus dance teachers clearly state grading policy, end of the year goals, student expectations, in addition to the rules and policies of daily routines. All teachers should have adequate hard copies of (or digital access to) all appropriate State adopted dance textbooks. Classroom Environment A dance teacher should be able to create a classroom as a professional environment with respect and discipline, establishing culture of learning, setting high standards, managing classroom procedures, managing student behavior, and organizing physical space to engage students’ interest. Dance teachers should consistently instruct fundamental dance techniques, dance vocabulary, dance making processes, values of dance practice, healthy body and mind, and should administer assessments similarly. Instruction A versatile dance teacher consistently uses developmentally appropriate activities and sound exercises by effectively selecting a right dance teaching strategy to ensure the best possible instructional delivery.$^{53}$ Besides these individual or cooperative approaches, a competition or a dance performance outside of the school premises, can be a valuable teaching strategy and motivate students learning, boosting rehearsals and school attendance, promoting safe practices and enthusiasm. The dance teacher communicates by utilizing a correct language of the discipline and appropriate academic vocabulary; constantly checks for understanding and provides positive, constructive feedback. By ongoing open communication, questioning, and discussion, a dance teacher often encourages students to use imagery as a learning tool. A competent educator: - Engages and motivates students in learning, - Organizes instructional delivery through well designed lessons based on students’ readiness, interests, and social emotional needs, - Utilizes developmentally appropriate dance technique and skills, - Ensures that classes always start with warm up exercises and end with cool down activities for body and mind, - Sets clear rules and classroom behavior by maintaining safe practices and dance classroom policies, - Requires proper dance attire, - Teaches proper etiquette of dance class taking and viewing, - Promotes students’ collaboration, creativity and problem solving, - Demonstrates flexibility and responsiveness in instruction, always ensuring opportunities to learn through the art of dance, and - Objectively evaluates students understanding and outcomes. Learning and understanding in dance can be demonstrated in a variety of ways, most often through performance, choreography projects, as well dance competition or production, but also through observations, rubrics, classroom discussions, portfolio, classroom demonstrations, written and oral critiques, and audience responses. Professional Responsibilities A successful dance teacher continuously reflects on teaching, maintaining accurate records, communicating with parents, participating in professional community, growing and developing professionally, showing professionalism in communication with administration, parents and students. A self-reflective teacher attends professional development trainings and closely collaborates with other dance educators in the district. A responsible dance educator is invested in the development of the school dance program as well advocates for dance as an art form and is constantly involved in many community dance events and happenings. A dance teacher consistently reflects on his/her work through official teacher appraisals (TADS). The HISD Fine Arts Department created specific supplemental guidelines for appraising dance teachers, to allow appraiser to observe and evaluate dance teachers accurately as possible.$^{54}$ $^{53}$ Gibbons, Teaching Dance: The Spectrum of Styles. $^{54}$ See “Dance Addendum B: Supplemental Guidelines for Appraisers of Dance,” 75. Development of the Emerging Artist in Dance An emerging artist is one who starts from the beginning of an art area, learning the gift of the art, mastering it, and sharing it with the audiences. The HISD Fine Arts Department is committed to shaping the student to become an emerging artist. It is HISD Fine Arts Department’s belief that each student possesses the ability to successfully learn the art of dance and its goal is to give each student the advantage to do so in HISD schools. HISD Fine Arts Department motto is “Igniting Creativity, Inspiring Imagination, Designing the Future”. Igniting Creativity: The Emerging Artist in Elementary School During the elementary school years, it is important that students are properly introduced with movement activities through either dance programs or physical education. The flame of creativity is ignited in early age. At this level dance students develop fine and gross motor skills, experiencing a world through joyful movements, learning and focusing through brain dance exercises, attempting first group collaborations and beginning to express themselves through movement. Being in dance class is a powerful, new experience for many, therefore, many students can be nervous or overexcited. A dance teacher should use these characteristics to students’ advantage and design lessons and instructional experiences which involve movements, games, and structured dance activities to improve their creativity and collaboration. The ability to dance starts in an early age, before children develop ability to form words. Traditionally, dance serves as a communication tool across all cultures and time periods that allow unity among people, no matter of our age. Therefore, the benefits of dance in elementary schools are in all domains: physical, cognitive, social and emotional development. Through dance education classes, children understand that movement can be used as a response to an idea or problem. This creates a cognitive link to a solution or outcome; it creates an association of a concept, idea or vocabulary meanings in the brain, consequently children can transfer this knowledge to any other aspect of life and content areas. This type of cognitive development creates an awareness of how to function in the world. In elementary schools, dance experiences should include opportunities to: - Learn fundamental locomotor skills - Create simple short dance phrases - Explore rhythm and music - Improvise movement phrases - Communicate nonverbally - Manipulate movement through the elements of dance - Study dances from other cultures or historical periods Inspiring Imagination: The Emerging Artist in Middle School The Middle School program is a natural progression from the elementary program. At the middle school level dance teachers aim to inspire the imagination of the students and continue building on what they have learned in the previous grades. Students at this level are going through many growth spurts, a true rollercoaster of emotions, and body changes. However, students at this level are interested in making connections between their personal experiences with the rest of the world by making first connections between social context, diverse cultural aspects, historical periods and dance as an artistic value and a way of outlet. Since peer relationships are important at this age, it is suitable for teachers to use this opportunity and let students work in the group settings, developing team responsibilities. They are energetic, somewhat troublesome when learning how to make decisions and connections to other content areas, therefore introducing proper dance elements: body, movement, space, time, energy, relationships, and its manipulation through improvisation, is cognitively crucial to their dance education. They are introduced to the proper dance technique, vocabulary, and dance training through all dance genres: ballet, modern, contemporary, jazz, tap, hip hop, musical theatre, break dance, folk, social and ballroom dances. Students are often eager to create their own dances, inspired by current events and social justice, and they need that focus to be able to grasp larger concepts, take risks and make mistakes, consequently they can grow into responsible adults. Designing the Future: The Emerging Artist in High School The High School Dance Program is designed to prepare students for their future. It is HISD’s goal to mold students for artistic excellence to prepare them for either career or college. The skills and knowledge dance teachers instilled in these students, whether students enter a career in dance or not, are able to be used successfully in any content area. The joy of dancing generates further growth and understanding of their own potential. Participation at this level of excellence is not a personal preference in dance, but it is a requisite, it is a harnessing and capturing tool. The student quickly discovers that it is not the destination, it is not winning the contest, but the journey that counts. It is not the product, but the process, and this process, which they can enjoy throughout their lives. The basic principles of the emerging artist have been grown and cultivated through many years of dance training. Though, students at this age might be trained dancers or they will just begin their dance training. Either way, students at this level should be accommodated for their differences in maturity and the development. Some students study dance for fun and extracurricular activities, some are studying for continuous dance training in their specific dance genre. High school students have the ability to think abstractly and understand complex concepts, ideas, and are able to solve problems creatively. Students are making strong connections to social and cultural contexts and personal emotions, making statements through their dances, as well learning how to incorporate audience as an artistic part of their dance making and performing process. They are interested in discussion and critiquing their own work and work of others in order to further learn. They are eager to: perform on diverse stages (community events and competitions), receive feedback and take personal trainings through visiting guest artists. “Dance is an art that uses nonverbal movement in an extraordinary way to create a form, order, or statement…To study dance is to study our phenomenal nature and to explore the personal dimensions of physical, social, and emotional strength, generosity, and wisdom.” - Constance Schrader A graduating high school dance student will: Perform with confidence and competence by … - having attained a sound knowledge of the fundamental technical skills of dance genre and dance style they pursue - having attained an extensive skill set through the onstage experiences they received at HISD school(s) Practice a sound, disciplined approach to their artistic study by … - understanding the structure of a technique class and implement it for personal growth and self-study - collaborate with peers in creation, audition, rehearsal, performance and evaluation of their works - self-evaluating their work for further development of artistic quality - understanding personal health for optimum performance Be a strong leader and global citizen by … • moving and thinking with acquired self-awareness, both on stage and within an organization as a whole • performing both as a notable example (soloist) and a supporting member of an ensemble • understanding choreographic structure and the skills to create choreography • critically analyzing, interpreting, and evaluating choreographic works within different dance genres • understanding, analyzing, undertaking and/or designing dance and dance productions with a reflection on diverse cultural, social and historical contexts The HISD K-12 Fine Arts Dance Department is dedicated to providing professional development and curriculum support to all HISD Dance teachers as well to create platforms for students’ performances, artistic experiences and assessment. This support is tailored to the unique needs of every campus and their dance programs. Through HISD Dance Education and Dance Programs students are not only trained to dance, choreograph and perform, but are also educated to become self-motivated, competent, life-long learners, equipped for the challenges of a contemporary global society. The HISD Fine Arts Department has created planning guides, scope and sequences, and vertical alignment matrices, based on the developmental level of students, their interests, needs, and readiness. Planning guides provide a general framework that is flexible enough to allow dance teachers to tailor their units and lesson plans accordingly. Dance Standards: TEKS Foundations: Perception The student develops an awareness of the body’s movement using sensory information while dancing. Creative Expression: Artistic Process The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. Creative Expression: Performance The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. Historical and Cultural Relevance The student demonstrates an understanding of cultural, historical, and artistic diversity. Critical Evaluation and Response The student makes informed personal judgments about dance and the meaning and role of dance in society. The HISD Fine Arts Department designed K-5 district dance standards and aligned them vertically for grades K-2 and 3-5 due to the absence of mandated TEA dance TEKS in elementary schools. The K-12 HISD dance curriculum is created, based on the Texas Dance Standards (TEKS) framework.$^{55}$ The HISD Fine Arts Department is developing Scope and Sequence and Planning Guides accordingly. Therefore, a recommendation of dually certified teachers in Dance and Physical Education is mandated. Since there are no State-adopted dance textbooks for K-5, the HISD Fine Arts Department compiled resources linked to the curriculum, including: - Cone, Theresa and Stephen. 2005. Teaching Children Dance - Green Gilbert, Anne. 2015. Creative Dance for All Ages. 2nd ed. - Pugh McCutchen, Brenda, 2018. Catalysts for Creating Dance K–5 - Carline, Sally. 2011. Lesson Plans for Creative Dance. Generally, all movement-based dance and physical education instruction should foster Creative Movement as a foundation for dance genres, social and emotional development, and arts integration. The “Brain Dance” set of exercises should be implemented in every movement class either as a warm-up or in the exploration of dance concepts and elements parts of the lesson. Furthermore, “Brain Breaks,” yoga, meditation and similar exercises should be implemented across elementary curriculum in all subjects. --- $^{55}$ Texas Education Agency, 19 Texas Administrative Code, Chapter 117, Texas Essential Knowledge and Skills for Fine Arts. The new 6-8 TEKS, dance standards were adopted in 2013 and a variety of fine arts dance courses were created the same year. The following courses: Middle School Dance 1, Middle School Dance 2, and Middle School Dance 3 with state codes are currently offered through state PEIMS Data Standard. The local courses PE Dance courses are no longer offered. The HISD Fine Arts Department in collaboration with HISD Physical Education Department and by applying TEA amendments, implement the following: Middle School Dance 1, Middle School Dance 2, Middle School Dance 3, are offered as dance courses on the middle school level master catalog under fine arts. Per the TEA amendment for middle schools’ dance classes, all Dance courses will satisfy Physical Education requirements; meaning any combination of Middle Dance courses 1-3 should satisfy a four-semester physical education requirement.$^{56}$ Therefore, all secondary dance teachers should be dually certified in dance and physical education. Furthermore, HISD Middle School dance curriculum is based on the State-adopted textbooks: - Kassing, Gayle. 2013. Beginning Ballet - Giguere, Miriam. 2014. Beginning Modern Dance - Robey, James. 2015. Beginning Jazz Dance - Lewis, Lisa. 2014. Beginning Tap Dance Additionally, in secondary schools, various concepts of dance as an art form should be applied to other subject areas through arts integration approaches like Project-Based Learning. $^{56}$ 19 Texas Administrative Code, Chapter 74, Subchapters F & G. High Schools The revised 9-12 TEKS, dance standards adopted in 2013, also created an array of dance courses on the high school level, giving an opportunity to high schools to implement the courses which suits the best to the unique needs of the dance programs at their schools. Currently the HISD dance curriculum, scope and sequences and planning guides are based on the general Principles of Dance I-IV foundation dance course. Furthermore, HISD High School dance curriculum is based on the State-adopted textbooks: - Kassing, Gayle. 2014. Discovering Dance. 2nd ed. - Scheff, Helene, Sprague, Marty, and McGreevy-Nichols, Susan. 2014. Experiencing Dance, From Student to Dance Artist. 2nd ed. When developing an advanced concert dance performing group, their classes may contain any dance levels sections of one genre, (e.g.: Modern Contemporary levels I-IV, grades 9-12 during one class period). The drill dance teams are granted: The Dance Performance/Ensemble I-IV fine arts course; therefore, all drill dance teams are moved from extracurricular activity to an academic course, with a support of curriculum and dance TEKS. Their afterschool practices and Field-Games performances should not be interrupted with this change. Per the TEA amendment for high schools, all Dance level I courses will satisfy physical education credit requirements; meaning all Fine Arts Dance I courses will serve as a substitute for physical education (1.0) high school credit requirements, and Dance II, III, and IV will further provide fine arts and elective credits.$^{57}$ Since both sets of TEKS, physical education and dance TEKS must be taught, it is a requirement for dance teachers to be SBEC certified in dance and physical education content areas. For the development and sustainment of an exceptionally successful dance program, the HISD Fine Arts Department is recommending the implementation of the Honor Dance Courses for Juniors/Seniors (Dance levels III-IV). Students may combine any dance genre, for example: Principles of Dance I-II and continue with Dance Production III and IV. All high school students start from Dance level I courses regardless of their knowledge and skills & dance technique level. Students that never had any dance classes, must start from Dance Level I courses, regardless of their grade level. Dance & Media Course I-II also have prerequisites. There are no dance credits offered in middle schools that could count as High School credits. There are International Baccalaureate dance courses available for campuses that participate in that program. $^{57}$ 19 Texas Administrative Code, Chapter 74, Subchapters F & G. Evaluation and Assessment of HISD Dance Programs A dance teacher should be involved in the decision-making process of establishing the type of dance program that best suits the community and students of the particular campus. This decision should be made in consultation with administration, parents and students. To encompass the dance program on the campus, a teacher should clearly state the school dance program’s goals. In his/her syllabus a dance teacher should describe the content that is going to be instructed as well as how it is going to be assessed and graded. A dance teacher should employ all instruments to diagnose the dancers’ technique levels, follow their progress, provide constructive feedback about their performances, continuously improve their dance technique, and ensure its advancement; as well to fairly assess dance content mastery. This process is closely connected to the Student Performance TADS component via District Approved Assessments and Performance Tasks. The goal of formative assessment is to monitor student learning, and to provide ongoing feedback. Examples: apply, create, or perform outcomes derived from TEKS; focus on the emphasis of the lesson or unit: performing, composing or appreciating. Students will frequently and consistently demonstrate the achievement of outcomes. Learning in dance is based on an increasing depth of understanding and refinement of skills over time. Teachers should use constructive feedback, rubrics, tests/quizzes, journals, short projects (choreography studies), and skill (dance technique) mastery. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark and its focus is on the final product or performance. Examples of summative assessments include: - Midterm/Final Exam: Dance performance - End-of-Year Exam: Create and perform a dance project - Paper: Dance research/essay/critiquing displaying dance literacy; dance portfolio - Dance concert, choreography presentation, and dance production - Project Based Learning or similar dance-integrated projects Dance Programs Performance Opportunities Dance is an ephemeral art form where each expression is instantaneous and gone the next instant. Unlike in the other fine arts, the body itself serves as the instrument of expression. How then the dance program can be evaluated? All students should be offered a variety of opportunities to share their artistic learning outcomes through performances and presentations. The audience is an essential part of making and performing this art form; otherwise it would lose its meaning and communication. Dance programs should be funded accordingly to ensure students learning outcomes and the quality of the dance program. This support can allow dance teachers to grow, to enrich dance curriculum, to provide necessary field trips to students, and to engage guest teaching artists at their schools for students to be exposed to dance art form in any way. Exposures and dance as art integration: through dance education, through partnership and collaboration with professional arts organizations and by experiencing live dance performances, students can gain knowledge and understanding of dance as an art form. High school and middle school advanced dance programs should collaborate with other campus departments and produce a full night dance concert per semester. Furthermore, all secondary dance programs should prepare one dance concert per semester where all dance students will participate. It is recommended that students should perform for the student body during the day as well as in evening events. These concerts could be split into two performances: one for the beginning and intermediate dance students and one for advanced dance students. Elementary schools should have an end of the year recital/showcase and participate in the winter performance that could be collaboratively produced by several fine arts teachers on the campus e.g.: Musicals, Winter Shows, etc. The HISD Fine Arts Department currently provide platforms for showcasing and evaluating students’ learning outcomes through adjudicated elementary and middle school dance festivals, adjudicated Student Choreography Concert (Emerging Choreographers) and Dance Montage Concert (an adjudicated faculty choreography showcase). The HISD Fine Arts Department is establishing a districtwide: HISD All-City Dance Competition, categorized by age, number of performers and dance styles, resembling the regulations and polices of any professional dance studio competition, to provide similar stage performing experiences for students. HISD dance drill teams are granted fine arts dance credit through: Dance Performance/Ensembles I-IV and carry on with their drill dance team competitions supported by a professional dance drill team organization. Concert dance ensembles and drill dance teams should be able to compete on either one competition or both, making sure that the competing groups are fully following prescribed regulations of either. The HISD Fine Arts is establishing all-city Elementary, Middle School and High School Honor Dance Ensembles to be available for a vast of performances opportunities, representing HISD Dance and therefore, empowering dance education in the district. The HISD Fine Arts Department is collaborating with professional dance organizations providing additional dance events, master classes for students and teachers, empowering dance education in HISD. The City of Houston is fortunate to have such a vibrant, rich, and diverse cultural and artistic scene. HISD Dance Programs can prosper with support and collaboration with arts and culture organizations, whether through a collective impact organization, like Arts Connect Houston, or directly with prominent dance organizations. Many of the HISD schools do not have any other exposure to the dance art form, except through professional dance organizations visiting the schools or providing performance experiences. On the other hand, HISD dance teachers often receive professional development training from these prominent dance organizations either by providing their specific sessions or by their artists visiting schools and advance dance students, setting a choreography or providing master dance classes. All these experiences are invaluable to the growth of HISD dance students, strengthening dance programs, and opening doors to new artistic horizons. Bonbright, Jane and Bradley, Karen. (2013). EVIDENCE: A Report on the Impact of Dance in the K-12 Setting. National Dance Education Organization. Carline, Sally. (2011). Lesson Plans for Creative Dance. Champaign, IL: Human Kinetics. Center for Educator Development in Fine Arts (CEDFA). (www.cedfa.org) Center for Educator Development in Fine Arts. Fine Arts Programs in High School: Dance. (www.cedfa.org/strengthening-programs/high-school-programs/dance/) Cone, Theresa and Cone, Stephen. (2012). Teaching Children Dance. 3rd ed. Champaign, IL: Human Kinetics. Gibbons, Elizabeth. (2007). Teaching Dance: The Spectrum of Styles. AuthorHouse. Giguere, Miriam. (2014). Beginning Modern Dance. Champaign, IL: Human Kinetics. Gilbert, Anne Green. (2018). Brain-Compatible Dance Education. 2nd ed. Champaign, IL: Human Kinetics. Green Gilbert, Anne. (2015). Creative Dance for All Ages. 2nd ed. Champaign, IL: Human Kinetics. Franklin, Eric. (2014). Dance Imagery for Technique and Performance. 2nd ed. Champaign, IL: Human Kinetics. Hanna, Judith Lynne. (2015). Dancing to Learn: The Brain’s Cognition, Emotion, and Movement. Lanham, MD: Rowman & Littlefield. Kassing, Gayle. (2013). Beginning Ballet. Champaign, IL: Human Kinetics. Kassing, Gayle and Jay, Danielle. (2003). Dance Teaching Methods and Curriculum Design. Champaign, IL: Human Kinetics. Kassing, Gayle. (2014). Discovering Dance. 2nd ed. Champaign, IL: Human Kinetics. Lewis, Lisa. (2014). Beginning Tap Dance. Champaign, IL: Human Kinetics. McCutchen, Brenda Pugh. (2018). Kids Koolkit: Catalysts for Creating Dance K-5. Columbia, SC: Dance Curriculum Designs. McCutchen, Brenda Pugh. (2006). Teaching Dance as Art in Education. Champaign, IL: Human Kinetics. Mosston, M. and Ashworth, S. (2017). Teaching Physical Education. Online edition. (www.spectrumofteachingstyles.org) National Dance Education Organization. (www.ndeo.org) Public Education Information Management System (PEIMS). (2017). 2018-2019 Texas Education Data Standards. (http://castro.tea.state.tx.us/tsds/teds/2019P/ds8/teds-peims-ds8.4.pdf) Robey, James. (2015). Beginning Jazz Dance. Champaign, IL: Human Kinetics. Scheff, Helene, Sprague, Marty, and McGreevy-Nichols, Susan. (2014). Experiencing Dance, From Student to Dance Artist. 2nd ed. Champaign, IL: Human Kinetics. Schrader, Constance A. (1996). A Sense of Dance. Champaign, IL: Human Kinetics. Texas Education Agency, 19 Texas Administrative Code, Chapter 74, Subchapters F&G. Curriculum Requirements. (http://ritter.tea.state.tx.us/rules/tac/chapter074/) Texas Education Agency, 19 Texas Administrative Code, Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. (http://ritter.tea.state.tx.us/rules/tac/chapter117/). Texas Education Agency. Innovative Courses--Enrichment. (https://tea.texas.gov/Academics/Learning_Support_and_Programs/Innovative_Courses/Innovative_Courses%E2%80%94Enrichment/) Dance Addendum B: Supplemental Guidelines for Appraisers of Dance Supplemental Guidelines for Appraisers of Dance Teachers Planning - PL-1 Develops student learning goals: attainment of the next dance level, mastering dance technique and styles, successful stage performances, performing, responding and connecting to choreography and dance techniques. - PL-2 Collects, tracks and uses student data to drive instruction: administering diagnostic tests, assigning dance levels, administering pre-and post-tests, monitoring participation, participating in dance festivals, performances and competitions, evaluating performance, employing dance rubrics, establishing and evaluating dance portfolios. - PL-3 Designs effective lesson plans, units, and assessments: instructs the artistic craft, process and dance content, enabling students to: improvise and design original movements, work collaboratively to creatively solve problems, critique performances, respond and connect to dance in historical, cultural or social context. Instruction - I-1 Facilitates organized, student centered, objective-driven lessons: with meaningful warm-up and cool-down activities, using elements of proper conditioning, using technically sound exercises and dance combinations, dance composition, and peer critique. - I-2 Checks for students’ understanding and responds to students misunderstanding: observing muscle motor memory techniques and skills, teacher monitoring participation, providing feedback, evaluating creative artistic process and performance, evaluating growth, communicating using proper dance vocabulary. - I-3 Differentiates instruction for student needs by employing a variety of instructional strategies: scaffolding, project-based learning strategies progressing groups of students by ability level and/or interests, instructs a variety of dance styles/techniques on developmentally appropriate levels, utilizing differentiated instructional strategies based on students’ interests and readiness levels. - I-4 Engages students in work that develops higher-level thinking skills: enabling students to utilize creative process to improvise and design dance movements and studies for creative expression. - I-5 Maximizes instructional time: well-established classroom procedures, provides reflections and critiques of creative artistic process and performances, provides specific feedback. - I-6 Communicates content and concepts to students: uses dance vocabulary, instructing a variety of dance styles and techniques, implementing dance rubrics, enabling video analysis and reflection of individual and group performances. - I-7 Promotes high academic expectations for students: providing positive constructive feedback, teacher modeling, students critiquing other’s performances, designs projects and lessons fostering student choreography, creativity and improvisation. - I-8 Students actively participating in lesson activities: creative and active participation, cooperation, collaboration, individual, following timeline and deadlines, small and/or large group works including performances, creative process and improvisation. - I-9 Sets and implements discipline management procedures: well-established classroom management and procedures, safety and etiquette in the classroom. - I-10 Builds a positive and respectful classroom environment: encourages creative expression through creative movement or improvisation, dance composition, encourages student choreography and team work, requiring appropriate audience behavior and dance etiquette. Professionalism - PR-1 Complies with policies and procedures at school and district. - PR-2 Treats colleagues with respect throughout all aspects of work. - PR-3 Complies with teacher attendance policies. - PR-4 Dresses professionally according to school policy and appropriate attire for dance technique and theory classes. - PR-5 Collaborates with colleagues at the school and district-wide by participating in HISD Events such as Dance Montage Festival, Student Choreography Festival & Dance Competitions. - PR-6 Implements school rules. - PR-7 Communicates with parents throughout the year. - PR-8 Seeks feedback in order to improve performance. - PR-9 Participates in professional development and applies learning by participating in HISD Events & Professional Development trainings. ### Supplemental Rubric for Administrators when Observing Dance Class: \| Should See \| Might See \| Shouldn’t See \| \|---------------------------------------------------------------------------\|--------------------------------------------------------------------------\|----------------------------------------------------------------------------\| \| • instructs the artistic creative processes and a variety of dance technique /styles and time periods by employing dance TEKS and differentiated teaching strategies \| • individual / group rehearsals, instruction and / or performances on stage or in the classroom \| • disengaged students \| \| • communicates by appropriate dance terminology accompanied by appropriate music and/or rhythm \| • individual / small group instruction \| • dancing without warm-up \| \| • engaged teaching and learning, teacher modeling, monitoring and providing constructive feedback \| • students engaged in creative artistic process of their choreography and improvisation; responding and critiquing each other performance and/or peer skill review, discussion boards \| • talking during teacher instruction \| \| • teacher standing, observing, providing meaningful feedback \| • cooperative learning and group assignments \| • unsafe and /or inappropriate dance movements / techniques / music / lyrics \| \| • facilitates organized student-centered, objective driven lessons with meaningful warm-up and cool-down activities, using: elements of proper conditioning; technically comprehensive exercises and developmentally appropriate dance combinations; \| • collaborative/peer feedback and critique \| • students watching videos / movies non-related to the dance curriculum \| \| • using elements of dance as foundation for movements \| • students engaged in dance textbook work, journal/note taking, video-projections and recording, production projects, portfolio assignments, dance research projects \| • curriculum taught without Dance TEKS framework \| \| • students’ engagement and active participation in: creative artistic process, improvisation and/or technique trainings, rehearsals and/or performances \| • students applaud at the end of the class \| • severely disruptive students \| \| • well-established classroom management and procedures \| • study of dances from diverse cultures / time periods, etc. \| • teacher sitting \| \| • students appropriately dressed in dance attire \| • students watching video clips of dance performances to enhance learning \| • inappropriate or questionable movement / choreography / costuming \| \| • students demonstrate appropriate audience and classroom behavior and etiquette during virtual synchronized instruction; students have their dance videos available for viewing \| • participating in production of dance concert by lighting and dance design and / or marketing of performances \| • extended written work \| \| • a system in place for accepting dance videos, i.e. HUB, email, dance portfolio, Teams, Flipgrid. \| • students engaged in the HUB assignments and lessons \| • student just using textbooks rather than active participation \| \| \| • students create digital portfolios and dance video recordings \| • students not participating in discussion boards, nor submitting their dance videos \| \| \| • students view and online performance responding with critiques \| • an unprepared teacher for virtual synchronous instruction \| \| \| • technical difficulties \| • low-level interaction from both students and teacher \| \| \| \| • teacher is not available for the virtual synchronous time \| Dance Addendum C: Dance Course List High School The following is a list of TEA-approved dance courses$^{58}$ that are available through the HISD Master Catalog: Four-Year Courses - Ballet I-IV - Dance Composition/Improvisation I-IV - Dance Performance Ensemble I-IV (drill teams, dance ensembles & companies) - Dance Production I-IV - Dance Theory I-IV - Dance Wellness I-IV - Jazz I-IV - Modern Contemporary I-IV - Musical Theatre I-IV (co-Instructed by two or more certified fine arts teachers) - Principles of Dance I-IV - Tap I-IV - World Dance Forms I-IV (ballroom, social, folk dances, hip hop and break dance) Two-Year Courses - Dance History I-II - Dance & Media Communications I-II Innovative Courses$^{59}$ - Integration of Abilities: Exercises for Creative Growth (Grade 11-12) International Baccalaureate Courses - IB Dance Standard Level (IB Dance I) - IB Dance Higher Level (IB Dance II) Multi-Disciplinary Courses (Co-Taught by a Theatre and either Dance or Vocal Teacher) - Musical Theatre I-IV Middle School The following is a list of TEA-approved dance courses that are available through the HISD Master Catalog: - Middle School Dance 1 - Middle School Dance 2 - Middle School Dance 3 Elementary School Dance instruction at the elementary level can be delivered through a fine arts dance or a physical education class. --- $^{58}$ Public Education Information Management System (PEIMS), 2018-2019 Texas Education Data Standards. $^{59}$ Texas Education Agency. 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Welcome to Term 2! We are looking forward to another busy and eventful term filled with lots of learning! Mid-year assessments will be conducted throughout Term 2, therefore, if your child is going to be absent for more than 2-3 days, please let us know so that alternative arrangements can be organised. As usual, if you have any questions or concerns, please feel free to contact us. Kind Regards, Effie Pilakis, Theo Kokkalis, Pam Pashos, Jo Moriani & Sophie Loveday Tissues We would appreciate your donation of a tissue box for the class. Brainy Bites Brainy Bites are fresh fruit or vegetable snacks that the children eat in class between breakfast and morning tea. A healthy snack helps brain activity and concentration. The school continues to encourage “wrapper-free” days on Wednesdays, with the focus on fresh rather than packaged food. ## Important Dates ### April - Start of Term 2 - 19th - School Photos – 21st - Curriculum Day – 26th - Grade 1 PMP / Grade 2 Sport – 29th ### May - Year 1/2 Science webinar – 7th - Grade 1 PMP / Grade 2 Sport – 13th - Life Education Van – 17th – 25th - Open Night – 18th - Grade 1 PMP / Grade 2 Sport – 27th ### June - Grade 1/2 Incursion Brickworks STEM – 3rd - Curriculum Day – 4th - Grade 1 PMP / Grade 2 Sport – 10th - Queen’s Birthday – 14th - Responsible Pet Ownership – 17th - Reports on COMPASS – 18th - Parent Teacher Interviews – 21st and 22nd - Last Day of Term – 25th VERY IMPORTANT MESSAGE! NO NUTS SCHOOL As we have children at Clarinda who are highly allergic to nuts (anaphylactic), we strongly recommend no nuts including all spreads, for example, Nutella, and any other products that may contain nuts. We know you will assist us and take care when preparing your child’s snacks and lunches. Please continue to remind your children about not sharing any food. Labels Please label ALL of your children’s clothing, if you haven’t already done so. Reading and Comprehension This term will see a continued focus on the teaching of specific reading strategies, such as visualising, predicting, author’s purpose, summarising, and identifying the main idea and supporting details, in order to improve the children’s levels of comprehension. We will also continue to focus on choosing just right books. It is vital that the children read daily at home and are encouraged for their efforts. Please continue to regularly practise reading or spelling the words from the list inside the reader covers! All the students are doing a fantastic job with their word lists and it is wonderful to see the great progress they are making. Writing During Term 2, the children will continue to develop their knowledge of the ‘6+1 Traits of Writing’ through the Writer’s Workshop. They will be linking purpose of audience and text type. Also, the children will be writing several text types including a non-fiction text by using the Writing Process (planning, drafting, revising, editing and publishing). Science Our topic for Science this term is ‘Water Works’ (Earth and Space Sciences). The focus of this topic is to discuss the uses of water, the water cycle and the different forms of water (liquid, solid and gas). Students will present a talk on this topic to their classmates. Details will be sent home later in the term. Mathematics This term we will cover a range of topics in mathematics. Some of topics will include subtraction, addition, money, 3 dimensional shapes, place value, fraction, time and probability. It is vital the students revisit these topics throughout the year as they need to consolidate on their learning. Homework Number facts should continue to be practised each night, and the sheets must be brought to school every Friday. The sight vocabulary (reading and spelling) inside the reader covers should also be practised on a regular basis. PMP and Sport Grade 1 children will be involved in the Perceptual Motor Program (PMP). The aim of the Perceptual Motor Program is to enhance the co-ordination of the students through their participation in a variety of appropriate physical activities. Parental support is essential. Please ensure you have a current Working with Children’s Check. We couldn’t run the program without your support. Grade 2 children will be involved in Sport during this time. Play is the Way Children will be involved in our program called ‘Play is the Way’. This is a practical methodology for teaching social and emotional skills using guided play, classroom activities and an empowering self-reflective language. Our key concepts this term include Be Brave: Participate to Progress and Pursue your Personal Best no matter who you work with. Attendance Our school day begins at 8.50am, so it is vital that your child arrives to class on time. All student absences must be documented in the class roll, so if your child is sick, please phone the school on the morning of the absence. Please do not use Class Dojo to notify staff of student absences.	3795fc81-4f6d-4188-8967-4794a06ab0e4	CC-MAIN-2021-31	https://www.clarindaps.vic.edu.au/assets/uploads/2021/05/Term-2-2021-Years-1-2.pdf	2021-07-29T01:37:24+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046153814.37/warc/CC-MAIN-20210729011903-20210729041903-00619.warc.gz	671,017,921	1,118	eng_Latn	eng_Latn	0.93251	eng_Latn	0.997903	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 855, 1439, 2601, 3840, 4984 ]	[ 2.171875 ]	1	0
Message from the Principal Dear Families, We had a lovely week welcoming back your children last week. Having a two-week half term meant the students were relaxed and refreshed, and it was so lovely to see them. We often find them most exhausted at this time of year as the days become short. I would like to thank our Head Prefects Ellie Savannah and Joshua for joining me on Sunday at the remembrance parade as well as to all of our students who were there in another capacity such as scouts or cadets. We will be having a minute silence today at school and had assemblies on remembrance last week. We have also been so impressed at the wonderful entries to the poppy competition. This week we will be having our first round of habit awards. These are for the students who achieved 100% attendance and no behaviour points last half term and in the first instance they will be receiving the bronze award. This resets for this half term so that any student can achieve this next half term if they missed out this time. At the end of this half term we will also have a movie event for students who are in the top 50% of their year group for house points minus their behaviour points. Have a lovely week. Ms Green Principal WHAT'S COMING UP... - Year 11 Mock Exams continue w/c Monday 11th November - Remembrance Day - Monday 11th November - Odd Socks Day—Anti-Bullying Week - Tuesday 12th November - French Theatre Performance - Tuesday 12th November, 9.30am - World Kindness Day - Wednesday 13th November - Hub Council Meeting - Thursday 14th November - Year 7 Trip to Parliament - Friday 15th November - International Men's Day - Tuesday 19th November - Year 10 Parents' Evening - Wednesday 20th November - DofE Bronze Student Meeting - Thursday 21st November, 3.15pm NOTICES UPDATE YOUR DETAILS Please ensure you take the time to check your details on MCAS and let us know of any updates. Please check through: - All priority contact details - Medical information for your child - Consents for your child Update requests you can either submit these directly through MCAS, or you can email us your change requests. CHRISTMAS LUNCH Due to the rise in produce costs, our catering providers, Sodexo, will need to increase the price of the main meal from £2.58 to £3.50 to be able to provide a Turkey Christmas Dinner this year. Alternatively, Roast Chicken can be served at the same price as the usual meal. To assist with reducing the price to parents, the Academy will be providing pigs in blankets for the Christmas Dinner. Please click HERE to vote and have your say as to which option you would prefer. CHRISTMAS CARD COMPETITION Congratulations to Gabriel in Year 8 who has won this year’s competition with the below design. This will be used for the Academy Christmas Card 2024. 10 Top Tips for Parents and Educators ENCOURAGING CHILDREN TO CHOOSE RESPECT Sometimes, differences between children can escalate into bullying, potentially impacting their mental health in a way that can persist into adulthood. While it’s natural to disagree sometimes, teaching children the importance of respect is essential – especially in difficult situations. This guide provides strategies for encouraging considerate behaviour, even during a dispute, to foster a kinder, more inclusive environment for everyone. 1. LEAD BY EXAMPLE As adults, we play a crucial role in modelling respectful behaviour for children. They observe and learn from our actions every day. Be mindful of the way you interact with others in front of children. Keep in mind that you should always approach others with an attitude of mutual respect, even if you disagree with them. Demonstrating this behaviour can influence young people and help them to handle their own conflicts in a healthy way. 2. AGREE TO DISAGREE Make sure children know that it’s fine to have differing opinions – and that disagreeing with someone doesn’t mean they need to get angry or respect each other’s point of view. Help them understand that sometimes we can ‘agree to disagree’. Using active listening skills when doing this can also help to build empathy and understanding of others. 3. PROMOTE ACTIVE LISTENING Teach children about the importance of active listening: that is, making a genuine effort to listen to the other person’s perspective without interrupting, before responding in a way that shows you understand what they’re saying (and perhaps, especially) if you disagree with it. This makes people feel respected and allows for a better comprehension of their point of view, which in turn can make it easier for you to communicate your own opinions to them. 4. ENCOURAGE THE USE OF “I” STATEMENTS If a child finds themselves in a disagreement with someone else, it can be helpful to encourage them to use “I” statements during the discussion. Framing their thoughts and feelings using statements like “I feel …” or “I think …” can help them avoid an accusatory tone and encourage them to take responsibility for their own emotions. 5. FOCUS ON BEHAVIOUR, NOT CHARACTER When disagreements happen, encourage children to focus on critiquing and addressing the specific actions or behaviours that caused this upset, rather than attacking the person’s character. For example, “I didn’t like how you pushed me” is better than, “You’re so rude”. This can help children avoid hurting someone’s feelings, which is likely to inflame the situation. 6. STAY CALM AND TAKE BREAKS It’s perfectly normal to feel upset during a disagreement – especially if it’s getting heated. Remind children that if they feel overwhelmed, they should try to take deep breaths or even go for a short break to help them stay composed. If a conversation becomes too heated, remind them it’s OK to suggest continuing it later or in a different setting. This can prevent things getting out of hand, allowing cooler heads to prevail. 7. START CONVERSATIONS ABOUT RESPECT Talk openly to children about what respect means – to you and to them. Discuss how they might show respect to each other, to friends, to strangers and even to people we might disagree with. You could use examples of respectful or disrespectful behaviour in books, films or TV to open discussions about the importance of giving others due regard. 8. SEEK COMMON GROUND When a disagreement has occurred between children, they may find it hard to move past it. You can support them in finding a more positive way forward by helping them search for agreement or common ground with the other party. This can help to build bridges between differing opinions and foster a more cooperative atmosphere, as well as preventing those involved from demonising each other. 9. AVOID MAKING THINGS PERSONAL It’s important that we make it clear to children they must avoid name-calling, swearing or derogatory remarks in a disagreement with others. Respectful language sets a positive tone and helps keep the conversation productive. Reminding them to stay calm and take breaks – as mentioned previously – can help them avoid getting too emotional and saying or doing something hurtful. 10. REFLECT AND LEARN After a child has had a disagreement, encourage them to reflect on the experience and think about what they can learn from it. What did they handle well? How might they improve their communication skills to handle a disagreement differently in the future? You could use role play, writing and drawing pictures, or hypothetical examples to further develop their skills in showing respect during a disagreement. Meet Our Expert The Anti-Bullying Alliance (ABA) co-ordinate Anti-Bullying Week each year. ABA is a unique coalition of organisations and individuals, working together to achieve their vision to stop bullying and create safer environments in which children and young people can live, grow, play and learn. They welcome membership from any organisation or individual that supports this vision and support a free network of thousands of schools and colleges. 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Check-In Question: Think about the best and worst thing that happened to you this last week. If we pretend the worst things were mud puddles, how deep were they? If something really bad happened, you might say the mud was over your head. If something really great happened, you might have skipped right over the puddle. Get a piece of paper and draw the messiest thing you’ve ever done or the messiest you’ve ever been. Whether it was dumping spaghetti on your head as a baby or exploring an algae-infested swamp. The goal is to think of the grossest experience ever. Share your experience with someone or post your picture or a short clip telling your story on our Sunday School Facebook Group. How did you feel on the inside during your messy experience? You may have felt happy, sad, embarrassed or something else. Sometimes how we look on the outside and how we feel on the inside are very different. We might look fine on the outside and feel hurt on the inside, or we might be a mess on the outside and be overjoyed on the inside. Today we’re going to learn about Jesus’ baptism and how Jesus was washed on the outside and made clean on the inside. Baptism is more than just an outward thing. Look up Mark 1:4-11 in the NRSV and listen along on our website. Or turn to page 242 in the Spark Story Bible. Questions to Ponder: One reason we get baptized is because Jesus set an example for us. Baptism wasn’t just something for the crowds. It was something for the Son of God, too. • And what happened when Jesus was baptized? There was more than just water being poured out as a symbolic washing. God’s Spirit is present, too. We experience God’s grace outside and inside by water and The Spirit. In baptism, we are washed on the outside and clean on the inside. Not because of what we’ve done, but because of what God is doing! Check out the activity pages that go along with this lesson to respond to God’s Word. Look up Mark 1:11. This is our Memory Verse for today. You are my Son, the beloved, with whom I am well pleased. SEND Responding to God’s Word These are ways God uses us to come back for others! Sometimes the best way to come back is to go out! To: ___________________________ From: ___________________________ Date: __________ I want to: - Make a cup of hot water and turn it into Hot Chocolate or tea. Make another one to share. - Water some plants. - In your Faith Journal, write about or draw pictures of three people you love. - Bless you with water - Hear about your baptism - Paint a water color picture of Jesus’ Baptism - Write out the Memory Verse & doodle around it in your Faith Formation Journal - Write out the Memory Verse and place it somewhere you will see it often - Give you a big hug! - Invite you to worship with you (outside or online) or invite them to Sunday School with you - Pray for ___________________________ - Say “I’m sorry” - My own idea: ___________________________ PRAY Dear God, Swirling, whirling, swishing water Washing all our sins away. Help us, God, to love each other As you love us, every day. Amen.	d125301a-957e-4e3c-a7ca-1b8133f0209d	CC-MAIN-2021-49	http://www.ziongale.com/uploads/1/2/3/7/123778062/01.10.2021_learning_page_1.pdf	2021-12-08T22:57:01+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00366.warc.gz	137,726,045	704	eng_Latn	eng_Latn	0.997714	eng_Latn	0.998718	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1925, 3090 ]	[ 2.3125 ]	1	0
Largemouth Bass One of the most sought after freshwater fish nationwide, largemouth bass can be found in almost every New Jersey lake, pond, slow moving river or stream. Where New Jersey has a wide variety of excellent habitat for largemouth bass including deep clear lakes, shallow stained lakes, lakes with aquatic vegetation, tidal freshwater rivers, and small park ponds. Assunpink Lake, Farrington Lake and Round Valley Reservoir offer excellent largemouth bass fishing opportunities. When Bass move into shallows in spring and remain through early summer and in late September and October feed heavily in shallow water prior to winter. How Largemouth bass bite a variety of baits and lures throughout the year. Crankbaits, jerkbaits, jigs, plastic worms and fish imitations, spinnerbaits, and topwater lures are extremely effective. Live shiners fished with a float during the spring and summer can produce some giants. --- Smallmouth Bass Best known for their airborne leaps and sudden deep dives, smallmouth bass are one of the most exciting species to catch. Where Smallies prefer cool, clear, swift rivers and cool, deep, rocky lakes. Manasquan Reservoir has an excellent smallmouth bass fishery as well as Round Valley Reservoir. Spruce Run Reservoir also provides some limited opportunities for anglers. When The best time is spring through fall, with fall probably the best when smallmouth begin to school up and feed heavily before winter. How Minnows, worms, crayfish, and hellgrammites are common live baits. Crawfish imitators including tubes and jigs work well in addition to the same lures used for largemouth bass. --- Chain Pickerel Chain pickerel can be found in many largemouth bass waters where like bass, they prefer vegetative and woody cover. Where Chain pickerel live in a wide range of habitats and are one of the few game fish that are able to tolerate the low pH (acidic) waters. The majority of the year pickerel can be located in shallow bays and near shorelines. When Chain pickerel bite year round and are commonly sought by ice anglers. Spring and fall are excellent times to target chain pickerel since they prefer cooler water. How Chain pickerel will eat almost anything that moves at times. Live bait such as killifish, minnows and shiners are great baits. Lures such as in-line spinners, spinnerbaits, jerkbaits, plastic worms and topwater lures are tops. In shallow weeds, use plastic jerkbaits such as the Shug-go, Fin-S, Flappin’ Shad, and Zoom Fluke. --- Muskie This largest member of the pike family is a highly prized sportfish for many anglers. Reaching over 4 feet in length, Jersey muskies grow to trophy proportions that rival fish from many of the best waters in the country. Where Central Jersey muskie waters include Manasquan Reservoir, D&R Canal and Mercer, Deal, Stoneoakoh and Carnegie Lakes. Muskies are generally a shallow-water fish, preferring areas of weeds, logs and other cover in both lake and river environments. When Fishing is relatively consistent from late spring to mid-fall, with September and October considered two of the best months. How Cast large, 5- to 9-inch, sucker or perch colored crankbaits and stick baits or ½ to 1 oz. bucktail spinners or spinnerbaits around available structure and edges of weed beds. Live baits such as large shiners and suckers are also popular. --- Striped Bass Hybrid The striped bass hybrid is a cross between a white bass and a striped bass. The combined traits of these two species make it a hard hitting and strong fighting fish. Where Manasquan and Spruce Run Reservoirs are two outstanding hybrid striped bass lakes. In Manasquan target primarily deeper areas of lake in warmer months. In Spruce Run, they are found in the top 10 feet of the water column during the summer. They will be located at more varied depth ranges in the fall and spring in both reservoirs. When Summer is most productive for striped bass hybrids. Early morning and a couple of hours before sunset are prime times. How Most popular techniques are drifting or anchored in a boat using herring or shiners with a weight or live-lined. Shoreline anglers fish night crawlers or chicken liver on bottom. --- Northern Pike The northern pike is a very aggressive, hard fighting fish that prefers relatively shallow weedy areas of lakes and slow moving rivers. Although bony, their flesh is very tasty and makes excellent fish cakes. Where Northern pike waters in central Jersey include Spruce Run Reservoir, Farrington Lake, Deal Lake and the Millstone River. Fish the pockets in weedy areas and along the weedline in lakes and around fallen trees and deeper holes in rivers. When Best during the cooler seasons of spring, fall and winter. Pike feed entirely in daylight with morning considered to be the best fishing period. How Large shiners fished on the bottom or with a bobber are effective in both lakes and rivers. A light wire leader is recommended when using live bait. Cast or trolled large spoons and spinners are also very effective. --- Channel Catfish The largest member of the catfish family found in New Jersey, this nonnative grows to trophy proportions and is a popular food fish. It is found in the Delaware River and in over 70 waters stocked by the Division of Fish and Wildlife. Where Usually found in clear, warm lakes and moderately large to large rivers over clean sand, gravel or rock rubble bottoms. The Division stocks approximately 70 waters and many provide excellent fisheries. When Early spring to early fall, with summer the most consistent period. Although channel catfish can be caught at any time of day, nighttime is the most productive. How They feed mostly at night but can be caught anytime. The most productive method and baits are those described for brown bullheads. --- Crappie Though two species of crappie are present in New Jersey (black and white), the black crappie is more widespread and sought after. Black crappies are excellent table fare. A schooling fish, crappie fishing can be fast paced when located. Where Crappies love structure! They have a tendency to school in open water, relating to stumps, standing timber and artificial structure such as brush piles. Assunpink Lake and Spruce Run Reservoir are popular locations among anglers. When In early spring many fish move from the deep areas of a lake to shallow vegetated areas where spawning will occur. Crappies begin to move to slightly deeper, cooler water in early summer. Caught in greater numbers in the colder months with November and March being the two best months. How Small plastic jigs or hair jigs in a variety of colors. Live bait, such as minnow, killifish, small shiners and worms, can improve catches. Crappies are not always on the bottom so the use of a bobber can be important. Small spinners also work well. --- Yellow Perch Yellow perch are known for their excellent fight on light tackle and flavorful taste. Perch are one of the premier species targeted by ice anglers. Where Lake anglers will find yellow perch around edges of aquatic vegetation and near stumps. Waters below spillways can produce good size perch. When Yellow perch are active all year long, however the cooler months of September through May are best. How Small minnows and worms on hook and sinker or bobber in shallow water. Small hair jigs, plastic tubes, twister tails and small spinners and minnow imitators work well. --- Carp A member of the minnow family, carp are long-lived, hard fighters and grow to over 30 pounds. Where Can be found in almost every reservoir, lake, pond, river or stream in New Jersey. D&R Canal, Raritan River and Spruce Run Reservoirs are popular among carp anglers. When Spring and summer are the most productive times for catching carp by rod and reel. How Use kernels of nibblet corn or dough balls (find recipes on Internet) rigged on a single bronzed #8-#14 Unit hooker hook on fish-finder style rig with the least amount of weight possible. --- Sunfish The sunfish is one of the most widespread and abundant freshwater fish in New Jersey. The most commonly sought species are bluegill, pumpkinseed and redbreast sunfish. Where Sunfish are found in most freshwaters throughout the state. Good populations of bluegill and pumpkinseed can be found in municipal, county and state park ponds and lakes. When The months of May through October are most productive when water temperatures are between 60-80 degrees. How The most popular method is hook and bobber with worms or grubs. Any department store or sports shop has inexpensive rod and reel combos, tackle and bait needed to catch sunfish. Fishing has never been better in the Garden State! Visit NJFishandWildlife.com for information on fishing in New Jersey. 2010 License Information & Fees Licenses are lifetime-valid, permanent and valid from date of purchase to Dec. 31 of each year. \| License \| Price \| \|----------------------------------------------\|-------\| \| Resident Fishing (ages 16-64 yrs.) \| $22.50\| \| Senior Resident Fishing (ages 65-69 yrs., 70 & over—Free) \| $22.50\| \| Resident Trout Fishing (ages 16-69 yrs.) \| $10.50\| \| Non-resident Fishing (age 18 yrs. and older) \| $30 \| \| Non-resident 1-Day Fishing \| $9 \| \| Non-resident 2-Day/Weekend Fishing \| $19.50\| \| All Resident Sportfishing Inland Fishing \| $22.50\| \| Season Hunting and Bow/Hunter Training License\| $22.50\| New Jersey Fishings something for every level of angler too. It can be as exciting or as challenging as you want to make it. From family outings for parents on the banks of a public pond or relaxing world-class sportfishing. New Jersey has it all. Reasons why New Jersey Fishing is better than ever include the addition and development of fisheries at numerous popular game fish over the last 30 years. Anglers enjoy modern facilities, including fish and wildlife areas, lakes and rivers. A New Jersey Fishing license can be purchased and printed quickly and conveniently online at NJFishandWildlife.com or at any license agent location listed on the Web site. License buyers have the satisfaction of knowing 100 percent of their money goes toward improving fishing in New Jersey and protecting the quality of the state’s waters both for fish and people. We now fishing and New Jersey enjoys nationally ranked many long-range-sized fish. Dussumier, striped bass, pickerel and numerous panfish species round out the spectrum of fishing choices available to New Jersey anglers. If you’ve drifted away from fishing in New Jersey, it’s time to get your life back and see how much things have changed! If you’ve never fished here, there’s no better time than now to experience New Jersey’s first-class freshwater angling. The information in this brochure will help you get started and provide a road map for navigating all the angling possibilities within a short drive from anywhere. The Division of Fish and Wildlife Web site, www.NJFishandWildlife.com, has a wealth of information on fishing in New Jersey with very specific information on where to fish for various fish throughout the state. There is also how-to-fishing information for both beginning as well as advanced anglers targeting specific species. 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New Enterprise B2 Student’s Book Jenny Dooley Express Publishing New ENTERPRISE B2 Student’s Book Jenny Dooley Express Publishing ## Contents \| Grammar \| Vocabulary \| Reading \| Listening \| Speaking \| Writing \| Culture \| \|---------\|------------\|---------\|-----------\|----------\|---------\|---------\| \| present simple present continuous stative verbs present perfect present perfect continuous \| work job skills phrasal verbs: give prepositions \| Keeping people posted (multiple choice) \| monologues (multiple matching; sentence completion) \| • recommending a person for a job • pronunciation: /æ/, /aɪ/, /ʌ/ \| • a short text about a job for a careers advice website • an email giving a reference • writing tip: formal language \| Get a job! (multiple-choice cloze) \| \| past simple past continuous past perfect past perfect continuous used to/would – be/get used to \| holiday activities weather holiday problems phrasal verbs: take prepositions \| Welcome to the city of Gold (multiple matching) \| monologues (multiple choice; note taking) \| • making/dealing with a complaint • intonation: expressing feelings \| • a webpage advertising a place • a story (3rd person) • writing tip: ending a story; rubric analysis \| The Legend of Tis-sa-ack (T/F/DS statements) \| \| will – going to present simple/present continuous (future meaning) future perfect/future perfect continuous time clauses \| types/places of entertainment feelings related to entertainment (-ed/-ing) phrasal verbs: run prepositions \| A Whole Lotta Fun in Ottawa (multiple matching) \| monologues/dialogues (multiple choice) \| • making plans/expressing (un)certainty • pronunciation: linking consonants \| • adverts for an online magazine • a leaflet about a place of entertainment • writing tip: writing leaflets; participle clauses \| The West End (multiple choice) \| \| the passive personal/impersonal constructions causative form \| festivals & celebrations life events & wishes phrasal verbs: carry prepositions \| You don’t see that everyday (multiple matching) \| monologues (multiple matching) \| • congratulating • pronunciation: /eɪ/, /ɔː/ \| • research/present a weird festival • an article describing a life event • writing tip: narrative techniques \| The US Graduation Ceremony (text completion) \| \| conditionals (0-3) mixed conditionals wishes unreal present/past \| natural disasters/accidents weather idioms causes & prevention phrasal verbs: cut prepositions \| California’s deadly Camp Fire (multiple choice) \| a witness statement (R/W/DS statements) \| • giving a witness statement • pronunciation: assimilation \| • a diary entry • a witness statement • writing tip: order of events \| Llanberis Mountain Rescue Team (text completion) \| \| C/U nouns singular/plural nouns quantifiers partitives some/any/no/every & compounds articles \| food products tastes eating habits phrasal verbs: turn prepositions \| Don’t Waste Your Bread! (multiple choice) \| a dialogue (T/F statements) \| • asking about/expressing preference • pronunciation: elision \| • a leaflet • an essay providing solutions to a problem • writing tip: topic/supporting sentences \| Fancy a cuppa? (open cloze) \| Values A – Integrity (p. 28) Public Speaking Skills A – give an informative speech explaining how to do sth (p. 29) Values B – Bravery (p. 54) Public Speaking Skills B – give instructions using pictures (p. 55) \| Grammar \| Vocabulary \| Reading \| Listening \| Speaking \| Writing \| Culture \| \|---------\|------------\|---------\|-----------\|----------\|---------\|---------\| \| modals \| crime \| Patrolling the Air (multiple choice) \| a street survey (multiple choice) \| a debate \| an opinion essay \| The Australian Mounted Police (T/F/DS statements) \| \| modals of deduction \| law & punishment \| \| \| expressing an opinion \| writing tip: linking words \| \| \| phrasal verbs: break \| prepositions \| \| \| pronunciation: intrusion \| \| \| \| comparisons \| sports & hobbies \| Unusual Hobbies (multiple matching) \| monologues (multiple matching) \| a debate \| a survey report \| Surf’s up! (missing sentences) \| \| as/like \| exercise \| \| \| making – accepting/refusing suggestions \| writing tip: paragraph planning \| \| \| exclamations \| phrasal verbs: grow \| \| \| intonation: stress in compound nouns \| \| \| \| reported speech \| everyday technology \| The Bio Hackers (missing sentences) \| a presentation (multiple choice) \| a debate \| a product review \| Isaac Newton The Force of Genius (multiple-choice cloze) \| \| modals in reported speech \| inventions & gadgets \| \| \| explaining a process \| writing tip: descriptive language \| \| \| special introductory verbs \| phrasal verbs: get \| \| \| pronunciation: geminates \| \| \| \| question tags \| prepositions \| \| \| \| \| \| \| relative clauses \| educational institutions \| Changing the Curriculum (matching headings to paragraphs) \| a dialogue (T/F statements) \| designing a school curriculum \| a for-and-against essay \| The American College Experience (matching headings to paragraphs) \| \| clauses of concession/reason/purpose/result \| education \| \| \| discussing possibilities/expressing doubt \| writing tip: linking ideas \| \| \| phrasal verbs: bring \| prepositions \| \| \| pronunciation: disappearing consonants \| \| \| \| (to)-infinitive \| money/spending \| When Cash was king (multiple choice) \| monologues (multiple matching) \| exchanging money \| a review of a place \| Battersea Boot (T/F/DS statements) \| \| -ing form \| financial services \| \| \| reduced pronunciation: modals \| writing tip: using powerful language \| \| \| expressing preference \| phrasal verbs: go \| \| \| \| \| \| \| reflexive/emphatic pronouns \| prepositions \| \| \| \| \| \| \| determiners \| environmental problems \| Keep the noise down! (multiple choice) \| a monologue (sentence completion) \| a presentation \| a letter to the editor making suggestions \| The Great British Beach Clean (missing sentences) \| \| emphatic structures \| effects – solutions \| \| \| expressing concern/making suggestions \| writing tip: paraphrasing \| \| \| plural nouns \| phrasal verbs: put \| \| \| pronunciation: silent letters \| \| \| Values C – Duty (p. 80) Public Speaking Skills C – give a debate speech (p. 81) Values D – Moderation (p. 106) Public Speaking Skills D – give a valedictorian’s speech (p. 107) CLIL (pp. 108-111) Skills Practice (pp. 112-135) Grammar Reference pp. 136-160 (GR1-GR25) Word List (pp. 161-173) A Hard Day’s Work Listening & Reading 1 Listen and match the speakers (1-8) to their jobs (a-h). Think of one other thing each one might say. Tech Jobs a IT technician b web designer c social media manager d digital marketer e app developer f content creator g computer programmer h social media influencer 2 Look at the title of the article and read the introduction. What do you think the job of a social media manager involves? Listen and read to check. Keeping People Posted Do you ever get a guilty feeling after spending far too much time on social networking sites? Well, these days, most major companies hire social media managers to do just that! We asked Air Express’s very own social media manager – Sandy Hayes – what it’s all about. First things first. Despite what a lot of people think, being a social media manager is not all fun and games. Don’t get me wrong – I like my job – but I certainly don’t spend my working day commenting on my friends’ holiday pics or giggling at cat videos. The truth is that this is a well-paid, demanding job that needs a lot of dedication. Social media manager is not as new a position as you might think. Social networking services became openly available in September 2006, and companies had to decide whether or not to have a presence there. The decision was a no-brainer, but the results weren’t always great, so by 2010, companies had started employing full-time social media managers. Basically, I have two main duties in my job: connecting with customers and creating content. The first thing I do when I get to the office in the morning is check any activity on the company’s social media accounts. These days, a lot of people use social media like a customer service tool, so I spend my mornings answering questions and replying to comments or complaints. Also, I have to take note of how popular my posts were from the previous day. When a post gets very few likes, I have to figure out why, and I have to do it fast. 3 Read the text. For questions 1-4, choose the correct answer (A, B, C or D). Then explain the words in bold. 1 What is the writer’s purpose in the first paragraph? A to give details of her social media habits B to complain about often having to work at home C to explain that her job is easier than people think D to describe misunderstandings people have of her job 2 What does the writer mean when she says ‘The decision was a no-brainer’ in the second paragraph? A It was a risky decision. B It was a stupid decision. C It was a decision that was easy to make. D It was a decision that they were forced to make. 3 What do we learn about Sandy’s job in the third paragraph? A She is under constant pressure. B She works with the customer service department. C She mainly deals with customer complaints. D She has to react quickly to negative responses. 4 What is true about the content Sandy creates? A It must have a personal touch. B It needs to promote a product. C It should always make readers laugh. D It can sometimes cause offence. 4 COLLOCATIONS Find and complete the words in the text that describe the following. Then use the phrases to make sentences. 1 _______________ companies 5 _______________ service 2 _______________ available 6 _______________ deals 3 _______________ duties 7 _______________ news 4 _______________ media 8 _______________ skills 5 PREPOSITIONS Choose the correct preposition. Check in your dictionary. 1 Allow me to congratulate you on/for your promotion. 2 You haven’t commented for/on my post yet. 3 Salary will depend on/in experience. 4 Connect with/on your customers using this app. 5 The company replies at/to all emails of complaint. Check these words giggle, content, customer service, aim, engage, innovative, offence Then, in the afternoon, I start creating content for the company’s four social media accounts. I have daily and weekly goals: I aim to upload at least three photos and one video per week, and five posts and tweets each day. What I post, though, depends on a lot of things. For example, if we’re giving something away or if there are some special deals, I write posts on that – but I have to be careful not to advertise too much, because that doesn’t go across well online. I also write posts reacting to breaking news, or I might congratulate a national sports team on a good result. Basically, the posts I create have to be natural, have to feel human, so the reader engages with them as they would with a real person, and likes or shares them. So, what makes a good social media manager? Well, I think it’s vital to be innovative, creative and have strong attention to detail. You also need to have excellent communication skills and a great sense of humour. When you think about it, that’s what social media is all about! Look at the comments sections on any video-sharing website – the majority of users are trying to be humorous. So, if your jokes sometimes ‘bomb’ or cause offence, then this job’s not for you! But if you have what it takes, then being a social media manager is one of the best jobs out there. 6 Vocabulary Work 6 Choose the correct word. Check in your dictionary. 1 Dan was an unpaid employee/intern with a company for three months to get some work experience. 2 I was fired/made redundant when the company closed down. 3 We currently have a duty/vacancy for a designer. 4 Sabrina is a(n) experienced/trained IT technician, but this is her first job. 5 Ed is full-time/part-time; he works 11 hours a week. 6 Pam is thinking of resigning/retiring and looking for another job. 7 We must work hard to meet the 1st May deal/deadline. 8 Twenty candidates/clients were interviewed for the job, but none of them were suitable. 7 WORDS EASILY CONFUSED Fill in: profession, job, career, occupation. Check in your dictionary. 1 Her ____________________________ as a dancer came to an end when she broke her leg. 2 My father has been unable to find a(n) ____________________________ for the past two years. 3 Can the witness please state his name, age and ____________________________? 4 John is a doctor by ____________________________ and has his own practice in London. 8 PHRASAL VERBS Choose the correct particle. give away: 1) to reveal; 2) to offer for free give off: to emit give out: 1) to hand out; 2) to be completely used up give up: to stop doing sth; to quit 1 Oscar has a Saturday job giving out/of leaflets. 2 We mustn’t give away/up our trade secrets! 3 That cheese is giving off/out a funny smell! 4 He gave up/off his job and moved to Italy. 9 Speaking & Writing 9 THINK Would you ever consider working as a social media manager? Why/Why not? 10 ICT Collect information about one of the other jobs from Ex. 1. Think about: job description/duties, qualities, problems. Use your notes to write a short text about it for a careers advice website. 4 Read the sentences. Match each meaning from the list (a-h) with a verb in bold. \| \| \| \|---\|---\| \| a \| understand d \| review g \| own \| \| b \| believe e \| consider h \| seem \| \| c \| experience f \| meet \| 1 I see there’s a problem in this department. 2 The actor is seeing his agent tomorrow. 3 Mr Jones thinks we should advertise the job. 4 He is thinking of opening a branch in Denmark. 5 Ann Holmes has three houses. 6 We are having problems with the new employee. 7 He looks like he’s going to faint. 8 They are looking at this month’s sales figures. 5 SPEAKING Think of a job. Say a few sentences using the present simple and the present continuous. Your partner guesses the job. Present perfect – Present perfect continuous pp.GR2-3 6 Identify the highlighted verb forms in the dialogue. Explain how we use them. Check in the Grammar Reference section. 7 Put the verbs in brackets into the present perfect or the present perfect continuous. Give reasons. 1 A: You look tired. What ................................................. (you/do)? B: I ................................................................. (call) clients all morning. 2 A: ................................................................. (you/inspect) the new offices yet? B: Yes, I ................................................................. (just/get) back from there. 3 A: I ................................................................. (try) to call Jo all day. B: Her phone ................................................................. (not/work) for the last few days. 4 A: Mr Smith ................................................................. (talk) on the phone since lunch time. B: I know. And he ................................................................. (just/miss) his 3 o’clock meeting! 5 A: Bob ................................................................. (paint) the house all this week. B: Yes, and he still ................................................................. (not/finish). 6 A: ................................................................. (they/repair) the copier yet? B: Yes. But I ................................................................. (not/make) the photocopies you wanted yet. 3 Stative verbs do not usually have continuous forms. When they do, the meaning changes. Look at the underlined parts of the dialogue. What is the meaning of the verb think in each one? 8 Write sentences using the present perfect or the present perfect continuous, as in the example. 1 Ann is looking for her files. (lose) She has lost her files. 2 My uniform has got coffee stains on it. (spill) I ................................................................. . 3 The company has more staff now. (employ) The company .................................................. . 4 Paul started looking for a job six months ago. (apply) He ................................................................. . 5 Tim is upset because he hasn’t received an important email. (wait) Tim ................................................................. . 9 a) Put the verbs in brackets into the correct present tense. Compare with your partner. Content creators 1) ........................................... (you/look) for work right now that you can do when and where you 2) ........................................... (want) to do it? 3) ........................................... (you/have) excellent writing skills? We’re a top web development company that 4) ........................................... (create) quality content for major websites for a decade, and we 5) ........................................... (now/expand) our team! Click for more. Digital marketing intern You 6) ........................................... (just/leave) college. You’ve got your qualification in marketing, but you 7) ........................................... (not/gain) any work experience, and without it, you 8) ........................................... (not/have) much chance of getting a job interview. So why not join our intern programme? Click here. Computer programmer 9) ........................................... (you/complete) a course in C++ or Python lately? 10) ........................................... (you/ever think) about earning some money from home? Then you might be just the person for us! We 11) ........................................... ........................................... (not/look) for experience, just enthusiasm, so if you 12) ........................................... ........................................... (never/program) professionally, it doesn’t matter. Click here for more information. b) Choose one of the jobs in Ex. 9a. Act out a job interview. Use present tenses. 10 Complete the text with an appropriate verb from the list in the correct present tense. practise • fly think • find choose • book study • get • stay not learn not have increase • want pick • arrive Hi Matt! How’s things? Just have to tell you my news! As you know, I 1) ........................................... hard to become an English teacher for the past ten months. The course is almost over and we 2) ........................................... lessons every day now. So today, I 3) ........................................... at home to prepare for my big adventure! I 4) ........................................... a job and 5) ........................................... my ticket already. Next month, I 6) ........................................... to Colombo in Sri Lanka! The demand for English teachers there 7) ........................................... all the time. I’m going to work in a small school. My flight 8) ........................................... in Colombo at 3 o’clock in the morning so my new boss 9) ........................................... me up. I really 10) ........................................... to learn the local language. I 11) ........................................... my Sinhalese all week and now know a few basic phrases! Sri Lanka 12) ........................................... much hotter than England in summer, which is a plus point! Of course, there will be problems. I 13) ........................................... enough of the language yet to be able to communicate freely and I’ll be far away from friends and family. 14) ............... I ........................................... the right destination? I’m about to find out! 15) What .................... you ......................... ? Write back, Alex 11 a) Imagine you have your dream job. Ask and answer the questions with your partner. 1 What do you do? 2 What does the job involve? 3 How long have you had this job? 4 What have you been working on recently? 5 What are you doing next week? b) Tell the class about the job your partner is doing. Skills in Action Vocabulary Job skills 1) Look at the table and decide which skills are important to do the jobs in the list. - accountant - social media manager - nurse - laboratory assistant - IT technician Hard skills (teachable) - fluent in English, Arabic, etc - excellent with numbers, - qualified in law, IT, etc - experienced in sales, etc - skilled at operating machinery, etc - advanced IT skills - driving licence - bachelor’s/master’s degree - doctorate (PhD) Soft skills (interpersonal) - decisive - cooperative - caring - organised - motivated - a problem-solver - innovative - a strategic thinker - team-oriented - good communication skills - attentive to detail b) What hard/soft skills have you got? Tell your partner. Listening Study Skills Identifying information Read through the sentences to get an idea of what you will listen to. Predict what is missing from each gap (noun, verb, etc). This will help you complete the task. 2) Listen to the beginning of a talk about internships from a university careers adviser. Complete the sentences with a word or short phrase. Internships - A university 1) ……………………………… sometimes arranges internships for its students. - Malcolm believes that work 2) ……………………………… is extremely important. - Interns learn to be cooperative and 3) ……………………………… . - 4) ……………………………… % of good internships turn into jobs. - There are a lot of 5) ……………………………… for every intern vacancy. - An intern can work for up to 13 weeks in 6) ……………………………… . - Some 7) ……………………………… interns work until 9 pm. - Over a third of companies now give their interns a(n) 8) ……………………………… . Everyday English Recommending a person for a job 3) Listen to and read the dialogue. How does Mr Higgs’ manager describe him? A: How long has Mr Higgs been an intern with you? B: Five months. He completes his internship next month. A: What are his duties as an accounting intern? B: He’s mainly been assisting with the annual audit. A: What would you consider are his best professional qualities? B: He’s excellent with numbers, of course. And he’s fluent in French and German, which is essential for a European company. A: I see. How would you describe his soft skills? B: He’s organised, hard-working and, above all, cooperative. A: And do you think Mr Higgs would be a good candidate for the position we’re offering? B: Without a doubt. He’d be an asset to any accounts department. We’d offer him a job ourselves, but we aren’t taking on staff this year. A: Thank you for your time. You’ve been very helpful. 4) Act out a similar dialogue. Use the prompts below and language from the box. Ms Patel – nursing intern - 3-month internship - recording patients’ conditions – feeding patients - qualified nurse – advanced IT skills - caring – sensitive to patients’ needs Asking for information - Has … been with you long? - Can you describe his/her duties? - What hard skills does … have? - What about soft skills? - Would you recommend … for the job? Recommending - excellent/impressive/strong/great … - Above all/Most importantly/Most of all, … - without a doubt - definitely/absolutely - He’d/She’d be an asset to … - He/She is just the person for/stands out as … Pronunciation: /æ/, /ɑː/, /ʌ/ 5) Listen to the sentences and identify the /æ/, /ɑː/ and /ʌ/ sounds. Listen again and repeat. The clerk demanded a high salary. The other company gave an accurate report. Candidates must have advanced skills and be trusted with money. 6 Read the email and put the paragraphs in the correct order. Dear Mr Doyle, [A] All in all, Ms Wade has been a pleasure to work with and 1) I have no hesitation in recommending her for the position you offer. Her ability to manage important data and cooperate as part of a team make her a valued addition to any laboratory, and we will be sorry to see her leave. 2) If you should require any further information, please feel free to 3) contact me. [B] Further to your request for a reference for Ms Wade, 4) I am glad to be of assistance. For the last three months, Ms Wade has been serving an internship under my supervision. During her time here as laboratory assistant, 5) her work has been more than satisfactory. [C] Ms Wade’s main duties involve performing simple tests and processing samples. 6) She is also responsible for ordering supplies. She shows considerable skill and is attentive to detail while carrying out her work. In addition, her computer skills are excellent. 7) Ms Wade is valued as a reliable member of staff. Yours sincerely, Katharine Stokes Senior Technician 8 Match the informal phrases (a-g) to the formal ones (1-7) in the model email. a she is just the person b you can count on Ms Wade c we’ve had no problem at all with her work d If you’d like to know more e she also has the job of f I’m happy to help g give me a call Writing (an email giving a reference) 9 You have received the following email. REFERENCE REQUEST Dear Mr Shepherd, We are writing to request a short reference for Mr Julian Higgs, who is currently a candidate for the post of staff accountant with our firm. The information you supply will be treated in the strictest confidence. Thank you in advance. Yours sincerely, Bob Trent Human Resources Plan your reply by referring to the dialogue in Ex. 3 and making notes on the following: • how you know the person • duties; hard & soft skills • suitability for the post 10 Use your notes to write your email (140-190 words). Follow the plan. Plan Dear Mr Trent, Para 1: reason for writing & how you know the candidate Para 2: duties & skills Para 3: your recommendation & closing remarks Yours sincerely, Pat Shepherd Accounts Manager VALUES Thoroughness If a job’s worth doing, it’s worth doing well. proverb If you’re looking for a job at the moment, you may be able to claim Jobseeker’s Allowance while doing so. It’s a(n) 1) ………… straightforward procedure. Read on to find out more. What is JSA? JSA (Jobseeker’s Allowance) is money paid to you by the UK government to help cover your 2) ………… costs while you are looking for work. The amount you get varies according to personal circumstances, but it can be up to £73 per week. Payments are usually made every two weeks directly into your bank account. Who can apply? To apply for JSA, you have to be 18 or over, have worked for two to three years while paying National Insurance contributions, and be currently available for work. You won’t qualify to apply if you’re still 3) ………… full-time education or have three or more children (there’s a different allowance in this case). How do you claim? When you are sure that you are eligible, you can apply for Jobseeker’s Allowance online by following the link www.gov.uk/jobseekers-allowance/how-to-claim and filling in a 4) ………… . It should take about 20 minutes. After that, you’ll get a phone call or text within two working days to arrange a JSA interview at your local Jobcentre Plus office. What happens at the interview? Once you present your identity documents at the job centre, you will be assigned an adviser, also called a work coach. Together, you will 5) ………… an agreement – it’s called a ‘Claimant Commitment’ – signed by you, as to what steps you will take to look for work. This may include registering with recruitment agencies. ‘Find a job’ is a government service used by Jobcentre Plus, but there are many more you can use. What happens after the interview? In order to continue receiving your allowance, you must return to the job centre every two weeks to ‘sign on’ and to show them proof that you have been searching for work. This could include copies of job applications and letters from prospective employers. If you are not having 6) ………… success, your work coach may suggest doing a free training course to help improve your work skills. JSA is certainly a help when you’re down on your luck. But it’s worth remembering that unemployment benefit only lasts for six months. After that, if you’re still out of work, you’ll need to reapply for a different benefit. Reading & Listening 1 Read the text and choose the correct word (A, B, C or D) for each gap (1-6). 1 A quite B enough C fairly D simply 2 A living B life C live D alive 3 A on B at C under D in 4 A paper B form C sheet D note 5 A do B put C set D make 6 A lots B many C much D some Listen and check. 2 What is Jobseeker’s Allowance? Jobcentre Plus? a Claimant Commitment? 3 Match the highlighted words to their synonyms below. • evidence • show • now • unemployed • pay for • organise Check these words National insurance contribution, eligible, recruitment agency, prospective, down on one’s luck, unemployment benefit Speaking & Writing 4 Imagine your friend who lives in the UK has just lost their job. What advice could you give them about how to claim Jobseeker’s Allowance? 5 Find information about unemployment benefit in your country or another country and how you can claim it. Make notes on: what it’s called – who can apply – how you claim it – how long it lasts. Include any other relevant information. Present your findings to the class. Vocabulary 1 Choose the correct word. 1 Mr Jones hopes to resign/retire/fire when he is 67. 2 The hotel has a duty/vacancy/deal for a receptionist. 3 Please state your career/job/occupation at the bottom of the form. 4 We need a(n) web/digital/app marketer to promote our products online. 5 Call customer service/media/comment if you need help installing the software. (5 x 3 = 15) 2 Fill in: team, advanced, driving, excellent, organised. Technician required Are you 1) ______________________ with numbers with 2) ______________________ IT skills and a(n) 3) ______________________ approach to problem-solving? Are you hard-working and a 4) ______________________ player? Do you have a clean 5) ______________________ licence? Please apply within 7 days. Email: firstname.lastname@example.org (5 x 2 = 10) 3 Choose the correct item. 1 Congratulations in/on getting the job! 2 I’ve decided to give up/off my job and go back to college. 3 Don’t give out/away my secrets, please! 4 Your success will depend in/on how hard you work. 5 The Internet is useful for connecting from/with friends and family. (5 x 1 = 5) Grammar 4 Choose the correct item. 1 I think/am thinking of looking for a new job. 2 What time are you seeing/do you see the dentist? 3 Are you having/Do you have previous experience? 4 It doesn’t look/isn’t looking like he’s coming. (4 x 2 = 8) 5 Fill in with the verbs in the list in the correct present tense. • start • taste • not drive • work • stay • talk 1 John ........................................... to work even once this week as his car broke down. 2 Why ................. she always ....................... on the phone? 3 The meeting ....................... at 2 pm. 4 Maisy ........................................... with us twice in six months. 5 Why ................. you .......................... the soup? 6 You seem exhausted. .................... you .......................... all day? (6 x 4 = 24) 6 Put the verbs in brackets into the correct present tense. Wendy’s blog Hi everyone! Guess what? I 1) .................................................. (just/open) my own cake shop! I’m so excited! Today, customers 2) .................................................. (queue) up all morning for my apple pies and next week I 3) .................................................. (try) out a new recipe for coffee cake. I 4) ......................... (make) the cakes myself every morning and people say they 5) .................................................. (taste) delicious! In fact, they 6) .................................................. (sell) so well today that my shelves are almost empty! (6 x 3 = 18) Everyday English 7 Match the exchanges. 1 ☐ How would you describe his soft skills? a Without a doubt. b He is responsible for maintenance. c He is helpful and cooperative. d He is skilled at carpentry. 2 ☐ What are his main duties? 3 ☐ What hard skills does he have? 4 ☐ Would you recommend him? (4 x 5 = 20) Total 100 Welcome to the city of Gold A As a child, I used to dream of a city made of gold. In the dream, I wandered along streets of solid gold while above me towered massive gold skyscrapers. At the beach, the sand was made of gold dust. It was only a dream, of course. But when my boss told me I was going to Dubai, the City of Gold, on business, I couldn’t wait to see if the city of my dreams was real. B Located on the coast of the Persian Gulf and surrounded by the golden sands of the desert, Dubai is the largest city in the United Arab Emirates. Previously a minor port, it has now turned into one of the world’s most important centres for business and tourism. As the driver was taking me to my hotel, we went by the Burj Khalifa. At over 829 m high and more than 160 storeys, it is the tallest building in the world and contains homes, offices, restaurants and a luxury hotel. Its design is an amazing combination of modern and traditional architecture. I took some photos before heading to my own hotel. Vocabulary Holiday activities 1 Fill in: amusement, architecture, cuisine, refreshments, sand, seafront, charming, suite. TAKE AN EVENING STROLL ALONG THE LONG 1) ........................................... Relax in a spacious 2) ........................................... at a luxury hotel. Take a break for 3) ........................................... at a pavement café. ENJOY DELICIOUS ARAB 4) ........................................... IN A TOP RESTAURANT. GO SIGHTSEEING AND ADMIRE THE MODERN AND TRADITIONAL 5) ........................................... Pick up 6) ........................................... souvenirs at a traditional market. Go on thrilling rides at a(n) 7) ........................................... park. Swim in crystal-clear water and walk on golden 8) ........................................... . Listening & Reading 2 Listen to and read the text. Which of the activities from Ex. 1 does the writer mention? 3 Read the article again and match the questions (1-10) to the paragraphs (A-D). Then explain the words in bold. Which paragraph (A, B, C or D) mentions … 1 a place to see lots of different animals? …… 2 why the writer went to Dubai? …… 3 what the city used to be in the past? …… 4 buying something to remember the trip? …… 5 the reason behind a name? …… 6 an impressive tall building? …… 7 weather conditions? …… 8 where a city is situated? …… 9 a memory from when the writer was young? …… 10 a surprising use for something we see every day? …… How does the writer feel about Dubai? C The next morning, I headed out into the hot April sun for my business meeting across town. Indoors, every room is air-conditioned, so it’s easy to forget that Dubai has a desert climate. Outside, the temperatures range from a warm 26°C in winter to a boiling hot 49°C in the summer! There’s rarely a cloud in the sky, but there are major sandstorms sometimes. After my meeting, my hosts had arranged for a buffet, so I was able to try some delicious Arab dishes. Hospitality is very important in this country and they made sure I thoroughly enjoyed myself. Later, there was time to pick up a souvenir at the nearby Dubai Mall. This mall has everything you could ever want to buy as well as an aquarium and an underwater zoo! D So why is Dubai called the City of Gold? After all, there are lots of cities with stunning architecture, great hotels and sandy beaches. Dubai, though, is at the heart of the world’s gold trade. It is also home to the Gold Souk, a traditional market with endless displays of jewellery that I visited on my last day in Dubai. I thought looking at all the gold in the shop windows was the closest I would get to my dream coming true. As I was checking out of my hotel, though, I noticed an ATM in the lobby, a machine that usually dispenses cash. This one was different – it dispensed gold bars! On the plane, waiting for it to take off, I thought to myself – Dubai really is the City of Gold! 4 COLLOCATIONS Find and complete the words in the text that describe the following. Use five of the collocations to make sentences about Dubai. 1 ________________ sands 5 ________________ rooms 2 ________________ port 6 ________________ climate 3 ________________ hotel 7 ________________ sandstorms 4 ________________ meeting 8 ________________ windows 5 PREPOSITIONS Choose the correct preposition. Check in your dictionary. 1 The Burj Al Arab hotel on/in the coast of Dubai is the shape of a ship’s sail. 2 If you are in Dubai at/on business, remember that the working week is Sunday to Thursday. 3 Dubai is home for/to over 200 different nationalities. 4 Dubai is known for/from its luxurious restaurants. 5 Dubai Opera, a huge opera hall, is situated on/in the heart of Dubai. 6 WORDS EASILY CONFUSED Choose the correct word. Check in your dictionary. Make sentences with the other words. 1 The voyage/tour across the ocean takes five days. 2 Joe was looking through a holiday leaflet/brochure. 3 The hotel organises excursions/expeditions every day. 4 The museum has an exhibition of historic/historical artefacts. 7 PHRASAL VERBS Fill in the correct particle. be taken aback: to be surprised take in: to trick sb take off: (of planes) to leave the ground take sb out: to invite sb and go out somewhere with them take to: to start liking sb/sth 1 Don’t let the photo take you ____________; the hotel’s actually tiny. 2 Dan took ____________ skiing after trying it on holiday. 3 The plane takes ____________ at 9 pm. 4 The host family took me ____________ to a restaurant. 5 Emma was taken ____________ by the waiter’s rudeness. Weather 8 Listen to four weather reports and fill in the missing words for the weather yesterday. ITALY: fog in morning; 1) ________________ but cold in the afternoon; 2) ________________ in the evening GREECE: wet with 3) ________________; heavy rain all day TUNISIA: 4) ________________ and clear; afternoon cloudy with showers later on EGYPT: hot with strong 5) ________________ and sandstorms; quite 6) ________________ at night Speaking & Writing 9 What was the weather like yesterday where you live? What is the weather like in summer and winter? Compare it to the weather in Dubai. 10 ICT Collect information about a destination in your country which tourists visit. Design a webpage to advertise it. Mary’s blog Hi everyone! Guess where I am? Kenya in Africa! I arrived in Nairobi the day before yesterday. I had booked a room in a lodge near a national park and I went there by coach. I had been looking forward to this holiday for months and couldn’t wait to get started on my African adventure. Early the next morning, I was riding in a Jeep with a driver on safari! The sky was blue and the sun was shining. I was admiring the stunning scenery when the driver shouted something. An elephant was running right at us! I got my camera out, pointed it at the elephant and started taking photos. I can’t believe how cool it was! I was acting like a wildlife photographer while a real-life elephant was charging right at us! The driver sped up and we drove away quickly. Nothing could be more different from the quiet beach holidays I used to go on as a child! Check out the awesome elephant photo! 4 Put the verbs in brackets into the past simple, the past perfect or the past continuous. Give reasons. 1 A: What ........................................ (Lily/think) about the food in Vietnam? B: She absolutely .............................. (love) it! 2 A: The restaurant was very busy last night ....................... .......................... (you/manage) to get a table? B: I ................................................... (not/have) a problem. I ................................. (reserve) one online before we went. 3 A: Why ........................................... (you/miss) your flight? B: I ................................................... (phone) for a taxi, but it ................................................... (not/arrive) on time. 4 A: ................................................... (you/enjoy) the tour yesterday? B: Well, as we ..................................... (drive) around the city it ................................................... (start) raining hard so we ................................................... (not/see) much. 5 A: What ........................................... (you/do) when you finally got to the beach? B: We .............................................. (put) down our bags, ................................. (walk) to the water and ................................. (dive) straight in! 6 A: ................................................... (you/be) at the hotel swimming pool yesterday afternoon? B: Yes! I .............................................. (read) by the pool while the kids ................................................... (splash) in the water. 5 SPEAKING Continue the story. Jack got his luggage and walked out of the airport to the taxi rank to get a taxi. Past perfect continuous p. GR5 6 Read the theory. How do we form the past perfect continuous? Find an example in the blog. Past perfect continuous Form: had + been + main verb + -ing Affirmative: I/You/He/She etc had been sailing. Negative: I/You/He/She etc hadn’t been sailing. Interrogative: Had I/you/he/she etc been sailing? Short answers: Yes, I/you/he/she etc had. / No, I/you/he/she etc hadn’t. We use the past perfect continuous: • to give emphasis to the duration of an action that started and finished in the past before another past action or a stated time in the past. He had been waiting for thirty minutes before the plane landed • for an action that finished in the past and whose result was visible in the past. She was tired because she had been packing her bags since morning. Time words/phrases used with the past perfect continuous: for, since, how long, before, until, etc 7 Put the verbs in brackets into the past perfect continuous. 1 How long .......................................................... (Polly/drive) before she got to the hotel? 2 I ................................................................. (not/look) for very long before I found the café. 3 Jake was wet because he ........................................... (walk) in the rain. 4 We ................................................................. (not/wait) for long before our taxi came. 5 Ben ................................................................. (shop) for souvenirs since 9 o’clock in the morning. 6 When we woke up everything was white. It ......................................................... (snow) all night. 8 Choose the correct tense. 1 I had left/had been leaving the hotel when I realised my wallet was in my room. 2 I had called/had been calling Jane all morning when she finally answered her phone. 3 How long had you been looking/had you looked for a cheap flight before you found one? 4 Sally had had/had been having an afternoon nap when a noise woke her up. 5 Ben hadn’t swum/hadn’t been swimming for very long before he got a painful cramp in his leg. 6 David felt ill on the boat, but luckily I had packed/had been packing some seasickness tablets. 9 Put the verbs in brackets into the correct past tense. Give reasons. An Unexpected Visitor It was a lovely Sunday in May. Helen 1) .................................................. (prepare) dinner while George 2) .................................................. (work) in the garden. She 3) .................................................. (cut) up some vegetables when she 4) .................................................. (hear) the doorbell ring. When she 5) .................................................. (open) the door, she 6) .................................................. (see) her brother. She was surprised to see him as she 7) .................................................. (not/expect) him at all. He 8) .................................................. (arrive) in London from New York the night before and 9) .................................................. (decide) to surprise his sister. He 10) .................................................. (call) George to make sure they would be at home. Soon they 11) .................................................. (all/eat) dinner together in the kitchen. Helen was so happy! The strange thing was that she 12) .................................................. (think) about her brother all that morning! 10 SPEAKING Imagine your family were caught on the beach in a thunderstorm. Tell your partner what you had been doing before the storm broke out and what you did after. used to – would – be/get used to p. GR5 11 Read the examples. Which expresses: a past habit/routine? a past state? being accustomed to something? becoming accustomed to something? In which sentences can we use the past simple instead? - We used to live by the sea when we were children. - Aidan used to/would wake up early every morning. - Ed is used to walking a lot as he’s a tour guide. - I’ve been living in Canada for three years, but I haven’t got used to the cold winters yet. 12 Choose the correct item. Give reasons. 1 Karen is used to flying/used to fly abroad a lot in the past because of her job. 2 We soon used to/got used to sleeping in a tent when we went camping. 3 Ellie still hasn’t got used to living/live in Paris despite being there for ages. 4 Dan would/used to have a canary when he was young. 5 Mum and Dad would/are used to go for long walks while they were on holiday. 6 Harry didn’t use/used to go on cycling holidays. 13 THINK Imagine you are a famous old person. Present yourself to the class, then say what you used/didn’t use to do when you were 30 years old. I used to wake up late in the morning. I didn’t use to cook my own meals. Skills in Action Vocabulary Holiday problems 1) a) Look at the pictures. Discuss, as in the example. Josh – get badly sunburnt Ann – get stung by a jellyfish Emma – miss her flight Jo – crash her hire car Nathan – lose his passport Karen – get food poisoning Nick – have a noisy hotel room Max – get lost A: Did you hear what happened to Josh? B: No. What happened? A: He got badly sunburnt while on holiday. b) Have you ever experienced any of the holiday problems above? Tell your partner. Listening 2) Listen to three people complaining about their holidays and tick (√) two complaints for each person. Speaker 1: A √ tiny room B no AC C noisy Speaker 2: A dirty sheets B broken cooker C awful food Speaker 3: A hole in tent B jellyfish C no water Everyday English Making a complaint – Dealing with a complaint 3) Read the first exchange. What do you think the guest is complaining about? Listen and read to check. Manager: Good morning, Mrs Carter! How was your night? Guest: Oh, wonderful. I think I slept for about … an hour. Manager: Oh dear! What was the problem exactly? Guest: The people in the next room were listening to loud music all night! That’s just not acceptable! Manager: I’m so sorry about that. I’ll make sure it won’t happen again. Guest: That’s not all. Once I had given up on sleeping, I tried to turn my TV on, but it didn’t work! I called reception and they promised to send someone, but no one turned up. Manager: I can’t apologise enough, Mrs Carter. Let me make it up to you by moving you into one of our luxury suites. Guest: Oh! Well, thank you very much. 4) Imagine you are speaker 1 from Ex. 2. Make a complaint to the manager about your accommodation. Use language from the box and act out a dialogue similar to the one in Ex. 3. \| Making a complaint \| Dealing with a complaint \| \|--------------------\|--------------------------\| \| • That’s just not acceptable! \| • What was the problem?/What happened? \| \| • It’s not good enough. \| • Oh dear!/How awful! \| \| • That’s not all. \| • I’m so sorry about that./I can’t apologise enough. \| \| • Well, there’s more. \| • Let me/What I’m going to do is … \| Intonation Expressing feelings 5) Listen to the exchanges. How does the second speaker sound each time? 1 “How was your night?” “Oh, wonderful.” a happy b ironic 2 “I missed my flight.” “Oh dear.” a sympathetic b uncaring 3 “We’re going to the museum.” “Great.” a excited b bored 4 “Dave lost his luggage.” “Really?” a interested b indifferent 6 Read the story and put the verbs in the correct past tenses. Enjoying the View It was a chilly afternoon in March, but the sun 1) ________________ (shine) brightly. Hope 2) ________________ (hike) since the morning and now it 3) ________________ (get) late. She 4) ________________ (turn) to admire the stunning scenery. The hill 5) ________________ (tower) over the endless countryside and there 6) ________________ (be) tiny villages in the distance. She 7) ________________ (carry) on up the hill, but suddenly she 8) ________________ (trip) over a stone on the rocky path and 9) ________________ (fall) heavily to the ground. “My ankle!” she 10) ________________ (scream). She 11) ________________ (break) it, so there 12) ________________ (be) no way she could walk on it! She 13) ________________ (take) out her phone but 14) ________________ (see) that it was out of battery. Night 15) ________________ (fall) now and it 16) ________________ (get) much colder. At that moment, Hope 17) ________________ (hear) some other hikers. “Help!” she 18) ________________ (call) weakly. They 19) ________________ (run) over and 20) ________________ (phone) for help. Soon, she 21) ________________ (lie) in a hospital bed. To her surprise, she could see the hill through the window. “Perhaps this is the safest view of all,” she 22) ________________ (say) to herself. 7 a) Find the adjectives the writer uses to describe: afternoon, scenery, countryside, villages, path. b) Find the adverbs the writer uses to describe these verbs: shine, fall, call. Writing Tip Ending a story A good ending makes a story more memorable. To end a story, we can: a) use direct speech; b) refer to people’s feelings; c) create mystery; d) use a rhetorical question. 8 a) Read the endings. Which technique in the Writing Tip has the writer used for each? 1 Back in his hotel room, Harry decided he would never go on another beach holiday. And who could blame him? 2 Susan finally managed to swim to shore and collapsed on the sand. She had never felt so happy to be alive. 3 Ann went back to the beach day after day. But she never saw that strange sea creature again. b) What technique has the writer used to end the story in Ex. 6? Write a different ending for the story using another technique from the Writing Tip. Study Skills Rubric analysis Always read the rubric carefully and underline the key words. The rubric gives us information about the type of writing required (article, story, email, etc), what we are writing about (situation), the person we are writing for (reader), the style we need to write in (formal or informal) and the number of words. Writing (a story) 9 Read the task and find the key words. You have seen this announcement in a new English language magazine for young people. Stories wanted We are looking for stories for our new English language magazine. Your story must begin with this sentence: Sam and Liam walked out of the hotel into the sunshine. Your story must include: • a beach • a jellyfish Write your story (140-190 words). 10 Listen and make notes under the headings: time – place – people – events – climax – ending – feelings. 11 Use your notes in Ex. 10 to write your story. Give it a title. Follow the plan. Use a technique from the Writing Tip in your ending. Plan Introduction Para 1: set the scene (who, where, when, what) Main body Paras 2, 3: development (events leading up to the climax) Conclusion Para 4: end the story (outcome, people’s reactions/feelings, comments) VALUES Discovery The voyage of discovery is not in seeking new landscapes but in having new eyes. Marcel Proust Yosemite National Park in California, USA is an area of more than a thousand square miles of outstanding beauty. Huge rock formations tower over green valleys. There are waterfalls, lakes and crystal-clear streams. There is an amazing variety of animal life that includes black bears, red foxes, deer and mountain lions. There are also giant sequoias, the largest trees in the world, some of which could be over 3,000 years old. It’s no surprise that the park attracts over 4 million visitors every year. Apart from its spectacular scenery, visitors can walk, hike, climb, go whitewater rafting and even ski in the winter. They can drive around the park or ride horses or bicycles to get even closer to its natural beauty. There truly is something for everyone here. One of the many attractions is a massive rock formation called Half Dome. It gets its name from its appearance: it looks like a dome that has been cut in half. You can hike to the summit to get a stunning view of the rest of the park, but be warned – it’s quite challenging. Some people say that they can see a face on the flat surface of Half Dome and a Native American legend tells the tale of how it got there … One day, a long time ago, an old woman, Tis-sa-ack, and her husband arrived in the valley. They were thirsty because it was a hot day and they had been travelling since sunrise. In the valley, there was a beautiful lake. Tis-sa-ack saw the lake and started to drink its water greedily. By the time her husband arrived, Tis-sa-ack had drunk all the water. He started shouting at her furiously and she started crying. The Great Spirit heard them arguing and decided to separate them. He turned Tis-sa-ack into Half Dome and her husband into another rock formation on the other side of the valley, which is today called Washington Column. Check these words massive, dome, summit, greedily Find words in the article that mean the opposites of the words below. • ugliness • dirty • bumpy • left • whispering Speaking ICT Find out information about a natural feature in your country or another country that has a legend about it. Present the legend to the class. Find words in the article that mean the same as the words below. • very large • range • top • not easy • very angrily Vocabulary 1 Choose the correct word. 1 He got sunburnt/stung/lost by a jellyfish. 2 He went on an expedition/excursion/stroll through the Amazon. 3 The meal was a summit/combination/meeting of Italian and French dishes. 4 We got some holiday brochures/refreshments/leaflets from the travel agent this morning. 5 Strong showers/winds/storms brought sandstorms. 6 Frank stayed in a luxury seafront/suite/architecture. 7 Have you tried any of the rides/trips/voyages at the amusement park yet? 8 It became quite foggy/cloudy/chilly so we decided to put on our jackets. (8 x 2 = 16) 2 Fill in: headed, took, towered, missed, crashed, wandered, lost, dispensed. 1 We ......................... a break from sightseeing to have a snack. 2 Tracey ......................... around the street market. 3 We ......................... out into the town to explore. 4 There was a machine that ......................... drinks outside the building. 5 I ......................... my passport in Jamaica. 6 Skyscrapers ......................... over us as we walked the streets of Dubai. 7 Joel ......................... the hire car into a tree! 8 Patsy overslept and ......................... her flight. (8 x 3 = 24) 3 Choose the correct item. 1 Tom is in Paris at/on business all this week. 2 Max took Ben in/out to an expensive restaurant. 3 The hotel is situated on/in the heart of the city centre. 4 Harry didn’t take to/with the local food at all. 5 Athens is home at/to the Parthenon. 6 We were taken aback/around by the rudeness of the manager. 7 Death Valley in the USA is known from/for its very high temperatures. (7 x 1 = 7) Grammar 4 Put the verbs in brackets into the correct past tense. 1 Logan ........................................... (take) photos when he dropped his camera. 2 I was angry because I ........................................... (wait) for my meal for 45 minutes. 3 Amira ........................................... (not/book) the tickets; Omar did. 4 At the airport, we realised we ........................................... (leave) our passports at home. 5 ........................................... (you/have) a good flight home? 6 ........................................... (they/drive) to the airport when it started snowing? (6 x 3 = 18) 5 Choose the correct item. 1 I don’t think I’ll ever used to/get used to spicy food. 2 Amy would/was used to spend hours in gift shops on holiday. 3 Did/Would you get used to the hot weather when you lived in Oman? 4 We were used to/used to take lots of photos when we went sightseeing. 5 Dan moved/used to move to the island to run a café by a beach. (5 x 3 = 15) Everyday English 6 Match the exchanges. 1 ☐ How was your night? a I’m still feeling weak. 2 ☐ We didn’t sleep all night. b I can’t apologise enough. 3 ☐ What was the problem? c I got food poisoning! 4 ☐ Let me make it up to you. d Thank you. 5 ☐ Are you any better? e Oh, wonderful! (5 x 4 = 20) Total 100 A Whole Lotta Fun in Ottawa! You’ll never run out of things to see and do in Ottawa. Here’s just four fun activities to do in the nation’s capital! Reading & Listening 1 Think of various places of entertainment. Which is your favourite? Why? 2 Listen to and read the texts. Match the pictures (1-4) to the activities (A-D). 3 Read the texts. For questions 1-10, choose from the activities (A-D). The activities may be chosen more than once. Then explain the words in bold. Which activity … 1 offers events that are not for children? 2 interests the whole community? 3 allows you to interact with strangers? 4 does not always take place in Ottawa? 5 includes something light to eat? 6 is more enjoyable at the end of the week? 7 is best enjoyed from a front-row seat? 8 includes specially written music? 9 has food at reasonable prices? 10 involves the audience following a story? 4 COLLOCATIONS Find and complete the words in the text that describe the following. Then use the phrases to make sentences. 1 ………………… activities 2 ………………… snacks 3 ………………… visits 4 ………………… production 5 ………………… compositions 6 ………………… club 7 ………………… names 8 ………………… team 5 PREPOSITIONS Fill in: to, from, on, in, of, at. 1 We were all ………… stitches after Lisa told her joke. 2 We tried to find seats ………… the front, close to the stage. 3 There are plenty ………… theatres to choose from. 4 The city centre really comes ………… life during the festival. 5 Peter doesn’t usually go to concerts ………… weekdays. 6 A pane of glass separates the visitors ………… a gigantic dinosaur fossil. C Absolute Comedy Did you hear the one about the Canadian comedy club? No, it’s not a joke … Absolute Comedy is one of the most famous stand-up comedy venues in North America! On weekdays, you’re more likely to see local comedians, but on Friday and Saturday nights the headline acts include some of the most recognisable names in comedy! Absolute Comedy is a great place for dinner and a show. The menu isn’t varied, but the dishes are tasty and affordable. Give it a try – you’ll be in stitches for the entire evening! D Canadian Tire Centre Ottawans love ice hockey, and on game days the entire city comes to a standstill to watch the city’s main professional team, the Senators. They play at the Canadian Tire Centre, a giant 18,000-seat indoor stadium with an electric atmosphere! Get a ‘glass seat’ right at the front to really experience the speed of this sport – just a pane of glass separates you from the action! And try some poutine when there’s a break in the action. This filling dish of double-fried chips with cheese and gravy might be a bit overpriced, but it’s an important part of the ice hockey experience! 6 WORDS EASILY CONFUSED Choose the correct word. Check in your dictionary. 1 Watching my team lift the cup was a very memorable minute/moment. 2 I’ll call you the minute/time we arrive there. 3 The entire/all performance lasts for two hours. 4 The whole/total cost of tickets was £50. 7 Fill in with the words in brackets. 1 The ……………………………… of the novel agreed to help the …………………………… adapt it into a script for the film. (author/screenwriter) 2 When we entered the concert hall, a(n) ………………… led us to our seats, and moments later the ………………… appeared on his podium and signalled for the orchestra to start playing. (usher/conductor) 3 The ……………………. is the person who manages the museum, while the ……………………. looks after the building. (caretaker/curator) 4 Hundreds of ……………………. watched the parade march through the streets, and there was a huge ……………………. for the outdoor concert in the evening, too. (audience/spectators) 5 Anna didn’t appear in the opening ……………………., so she had to wait at the edge of the …………………… until it was time for her to appear. (scene/stage) 6 The ……………………. of the film asked the ……………………. to put more emotion into their acting. (cast/director) 8 PHRASAL VERBS Fill in the correct particle(s). run into: to meet sb by chance run out of: to have no more of sth run over: to hit sb/sth with a vehicle run away: to leave quickly; to escape run through: to practise sth 1 The actor ran ………… his script one last time before stepping onto the stage. 2 Tom never runs ……………… jokes. He has one for every occasion. 3 He nearly ran ………… a cat on his way to the hospital. 4 Steve ran ………… a famous actor at the park. 5 The squirrel in our garden ran ………… as soon as we approached it. Speaking & Writing 9 Collect information about fun activities that people can do in your town/city. What would an ideal Saturday evening out be for a group of students/businesspeople visiting your area? Write short texts for an online magazine. 3b Grammar in Use A: Hi, Frank. So, will you be coming to the escape room with us on Saturday afternoon? F: I’m not sure yet, Andy. What time are you going to meet there? A: At 2 pm. I think we’ll have a lot of fun! F: Oh, no. I’m performing in a play on Saturday afternoon. It ends at around half two, so I guess I won’t be able to join you. A: We’ll have entered the room by then. But why didn’t you tell me about the play? I had no idea you were interested in acting! F: Actually, by the end of this month, I’ll have been doing drama in a theatre group for a whole year. This is my first time performing on stage, though. A: And do you have a big role in this play? F: Yes, I have the lead role, and I’m really nervous about it! Most of the tickets have been sold, so the theatre’s going to be packed. I can’t believe it – this time next Saturday, I’ll be acting in front of hundreds of people! A: You know what? – I’ll cancel our booking at the escape room, so we can come and support you instead! F: Really? Are you sure? A: Of course! I promise we’ll be there. 3 Put the verbs in brackets into the correct future tense. Give reasons. 1 The zoo ........................................... (close) at 6 pm, so we’ve got plenty of time to look around. 2 I promise I ........................................... (not/talk) during the film. 3 They believe people ........................................... (not/watch) films at the cinema in the future. 4 Look at the time – we ........................................... (be) late for the performance! 5 Ken and I ........................................... (attend) a concert tomorrow. We’ve already bought the tickets. 6 ........................................... (you/help) me with the decorations, John? 7 This time next week, Lisa ........................................... (listen) to classical music in the concert hall. 8 I feel like watching a film tonight – I ........................................... (check) what films are showing at the cinema. 4 SPEAKING Say what your plan is for next weekend. In groups, discuss it using future tenses, as in the example. A: I’m going to have a surprise party for Sam next Friday. B: Wow! Where are you going to hold it? A: At my house in the garden. C: Well, the weather forecast says it will be rainy next weekend. A: Really? I’ll have it inside the house, then. D: What time does it start? etc Future tenses pp. GR5-6 1 Read the dialogue. Identify the future forms in bold. How do we use each one? 2 Put the verbs in brackets into the correct future tense: will or be going to. Give reasons. 1 A: Have you got any plans for the weekend? B: Yes, we ........................................... (visit) a new art gallery in the city centre. 2 A: ........................................... (you/help) me put up posters for the play? B: OK, no problem! 3 A: Do you still want to bring the kids to the amusement park? B: Yes, I think they ........................................... (enjoy) it. 4 A: Do you fancy seeing some open-air theatre today? B: But look at the weather. They ........................................... (not/perform) outside in that rain! 5 A: What time do we have to be at the escape room? B: At six o’clock. I ........................................... (give) you a lift there if you like. Time clauses p. GR6 5 a) Read the examples. What tense do we normally use after time words when they refer to the present/future? Why do we use the future tense after when in the second example? We’ll go to the theatre when John comes. When will he be there? After the performance finishes, we’ll go back home. b) Choose the correct tense. Put commas where necessary. 1 He won’t go/doesn’t go to the theatre until he will have/has more free time. 2 After he will return/returns from work tonight he takes/will take us to the cinema. 3 Do/Will you call me once you will arrive/arrive at the aquarium? 4 When do/will you book the concert tickets? 5 I don’t know/won’t know when the planetarium will open/opens. 6 Read the theory box. How do we form the future perfect and the future perfect continuous? Find examples in the dialogue on p. 22. Future perfect continuous (will have been + main verb -ing form) \| Affirmative \| I/You/He, etc will/I’ll have been running. \| \|-------------\|------------------------------------------\| \| Negative \| I/You/He, etc will not/won’t have been running. \| \| Interrogative \| Will I/you/he, etc have been running? \| \| Short answers \| Yes, I/you/he, etc will. No, I/you/he, etc won’t. \| We use the future perfect continuous to emphasise the duration of an action up to a certain point in the future. They will have been waiting in line for an hour by the time the concert starts. Time words/phrases: before, by, by then, by the time, until/till (only in negative sentences), etc 7 Put the verbs in brackets into the future perfect or the future perfect continuous. 1 By the time they get married, Bob and Ann …………………… …………………… (know) each other for five years. 2 In May, I ………………………………………………………………. (work) in the film industry for seven years. 3 The play starts at 6 pm, but we ………………………………………… …………………… (not/arrive) at the theatre by then. 4 David ………………………………………………………………. (drive) for four hours before he arrives at the water park. 5 ………………………………………………………………. (you/complete) the script for the play by Wednesday afternoon? 6 Sandy ………………………………………………………………. (act) for thirty years by the time she retires in October. 8 SPEAKING Start a sentence. Your partner completes it using the future perfect or the future perfect continuous. A: By the time I finish my studies, … B: I will have been in London for six years. 9 Read the sentences (1-3) and identify the tenses in bold. Then say what each tense expresses. 1 I’ll have tidied the house by the time our guests arrive. 2 Max will have been working as a teacher for 10 years in July. 3 This time next week, we will be enjoying a stand-up comedy show. 10 Use the verbs in the list and the future continuous, future perfect or future perfect continuous to complete the sentences. - perform • not see • enjoy • explore - learn • interview 1 By the end of their tour, the band ………………………………………… ………………………………………… at forty cities around the country. 2 At noon tomorrow, they ………………………………………… ………………………………………… themselves at the water park. 3 By the time the zoo closes, the kids ………………………………………… ………………………………………… all the animals. 4 Don’t worry – I ………………………………………… ………………………………………… all my lines before the opening night. 5 This time next week, I ………………………………………… ………………………………………… a famous actor on my show! 6 Let’s leave in an hour – by then, we ………………………………………… ………………………………………… the museum for four hours! 11 Choose the correct item. Give reasons. 1 They ………… a ballet performance on Friday – they’ve already bought the tickets. A attend B ‘ll attend C ‘ll have attended D ‘re attending 2 This time tomorrow, we ………… a street parade. A ‘ll watch B ‘re watching C ‘ll be watching D ‘ll have watched 3 I really hope you ………… us at the circus tomorrow evening. A ‘ll join B joining C ‘ll have joined D ‘ll have been joining 4 Listen to Anna singing - she ………… a star when she grows up! A ‘ll be B ‘s being C ‘ll have been D ‘s going to be 5 The two actors ………… for two decades by the end of the year. A will work B will be working C are going to work D will have been working 12 SPEAKING Tell your partner two things that you: - hope you will do sometime this year. - think people will do in 2100. - aren’t going to do this weekend. - have arranged to do later this week. - will be doing this time next Saturday. - will have done by the end of today. - will have been doing for more than two years by the end of the year. Skills in Action Vocabulary Feelings 1 Choose the correct item. Which place of entertainment does each sentence refer to? 1 The most amused/amusing performers were the clowns. They were very funny. circus 2 I had read that the conductor was one of the world’s best, but I had a terribly bored/boring evening. 3 Overall, it was an entertained/entertaining drama, with a fast-paced script and an excellent soundtrack. 4 The haunted house ride was really frightened/frightening – we couldn’t stop screaming! 5 There was a temporary exhibition of ancient Roman art, which I found very interested/interesting. 6 Everyone was thrilled/thrilling by the images of stars and planets on the projection screen above us. 7 It was astonished/astonishing that my brother and his friend managed to solve all the puzzles and open the door. 8 We all felt extremely disappointed/disappointing – the whole cast gave a terrible performance. 2 Think of two places of entertainment you have visited. Tell your partner how you felt there, giving reasons, as in the example. I felt really thrilled when I watched a play in a theatre last week. The cast gave an amazing performance. Listening 3 You will hear people talking in four different situations. For questions 1-4, choose the best answer (A, B or C). 1 You will hear a man talking about a film he has recently seen. What are his feelings about the film? A He has mixed feelings about it. B It was better than he’d expected. C He was extremely disappointed by it. 2 You will hear two friends talking about visiting a zoo. They both agree that it is A cruel to keep animals there. B interesting to see wildlife in real life. C important to keep some animals there. 3 You will hear a woman talking about a concert she attended. What does she say about the concert? A It started later than scheduled. B There was bad weather during it. C A band member wasn’t able to perform. 4 You will hear two museum workers talking. In the near future, the museum will have A a new location. B longer opening hours. C more objects on display. Everyday English Making plans – Expressing (un)certainty 4 What is Ben planning to do at the weekend? What does Andy suggest? Listen and read to find out. A: Hey, Ben! Do you have any plans for the weekend? B: I’m not sure yet, Andy. My cousin’s visiting from Oxford, so I’ll probably do something with him. A: I might go to the football match on Saturday afternoon. Are you interested? You could bring your cousin, too! B: Sounds fun, but will there be any tickets available? A: Yes, I’m a hundred percent sure. My uncle works at the stadium and he promised me some tickets. I just have to let him know by tomorrow morning. Do you think your cousin would like to come? B: Hmm, it’s hard to say. I’ll call him later, though. Can I tell you then? A: Sure, no problem! 5 Use the ideas below to act out a conversation similar to the one in Ex. 4. Use language from the box. A: You’re considering booking tickets for an ice show at the weekend. You invite your friend to come, too. B: Your brother is coming home for the weekend. You aren’t sure if he’d be interested in joining in. \| Expressing uncertainty \| Expressing certainty \| \|------------------------\|----------------------\| \| • I’ll probably … \| • I’m sure/certain/positive … \| \| • I might/could/may … \| • I know for sure/certain (that) … \| \| • It’s hard to say. \| • I’m a/one hundred percent sure. \| Pronunciation: linking consonants 6 a) Listen and link the consonants, as in the example. Listen again and repeat. 1 Has Alan tried acting? 2 Sandy wants tickets. 3 You missed me! 4 I might come. b) Read the sentences aloud. Find the linked consonants. Listen and check. 1 Tom can’t eat octopus. 2 The circus is terrific! 3 Anna could sing. 4 You look really angry! 3c Attractions - Featuring one of the longest underwater viewing tunnels in the world, Sea Planet Aquarium brings you face-to-face with over 400 types of sea animals including stingrays, eels, sea turtles and much more. - Divided into four different geographical sections, you can discover sealife from around the world. - Visit Penguin Parade, where you can get up close and personal with these cute friendly creatures. - Watch our short film Shark Attack in our state-of-the-art IMAX cinema. You’ll feel like you’re in the water with deadly sharks! 4 What visitors said - “An enjoyable day out for all the family. We loved it!” Michelle, 40 - “A great mix of education and fun – not to be missed!” Colin, 26 5 Getting there Address: Milltown, Trenton, TR1 7PS By road: Take exit 16 on the M4 motorway and follow signs. By public transport: Take Bus 789 from Langley Metro Station – Aquarium stop. Opening times: Every day from 10 am – 5 pm, except Christmas Day For more information and to buy tickets visit us at: www.seaplanetaquarium.com Writing Tip Leaflets Leaflets give information or advertise products, places or services. When you write a leaflet to advertise a place, you can include a catchy title, a photo, information on attractions, reviews, contact information and/or directions. Leaflets also often include special deals, sales, etc to encourage customers. Writing (a leaflet about a place of entertainment) 10 a) ICT Collect information about a place of entertainment in your country. Use the headings in Ex. 7. b) Use your notes in Ex. 10a to make a leaflet advertising the place. VALUES Happiness The best way to pay for a lovely moment is to enjoy it. Richard Bach New York City has Midtown Manhattan, Tokyo has Shibuya and Hong Kong has Causeway Bay – and if you’re looking for entertainment in central London, look no further than the West End. While the Square Mile is the main business and financial area of London’s city centre, the West End is the place to go for culture, shopping and all things fun! You won’t find the West End on most maps of London, though. Basically, it’s an area west of the Square Mile and north of the River Thames – but because the ‘West End’ is an informal name, some people disagree on its boundaries. For most people, though, the West End is centred on Westminster (where the UK’s parliament is) and includes areas around it such as Soho and Covent Garden. There’s so much to see and do in the West End! For one, you can stroll down its world-famous shopping streets such as Oxford Street (Europe’s busiest shopping street) and Bond Street, where you can find big-name department stores like Fenwick and Tiffany’s. Locals and tourists also visit the West End to take in a show! After Broadway in New York, ‘Theatreland’ in the West End is probably the most famous theatre district in the world. The area has around 40 theatres, many hundreds of years old, and you can choose to see everything from a Shakespeare play to a modern hit musical. But that’s not all! The West End is also home to cultural attractions like the National Gallery and the London Transport Museum, and you can find some of the finest restaurants in London in Covent Garden. And don’t forget to visit Chinatown if you want some authentic Asian cuisine! All in all, no visit to London is complete without a visit to the West End. Packed with unique attractions for every taste, there’s always something happening in this vibrant part of London! 1 Look at the pictures and read the first sentence of the article. What can visitors see and do in the West End? Listen and read to find out. 2 Read the text again and choose the best answer (A-D) for each question (1-3). Then explain the words in bold. 1 What is the purpose of this article? A to explain where the West End is B to encourage people to visit London C to describe an attractive area in a city D to compare an area with similar ones worldwide 2 According to the article, the West End is A difficult for visitors to reach. B not an official area of London. C an area outside central London. D named after a government building. 3 In the last sentence of the text, what does this refer to? A Westminster B the West End C the United Kingdom D London 3 Imagine you are spending a day visiting the West End. What would you like to do in the area? Discuss with your partner, giving reasons. 4 Collect information about an area in your country’s or another country’s capital city where there are theatres, concert halls, restaurants, etc. Make notes under the headings: name – location – entertainment – eating out. Present the area to the class. Vocabulary 1 Choose the correct word. 1 The crowd cheered as the band walked onto the stage/scene/show. 2 The director/conductor/curator gave the actor some tips to improve her acting. 3 The performance started the hour/moment/time we sat down. 4 The audience/spectators/caretakers fell silent when the curtain opened. 5 We heard some classical compositions/productions/activities from the young composer. \[(5 \times 2 = 10)\] 2 Fill in: astonished, thrilling, boring, amusing, disappointed. 1 Everyone was ........................................... by the amazing tricks of the circus acrobats. 2 It was a very ........................................... film that kept me on the edge of my seat. 3 Peter was ........................................... with the actors; they gave a terrible performance. 4 The comedy was very ........................................... – we couldn’t stop laughing! 5 Brian didn’t like the performance at all; he found it ........................................... \[(5 \times 3 = 15)\] 3 Choose the correct item. 1 Phil ran into/over his old boss at the concert hall. 2 Paris is well-known for/by its impressive museums. 3 Tim is running away/through his speech one last time. 4 Ben doesn’t usually go out at/on weekdays. 5 It looks like we’ve run over/out of juice. We need to buy some. \[(5 \times 3 = 15)\] Grammar 4 Choose the correct item. 1 I think you’ll enjoy/re going to enjoy that film! 2 We’re meeting/meet Alan outside the concert hall at 8:00 – he texted me earlier. 3 The aquarium closes/s’ going to close at 5:00 today, so we haven’t got much time. 4 Look at those clouds – it’s going to rain/will rain soon. 5 We’re going to see/re seeing an opera today, as long as we can find tickets. \[(5 \times 4 = 20)\] 5 Put the verbs in brackets into the future continuous, the future perfect or the future perfect continuous. 1 By the time he retires, he ........................................... ........................................... (work) as a director for forty years. 2 This time tomorrow, we ........................................... ........................................... (watch) a ballet performance. 3 He ........................................... ........................................... (not/book) tickets for the opera until tomorrow. 4 How long ........................................... ........................................... (they/take) acting lessons by the end of this year? 5 The parade ........................................... ........................................... (finish) by the time we reach the city centre. \[(5 \times 4 = 20)\] Everyday English 6 Match the exchanges. 1 ☐ Do you think Brian will be interested? a I’ll probably go to the cinema. 2 ☐ Do you have any plans for the weekend? b I know for sure I will. 3 ☐ I might go to an escape room tomorrow. c It’s hard to say. 4 ☐ Are you certain you’ll find tickets? d That sounds like fun. \[(4 \times 5 = 20)\] Total 100 The new buzzword for employees is integrity, but what does that mean in the workplace? Follow these seven rules and you can’t go wrong! 1. Take responsibility. When something is your fault, own up, apologise and accept the consequences. Do something to fix the problem and make up for what went wrong. None of your colleagues should have to pay for your mistakes! 2. Give credit where it’s due. Just as you should take the blame when you’re in the wrong, you shouldn’t accept praise for something that someone else achieved. 3. Act on bad behaviour. Challenge someone who is acting in a way that you consider is not ethical. If they continue to behave in that way, be prepared to report them to management. 4. Treat everyone with respect. Whether a cleaner or the chairperson, everyone has a right to be treated in a polite and friendly way. Just because someone is below you in the company ladder does not give you the right to be bossy, rude or angry with them. 5. Be a team player. Any large-scale project will require the contributions of many people in order to be successful. The better the team works together, the better the end result will be. So make sure you help the whole team along. 6. Be transparent. If you don’t like someone’s work or idea, tell them and explain why, in a tactful way, of course. Don’t pretend to like it and then criticise it behind their backs. 7. Reach out. If you see a colleague struggling with a project, see whether you can do something to lighten their load. Is a co-worker unable to focus on work because of a personal problem? Be a shoulder to cry on (while respecting their privacy if they do not wish to share). --- 1. Read the title of the article and the introduction. Think of one rule the list might contain. Listen and read to find out if your rule appears. 2. Read the article again and match rules 1-7 from the article with what the people say (a-g). Then explain the words in bold. a) ‘Jan did 90% of the work, so let’s thank her!’ b) ‘Are you OK? You seem sad.’ c) ‘I’m afraid I don’t agree with your plan.’ d) ‘That was my fault. I’m sorry.’ e) ‘Come on, everyone! Together we can do it!’ f) ‘You must stop that – it’s wrong.’ g) ‘I’d like you to finish this work today, please, Sam.’ 3. Do any of these rules apply in a college environment? Discuss with your partner. 4. Create a list with the title 7 Rules of Teacher Integrity. Present it to the class. 1 a) Read the task. What type of speech does it ask for: informative, persuasive or ceremonial? You are a careers adviser and the college you work for has asked you to give a talk on how to create a good CV. b) Listen to and read the speech. Was your guess correct? Study Skills Real-world examples Abstract or general points can be made clear with an example from real life. Examples help listeners understand the point a speaker is trying to make immediately. 2 Read the speech and find the examples used to illustrate the main points listed below. What words/phrases does the speaker use to introduce examples? - having the right qualifications - most graduates’ work experience - hobbies & interests 3 ICT Read the task and underline the key words. What kind of speech is it asking for? Research how to prepare for an interview, how to dress and how to behave, and make notes. Use your notes to give your talk. Use real-world examples. You are a careers adviser and the college you work for has asked you to give a talk on job interviews and how to do well in them. Hello, everyone, my name’s Mark Oliver, I’m the college careers adviser, and I’m going to tell you how to get an interview. Not a job – I see you’re wondering why … but to get a job you have to get an interview, and to get an interview, you have to send in a good CV – or résumé, as the Americans call it. There are three main areas to a CV: education, work experience and the personal section, or hobbies and interests, or whatever else it can be called. So let’s look at them in turn. Education appears first on a CV because it’s the most important. If you don’t have the knowledge they’re looking for, your CV will go straight onto the reject pile and the recruiter needn’t read any further. Think about it – if they’re looking for an engineer and you studied law, for instance, it doesn’t matter how hard you’re willing to work – you won’t get an interview. That’s an extreme example, but you get the picture. Assuming you have the qualifications, try to show what makes you more desirable than the other candidates – 90% of whom will have an identical qualification to you. So you’re a candidate for a job at a bridge-building company, say, and perhaps your engineering degree included a paper on the Golden Gate Bridge in San Francisco. If so, emphasise it. Second, work experience. Now, for many graduates, this area is a bit light, and they tend to put everything down there, from their job delivering pizzas while at university to the lawns they used to mow for neighbours after school. Which is all very well, but is it relevant? Yes, it shows you are a hard worker, but to make a CV stand out, there should be something in each of the jobs you mention that is related to the job you’re applying for. Otherwise, the important parts get lost in the mass of detail. Finally, hobbies and interests, or that bit at the end that everyone rushes through when they’re nearly done. And this is where they make their biggest mistake. This is the section that colours you in, that brings out your individual lines. Imagine you have travelled all over Southeast Asia, and your recruiter is a Singaporean! It’s also a good way to show your soft skills, which are hard to highlight on a CV. Playing football shows you’re a team player, for example, whereas mountaineering emphasises your individuality and determination. So, in closing, a good CV will never land you the job, but a bad one will guarantee you don’t even get the chance to make your case at an interview. In this highly competitive job market, every word that you put on that piece of paper is important to your future. 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De Graaf, Clarence Oral History Interview: Class Projects Judy Cook Roger Ackerman Follow this and additional works at: http://digitalcommons.hope.edu/class_projects Part of the Archival Science Commons, and the Oral History Commons Recommended Citation Repository citation: Cook, Judy and Ackerman, Roger, "De Graaf, Clarence Oral History Interview: Class Projects" (1977). Class Projects. Paper 32. http://digitalcommons.hope.edu/class_projects/32 Published in: English 113 Oral History Interviews (1977) (H90-1096), January 22, 1977. Copyright © 1977 Hope College, Holland, MI. This Article is brought to you for free and open access by the Oral History Interviews at Digital Commons @ Hope College. It has been accepted for inclusion in Class Projects by an authorized administrator of Digital Commons @ Hope College. For more information, please contact email@example.com. R: Have you been living in Holland all your life? C: Not quite all of my life. First twenty years I lived in Grand Rapids. From then on I lived in Holland. R: Did you just move into this house recently? C: Last Monday. R: Where did you move from? C: Central Park. R: Is that near Holland? C: That's on South Shore Drive, about three miles out of Holland. Actually, it's part of the city now. It was originally a suburb. R: Do you live alone here now? C: My wife is downtown shopping. It was her instigation that got me started on this place. I lived on the lake for fifty years. Everything was centered around the lake. But there comes a time when the house is too big, the garden is too big, the lawn is too big. We had a chance to get this place. This is a very unusual place. R: It is. The house is really different from all the other houses around here. C: It's nicely arranged for two people. R: Do you have a big backyard? C: Not too big. I was accustomed to one much bigger. R: You are a gardener, right? C: Yes, I love to garden. R: Will you get a chance to do that here with all this cold weather? C: Where's your home? R: New Jersey. C: I think there's enough room for a little garden here. I planted strawberry patches and raspberry patches at the other place. R: Do you plant corn or tomatoes or anything like that? C: Will I try that here? Well, I think I'll buy a little acreage from the city. The city lays out plats for gardeners. R: Is that around here? C: Right behind us here. For ten dollars you can get a city plat with sprinkling service. I will miss my sugar beets, I can tell you that. R: You lived in Grand Rapids for the first twenty years of your life? Did you go to high school there? C: I went to Calvin Prep School for four years and then four years of college. R: What college? C: Calvin College. I then spent many years at the University of Michigan. R: How many years were you there? C: I did all my work in one semester and ten summers. I commuted for ten summers. R: What year was that? It must've been quite awhile ago. C: All through the thirties. R: You lived during the depression? That must've been something. C: Well, we didn't fair too badly on Hope's campus. We took ten percent cut one year. That was when other colleges were asking professors to forego their salaries. R: Right after you graduated from University of Michigan, did you go into teaching? C: I was teaching all the time and going to University of Michigan during the summers. R: What made you come to Hope? C: I was principal of the Christian high school here in Holland. That gave me first-hand contact with a lot of people on Hope's campus. Then when Dr. Nykerk died they needed another English teacher and asked if I'd be interested. That was in 1928. R: So you started at Hope in '28? What was it like then? C: What was it like? R: What was the college like? C: Well, for one thing the chapel wasn't there. The Chapel was opened in 1929. I came pretty much with the Chapel. There were times when the Chapel was less than half full. I'm sure we had no more than 150 students. R: What buildings were there? C: Graves library, Graves is a conversion job. That was used as a Chapel and a Library. After the library moved out it was converted into class rooms. It was completely converted from top to bottom. Carnegie Gym was there, Vorhees was there, and a little building occupied by students now on Columbia avenue was there. It was the first building there. That was about it. R: You taught at Hope for over forty years? C: Forty-four. R: You just retired recently? C: That's right. I had good hearth and enjoyed my studies. I don't think I missed Chapel more than five times. R: What was Chapel like back then? C: It was definitely a religious service. R: Three times a week? C: Five times a week. R: Was it mandatory? C: Yes. R: All the students had to go. C: Yes, that's right. R: How was the food? C: The dorms arranged the eating services. Otherwise, very few people ate on campus. They all went downtown to Eighth Street and got something there. Now of course it's big business. They have to get Saga in to feed all the students. They opened the cafeteria after I started. R: What was it like teaching when you first began in '28 and when you retired in '72? The methods of teaching and the students must've changed. C: There are conventional ways of teaching and unconventional ways of teaching. I don't think the project you're working on now would've appealed to the students at that time. They would say they were an English major and we want to study composition. When it comes to going out in the street with a tape recorder, it wouldn't appeal. At least, there was no occasion for it. They were a pretty serious lot, you know. A good many of them are in higher offices today. R: Do you know many of them? C: Well, on campus I did. I had contact with them while they were on campus. They went out of their way to stop and say good morning and have a cup of coffee with their teachers. There was a very fine camaraderie among the students and faculty. R: Were classes pretty small back then? C: Some were. The total curriculum was small. They scaled down the curriculum to fit the students. If there weren't more than five students interested in a course, it wasn't taught. R: Holland is a very nice community. C: I've been interested very much in the history of this community. R: Do you do a lot of studying up on it? C: I've read most of the stuff written about the colony. R: It was a colony? C: It was a colony. Rev. VanRaalte segregated himself from the American world by living in a separate colony on the lake shore. R: Rev. VanRaalte was the starter of this town? C: He was the guardian spirit. R: When was this? C: 1847. We celebrated our 100th anniversary in 1947. We had a grand centennial. It wasn't quite as big as the bicentennial of national fame, but we had some big things. They appointed me to take six American students to the Netherlands to be entertained by the Dutch Government for six weeks. It was part of the program of the celebration. R: That was in 1947? Did you go to Holland with six Hope students? C: No. There were 3,300 schools participating. They wrote an essay on the influence of the Dutch on American civilization. On the basis of that they were judged. Six were chosen, three were high school seniors and three were college freshmen. I had the responsibility for the running of the contest, so after the contest was over and the six winners selected they said I was to take them to the Netherlands. I was lucky. R: Do you like to travel? C: Yes. R: You've been to Holland? Where else? C: I've been to Europe six times and around the world. R: You flew around the world? C: Most of it was by plane with one or two short hops by boat. R: How long did it take you? C: Six weeks. R: That must've been a nice vacation. C: It was. R: I'd like to hear about Holland, how it started. I started in 1847? C: They chose this location because it had so many woods. They could cut down the trees and make enough money to build their homes. They would cut the trees out from the harbor. R: That's where they started? C: Where Becker's Junk Shop is. They would "snake" the logs to Saugatuck and Singapore. Those are two little towns south of us. With oxen they would "snake" the trees. They would cut the logs into planks. Because that was available, they would buy the land for twenty dollars an acre, and get a good stand of timber and you could make a little income. VanRaalte was very insistent about it being a strictly Dutch colony. He was suspicious that is they were recognized too fast they would be absorbed by the American people. He was very insistent about that. At that time, of course, the Reformed and Christian were all one. It wasn't until '55 that they separated again and you got the Christian Reformed and the Reformed groups. R: Did that cause any problems? C: Oh yes. They were awful bitter at times. The language problem was involved too. The Reformed Church was here a ten year span before the Christian Reformed Church, this meant that the Ninth Street church was bone of contention between the Reformed Church and the Christian Reformed Church. VanRaalte was minister of that church. So there's a good deal of history written about the colony, some by an historian in Ann Arbor who became interested in the project and wrote a biography of VanRaalte for the centennial year. R: Do you know Dutch? C: Of course. In Grand Rapids we had Dutch instruction at Calvin and at Calvin Prep and even in kindergarten and the lower grades they did a lot of Dutch. As a result of that there was some slander. Dutchman. Dutchman, belly full of straw. Can't say nothin' but yaw. yaw. yaw. It was part of the stigma attached to being Dutch. R: Do you like to read? C: Sure! R: What kind of books do you usually like to read? C: Well, for my teaching I had to read whatever was the topic of discussion in the classroom. I read some magazines to keep up-to-date with current events. In the main I think I prefer Classic literatures to Modern Literature. R: Have you ever written any books? C: No. I wrote my Doctor's Thesis. That was a book! R: What was it on? C: It was a study in Literatures. The specific question was, "What does a college achieve with a sophomore literature course?" since there was an active interest in teaching it, I thought it might lend itself to a more intense study in which I could collaborate with other teachers across the United States. So I carried on my correspondence with sixty others asking, "How would you teach a Shakespearean play to sophomores in college?" "How would you teach a novel to sophomores in college?" That was then written up with unnecessary detail. I was thoroughly disgusted at the time. I guess everybody is though. It was on that basis I got my Doctor's degree in English with a little education mixed in it. I had five men working on my committee. Of these five, four were English majors and one was an education major. They exercised supervision over the project. R: Did you enjoy teaching? C: Yes. R: Why? C: I like contact with young minds, who are interested in the same things you are. I consider it a privilege to teach at Hope College. I started out in 1928 as Director of the Practice Teaching Program. In '42 when I got my Doctor's Degree I was also elected Chairman of the English Department. R: How long were you chairman of the Department? C: About twenty years. R: What are your hobbies? C: I think gardening is more my hobby than anything else. I used to be an avid pheasant hunter. This part of the world is populated with a good many pheasants. R: Did you have a dog? C: Yes, I had a cocker spaniel. R: Did you train him yourself? C: No, he was self-trained. C: No, he was self-trained. R: Do you go hunting around here? C: I've shot a good many pheasants out of my back yard. R: Do you do any hunting today? C: I try rabbits, but I'm too old for the fields. I get hard to keep up with a dog. I gave my guns to my grandson. R: How many grandchildren do you have? C: Six R: How many children do you have? C: Two. R: Are they all married? C: Yes. R: Do they all live in Holland? C: No, my son runs an Art gallery in Ann Arbor. R: Did your son draw those paintings? C: No, he sells them. He designed this house. His wife's mother used to live here. It was designed especially for her. He is proud that his father can now live in a house that he designed. R: Do you like it here? C: Yes, but it is hard to get used to. We moved from a ten-room into this four-roomhouse. It requires a lot of adjusting. R: What's Tulip Time like? I've heard so much about it. C: Well, you've seen the Rose Bowl Parade. R: Is it a tradition in Holland to have this every year since Holland began? C: No, not since it began. The idea to have a Tulip Festival came from a high school teacher. They say the Holland Tulip Festival is the second largest pageant in the United States. The Rose Bowl is the only one that's bigger. We have about 40 bands that come to get prizes. They come by bus and have to pay their own expenses. It's good advertisement for them, too. Eighth Street is lined solid for the parade. It's a busy week, that third week of May. Usually the weather is kind enough to give us a good display of tulips, sometimes it's a little too early and sometimes it's a little too late. The high school students get a vacation two afternoons during that week. They go downtown to watch the parade. R: Is it all parades and tulips? C: The boulevard is lined on both sides with tulips. We have a few flower merchants. People come to Holland and order tulip bulbs. They are shipped directly from the Netherlands. People who have seen the festival for the first time rave about it. It brings a lot of tourist trade into the city which can be good or bad. When it first started they wanted to get movie actors and actresses to ride on the floats. Then they took the attitude that to keep the true spirit of Holland, they would try to keep all the talent local. R: What do you think of the snow? C: Well, there have been others in the past that have been more severe. I can remember in 1917 and '35 when there was so much snow the street crews had to tunnel their way through. The whole car went through a tunnel. In 1935 it took us two weeks to get cleared to Grand Haven. So, we've had worse. I hope we've had our snow for the winter, even if it is good for the farmers. R: What kind of cars did you own? C: I've been a Dodge fan, we've had a Chevrolet and Fords. R: Model A? C: Model A. R: Was that your first car? C: The first one was a Model T. The first ride I took in my Model T we drove from Holland to Zeeland and back. R: Did you have to crank them up? C: Yes, especially in cold weather. It'll blow your heart out. R: Do you just keep on turning it 'till the engine turns over? C: Yes. I think that brought on my father's death. R: How long have you and your wife been married. C: This is a second marriage for both of us. R: What other hobbies do you have besides gardening? What do you do in the winter? C: I don't have a hobby this time of year. I miss it. I shovel snow for a hobby. R: How old are you now? C: Seventy-five. R: And you shovel snow? C: I take it easy and steady with a small shovel. R: What do you do during the day? do you read and watch TV? C: No, I'm not a great TV fan. Some of the special programs I'll watch. I think I get an aesthetic satisfaction out of gardening and cutting the grass. R: Do you have many rabbits around here? C: Yes. The backyard is just overrun with rabbit tracks. The rabbits can strip a whole garden in one night. R: What do you do to keep away rabbits? C: Nothing really. Have a larger garden so you can share with the rabbits. R: What do you think of our new President? C: I like the way he talks. I'd like to see how he executes his dreams. Some things I like very much about him. He should be given credit for putting together a campaign that defeated Mr. Ford. Jimmy was the underdog. R: Through the past years of teaching and relating to the students, do you have any words of advice for us as we go through college now? C: College is a place of study and also of distractions. In the long run, it is better to get into a schedule that will keep you busy but fresh from day to day. You don't have to spread yourself out too thin. College students end up learning as much from their social activities as from their academics.	<urn:uuid:12073436-d0e6-4adc-bb9c-ab678f2515cc>	CC-MAIN-2018-22	https://digitalcommons.hope.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1031&context=class_projects	2018-05-21T22:19:39Z	crawl-data/CC-MAIN-2018-22/segments/1526794864558.8/warc/CC-MAIN-20180521220041-20180522000041-00489.warc.gz	545,406,945	3,936	eng_Latn	eng_Latn	0.989719	eng_Latn	0.99981	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 889, 2036, 3322, 4626, 5977, 7540, 8908, 10350, 11797, 13093, 14666, 15900, 16562 ]	[ 2.234375 ]	1	0
Crossword Puzzle Anzu and the Art of Friendship Directions: Write the Japanese word for each English word. Use the book as a reference. Down: 1. frog 2. hat 4. grandpa 5. star Across: 3. crane 6. the art of folding paper	8947fcdb-81f9-4380-824e-01c3fb851a58	CC-MAIN-2023-40	https://www.moniritchie.com/uploads/5/9/5/2/59527877/anzucrossword.pdf	2023-09-30T08:39:15+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233510671.0/warc/CC-MAIN-20230930082033-20230930112033-00567.warc.gz	972,215,999	63	eng_Latn	eng_Latn	0.995684	eng_Latn	0.995684	[ "eng_Latn" ]	true	rolmOCR	[ 223 ]	[ 2.671875 ]	1	1
Introduction - The Santa Ana River Mouth, located in Newport Beach, CA, is owned by four agencies: the California State Lands Commission, California State Parks (CASP), the County of Orange (OC), and the City of Newport Beach (CNB). - OC Flood Control channel: sensitive wildlife area that is home to the endangered California Least Tern and the threatened Western Snowy Plover. - Monitoring and outreach project established in 2021 since overlapping jurisdictions led to confusion in enforcement → lack of bird protection from humans and dogs → use data to encourage action. - Flushing events: when a bird or group of birds are forced to flee the beach after being chased by a human or dog. - Hypothesis: more humans and off-leash dogs will result in more flushing events and lower bird presence. Methods - Volunteers, interns, and staff members collected 2803 surveys from January 2023 to June 2024. - Research surveys are 5-minutes each, split by the differing jurisdictions → make clear which section requires more enforcement. - Materials included binoculars, long-range cameras, survey sheets, and standard operating protocols. Results - Figure 4: Flushing Event by Off-Leash Dogs in OC Flood - Figure 5: Total Amount of Visitors Recorded - Figure 6: Total Amount of Dogs Recorded - Figure 7: Flushed Birds by Type - Figure 8: Correlation Analysis of Off-Leash Dogs and Bird Presence in OC Flood - Figure 9: Correlation Analysis of Visitors and Bird Presence in All Sites Discussion - High amounts of visitors and off-leash dogs are correlated with lower amounts of birds in the Santa Ana River Mouth. - Due to predation behaviors, more off-leash dogs pose a threat to the birds that inhabit this area. - Evaluated data taken within sensitive wildlife area (OC Flood boundary) in Figure 5 since that is where most birds were spotted. - Confusing jurisdictions: some birds not located on human-accessible sand bar within channel but still considered in OC flood if they were on the jetty on the other side. - So, if there were humans/dogs on sand bar, birds on the jetty will be considered the same jurisdiction even if they fled the sand bar due to human/dog presence. Conclusion - High human and dog presence → more bird disturbances → birds may not return to the sensitive wildlife area. - Off-leash dogs, and humans who trespass the sensitive wildlife area, put these birds in unnecessary stress and cause them to lose opportunities to forage, mate, or nest. - We share annual and semi-annual data reports with law enforcement and land jurisdictions to incite more protection in the sensitive wildlife area. Acknowledgements Thank you to Ray, Firoozeh, Ives, and the Orange County Coastkeeper interns and volunteers for supporting this project. A big thank you to the California State Coastal Conservancy for funding this project and inspiring conservation of our coastal areas for years to come.	7141763e-ee4a-497a-9448-1d3a534058f1	CC-MAIN-2025-08	https://apps.nelac-institute.org/nemc/2024/docs/presentations/pdf/-Participatory%20Science-24.25-Giudice.pdf	2025-02-16T04:43:56+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831952410.39/warc/CC-MAIN-20250216041522-20250216071522-00882.warc.gz	80,186,403	614	eng_Latn	eng_Latn	0.995859	eng_Latn	0.995859	[ "eng_Latn" ]	true	rolmOCR	[ 2916 ]	[ 2.046875 ]	1	0
Students Awarded Scholarship Megan Klebba is the Class of 2010 Valedictorian. She is the daughter of Dennis Klebba and Cheryl Mayer. Megan will attend college and pursue a degree in science, math or history. Annalise Hayrynen is the Salutatorian of the Class of 2010. Annalise is the daughter of Jacob and Donna Hayrynen. She will attend college to pursue a degree in pre-medical or biochemistry at Valparasio University. Kyle Brown is the son of Kevin and Tracy Brown. Kyle will be attending Concordia Theological Seminary and then go to Indiana University with a major in philosophy. Sheena Carlson is the daughter of Steve and Cindi Carlson. Sheena is planning on attending Northern MI University for secondary education or a Spanish major. Jamie Dunn is the daughter of James and Deanna Dunn. She will be attending Alma or Albion Colleges for music or English. Kyle Ekstrum is the son of Erik and Janet Ekstrum. He will be attending Michigan Tech University for a mechanical engineering degree. Pictured above are back row from left: Kyle Brown, Megan Klebba, and Kyle Ekstrum. Front row from left: Jamie Dunn, Annalise Hayrynen, and Sheena Carlson. Six seniors were chosen to be the recipients of the Marquette-Community Youth Initiatives Foundation Scholarship. The students are selected based on their high school grade point average through the first semester in their senior year. The top six students will receive $1,500 for education beyond high school. Outstanding Teachers Todd Backlund, pictured at left, Negaunee High School Science Teacher, was selected as one of the 2009-10 Teachers of the Year. He has been teaching at Negaunee for over 8 years. Todd graduated from Lake Superior State University with a Bachelor’s Degree in Biological Sciences/Pre-Medicine. He received a secondary teaching endorsement and a Master’s Degree in Science Education from Northern MI University. Todd is finishing his second Masters Degree in Educational Administration from Northern MI University. During his time in Negaunee Todd has taught physical science, biology, chemistry and college prep. chemistry. For the past 4 years he has also taught driver’s education classes at the Negaunee High School. Todd has been the sophomore class advisor for the past four years assisting the tenth grade students with the “Fun Day” fundraiser, along with their other class activities. Throughout his time at Negaunee, Todd was a member of the science learning team, science realignment committee and special education monitoring committee. For the past four years, he has also been the room supervisor/back-up test supervisor for the ACT/MME testing. Tristan Palomaki, pictured at right, Negaunee Middle School Guidance Counselor, was also selected as one of the 2009-10 Teachers of the Year. She is a graduate of Northern MI University were she earned a Bachelor of Science Degree in Elementary Education and a Master’s of Arts in Education in Guidance and Counseling degrees. Tristan has worked in Negaunee for 12 years. She is both a Middle School Guidance Counselor, 6th grade Pre-Algebra Teacher, and the Middle School Forensic Coach. Prior to working for Negaunee Schools she was an elementary teacher in Nome, Alaska. Tristan said, “I believe in and am proud of what I do. Students inspire me daily to be enthusiastic about learning.” In her free time she enjoys walking, skiing, camping, fishing and spending time with her family. She has three children ages 3-7. Tristan stated “I am very proud to be a part of the Negaunee Public Schools as an alumni, educator and parent.” On April 30, 2010, 86 students who have received all A’s for the first semester of the 2009-10 school year were honored with a day of activities. The students from grades 8-12 attended a breakfast at the C.L. Phelps School, in Ishpeming. Students were split into groups where they were able to visit the Empire or Tilden Mine or the L.S. & I. Railroad and Ore Unloading Facility. The day ended with an awards ceremony and lunch at the Holiday Inn. If you see any of these students, congratulate them on a job well done! GRADE 8 Michael Anderson Rosalie Anderson Jeremy Bell Zach Carlson Jane Davis Taylor DeWitt Craig Ekstrum Kelsey Erva Abbey Goodreau Luke Hill Katelyn Lambert Taylor Rng Brody Rosten Kylee Taavola GRADE 9 (cont.) Adam Francis Alex Grant Sara Hammar Sara Kainulainen Jacob Kari Andrew Katona Morgan Kontio Melissa Poole Kate Rasmussen Robert Sertich Tara Waters Rylee Whitford Anthony Zampese GRADE 9 Ashley Anderson Nolan Bergstrom Emma Davis GRADE 10 (cont.) Adalyn Etelamaki Brianne Hintsala Nickolas Kill Andrew LaJoie Louis Lenten Mikaela Rose Lindquist Cody McGrath Ryne Menhennick Emily Oja Steve Olson Benjamin Rebertus Trevor Rosten Travis Ryan Mariah Savolainen Robert Setterlind Kaylie Tasson Sarah Treseeder Courtney Waara GRADE 10 Jayne Alexander Jaime Bedard Taylor Debski Abigail Esbrook GRADE 11 (cont.) Brandi Anderson Daniel Carlson Emma Collins Miranda DeBretto Kelly Ellerbruch Hannah Gottlieb Kelsey Johns Heather Johnson Alea Juntti Alex LaFreniere Evan Leaf Braden Lyford Victoria Mattson Dylan McKevitt Brooke Montgomery Katelynn O’Keefe Zachary Paul Megan Prusi Adriana Ruiz Grade 11 (cont.) Amelia Savolainen Casey Torreano Abby Walimaa GRADE 12 Kristopher Benaglio Kyle Brown Alyssa Denofre Kyle Ekstrum Abby Garceau Annaliise Hayrynen Kara Heggaton Megan Klebba Chelsea McGrath Sarah Parkkonen Chelsey Rice Katelyn Roth Students in Mr. Delpier’s science classes have recently been designing and building structures that can withstand three types of earthquake waves: P-waves, S-waves and surface waves. The goal is to design and build a structure, within the guidelines, that will remain intact for 5 seconds of shaking for each of the three types of waves: mild, moderate and severe. The students were given the following materials to build their structures: 60 popsicle sticks, 100 cm of masking tape, 4 pipe cleaners, three sheets of paper and a tennis ball. The structures had height restrictions that make the structures take on the appearance of a typical building in an urban area. The tennis ball represented furniture and other items within a building. “It isn’t easy getting that tennis ball to remain still in our structure. I think this is also an issue in real buildings in California.” Commented Rebekah Mackey. This activity helps us realize that in comparing earthquakes, it is the level of preparation by people that makes an important difference. The colossal, magnitude 9.5, 1960 earthquake in Chile, motivated the Chilean government and people to step up efforts to make their buildings safer. Kyra Niemi added, “The recent quake in Chile was a greater magnitude than the recent Haitian quake, yet there was far less destruction and fewer human victims.” Earthquakes are part of this dynamic planet. Earthquake education plays an important role for our future citizens, seismologists, architects, urban planners and engineers. THANK YOU Special donations were made by teachers, schools, and community leaders for the Mining Journal’s Newspaper in Education Program. This program provides newspapers for local educators to use in their classrooms. The following teachers made special donations: Pam Debelak, Negaunee High School Marius Grazulis, Negaunee High School Gina Sorensen, Negaunee High School Marlys Trudgeon, Lakeview Elementary A VISIT FROM HALFWAY AROUND THE WORLD Lakeview students had the opportunity to experience authentic Japanese music, performed by the artists themselves! Agatsuma, a native of Japan, began playing the Tsugaru Shamisen at age six and has released several albums. Agatsuma and his ensemble conducted workshops where students were presented with interesting facts about the instrument that has made him famous. Students were also introduced and encouraged to participate in the magic of playing the very unique drums that contributed to the musical celebration! Our guests expressed their delight in their visit and were impressed with the poise and respect of our student body. NEGAUNEE FORENSICS TEAM COMPETES AT STATE TOURNAMENT Seven members of the high school forensics team qualified for the Michigan Interscholastic Forensics Association State Tournament at Central Michigan University on April 30th and May 1st. The tournament involved approximately 50 high schools and 500 students. Sophomore Ryne Menhennick won honors as a State semifinalist in extemporaneous speaking. The other team members participating in the two-day contest are Jamie Dunn, Luke DeWitt, Lydia Jarvi, and Emily Oja in Duo, Nicole Brewer in Dramatic Interpretation, and Max Alexander in Poetry. The team is coached by Connie Heinlein. Students pictured top to bottom: Nicole Brewer, Emily Oja, Luke DeWitt, Ryne Menhennick, Jamie Dunn, Maxwell Alexander, and Lydia Jarvi NEGAUNEE HIGH SCHOOL BOWL TEAM WINS CHAMPIONSHIP Practicing everyday, during lunch hour, with a multitude of topics ranging from world geography to literature and including categories such as politics, math, science, music, sports and history has paid off for the Negaunee High School Bowl Team. The team members participated in a tournament, sponsored and aired by WNMU-TV13, which started in the fall of 2009 with 50 teams and concluded this spring with Negaunee victorious over Iron Mountain and Marquette in the semi-final and finals. As the championship team, Negaunee won a $2,500 scholarship from Northern MI University. After winning the UP High School Bowl championship, the team was invited, in April, to participate in the Michigan State High School Quiz Bowl Finals in Lansing were they place 7th out of 27 teams in class C/D. The players attending the MSU tournament are pictured, at left: Ben Rebertus, Kyle Ekstrum, Captain, Nathan Alexander, Annaliise Hayrynen, Ryne Menhennick and Coach Connie Heinlein. Next year’s team is already practicing for the 2010-11 season of High School Bowl! Alternates for the team included Ben Rebertus, Emma Collins, Henry Schrandt, Cheyenne Chapman, Hannah Gottlieb, and Olivia Stanaway. One hundred and fifty-six students from across the State of Michigan recently competed in a MDOT bridge building competition in Lansing. The teams used basic engineering principles to design and build bridges out of balsa wood in three different categories: Suspension, floating, and drawbridge. Once constructed, the bridges were then load-tested to see how well they would perform. Nine students from Kevin Bell’s Advanced Computer-Aided Drafting classes qualified for State competition in the suspension bridge category. They used many software programs to help construct their designs. After preparing for six months by writing a thirty-page proposal, researching, testing, building suspension bridges and doing a power point presentation about their bridge project one team proved to be State champions. The team of Kyle Ekstrum, Nathan Alexander, and Steven Ludlum won the competition by having their bridge hold 212 pounds. Their bridge only weighed 46 grams. This is the second year in a row that a team from Negaunee has won the State competition. Last years’ team also won the National competition. Unfortunately the Department of Transportation did not hold a national competition this year. Lauren Hill and Vanessa Kangas have placed in the top 10 at the Health Occupations Students of America (HOSA) State of Michigan conference on April 16th in Traverse City. They competed in Forensics, which involved a written knowledge test and then solving a crime after observing a crime scene. Over 1400 students participated in 50 different competitions. Congratulations! 2010-11 Fall Sports Physicals: July 20, 2010 3:00-5:00 p.m. at the Miners’ Dry Cost $10.00 Dr. Grossman STUDENTS PLACE IN TOP 10 IN STATE COMPETITION Pictured above is Vanessa Kangas, on the left, and Lauren Hill, on the right. Watch for the Community Schools Summer Brochure coming to your mailbox June 2nd!	7579d252-3f83-4c56-97dc-e65547b11083	CC-MAIN-2020-45	https://negaunee.k12.mi.us/wp-content/uploads/2009/02/June-2010.pdf	2020-10-25T07:52:03+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107888402.81/warc/CC-MAIN-20201025070924-20201025100924-00661.warc.gz	452,064,132	2,773	eng_Latn	eng_Latn	0.992358	eng_Latn	0.994782	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3589, 7607, 10304, 12196 ]	[ 2.03125 ]	1	0
Preschool-Elementary Morning Meeting Starter Kit For early childhood & special education Terms of Use This product is copyrighted by Christine Reeve 2015. It is designed for single classroom use only. Please feel free to direct those who would like a copy to my TPT Store above to download another copy. The graphics contained in the activity are copyrighted and property of the artists listed on the credits page. \| What You Can Do \| What You Can't Do \| \|-----------------\|-------------------\| \| Print and use in your own classroom \| Copy it, email it or share it with others without permission \| \| Send home a copy with your own students’ parents for use at home \| Post it electronically on a website or wiki or blog without my permission, even with a link back to the original \| \| Refer friends to my blog or TPT store where you downloaded it so they can download their own copy \| Claim this product or anything it contains as your own work \| \| Post a link back to the original download site page on a blog or wiki \| Use any pictures from this product without permission outside your own classroom \| If you have any questions, please feel free to email me at firstname.lastname@example.org. Visit my blog at www.autismclassroomresources.com for more ideas. And don’t forget to leave feedback on this product! Preschool-Elementary Morning Meeting Starter Kit This kit for preschool and elementary morning meetings provides the structure you need for running group activities with opportunities for communication, choice making, calendar skills, counting, identifying names and/or pictures, and meaningful participation. In addition it contains the visuals needed to have a schedule for the routine of morning meeting so that the students can anticipate events and know if there are changes. What’s Included and How Do I Use it? Calendar Materials Calendar months are included with decorations for events related to that month. I included 2 versions of October and December to accommodate schools in which holiday materials are not allowed. Yesterday, Today, Tomorrow is included. The calendar above is not the same as the one contained within, but gives you a sense of the school/home option. The present one has numbers on the cards as well. Numbers / Home / School Cards With many young classes and with students in special education classrooms, I have often used home and school as the relevant information that is needed for understanding the calendar. However, I recognize that in those same classes, and for older classes, some or all of the students are also working on number concepts. So, I combined the two. I have created home and school visuals with all the numbers on them so that you can work on both sets of skills simultaneously. In addition, I have included colored calendar cards so that you can incorporate patterning into the calendar time with the other skills. You can print the color cards if you have the printer ink. If not, use colored card stock or paper in the printer and print the ones with the white background and they will print as colored sets. With 3 colors (and the original) you should be able to create patterns up to ABCD combinations. Holiday Cards I created holiday cards that don’t have numbers on them since you usually can’t predict what day the holidays will fall on. If you are using a pocket chart you could put these cards over the daily cards. Holidays Included - Labor Day - Memorial Day - Martin Luther King Day - Halloween - Thanksgiving - Columbus Day - Rosh Hashanah - Passover - Christmas Eve - Christmas - Ramadan - President’s Day - Mother’s Day - Father’s Day - New Years Eve - New Years Day - St. Patrick’s Day - Easter - Hanukkah - Fourth of July - Veterans Day (2 choices) - Valentines Day - Groundhog Day - Earth Day - April Fool’s Day Other Special Days: - Photo Day - Field Trip (2) - Field Day - Special Olympics - Happy Birthday (2) - Homecoming If you have holidays I have left out, email me at email@example.com and I will see if I can add them. Calendar Construction I created the calendar numbers to be 2 ½ inch by 2 ½ inches which is standard for many or most standard school store calendars. For that situation, you would add Velcro to the back of them. You could also use them with a pocket chart in which case Velcro would not be needed. Yesterday, Today, Tomorrow I created yesterday was ___, today and tomorrow strips for students to select the day of the week so they can choose which day falls in each category. I also created the days of the week in different formats from plain black and white text for students who are easily distracted (you could also print these on different colored paper if you wanted, but you would have to print separate copies of each page with multiple days) and colored versions (if you have the color ink). You can also use these to cue students to put the days of the week in the right order. For younger children and those with severe disabilities, understanding how to communicate the vehicle they used for transportation is an important skill. It also ties into the skill of telling someone what happened to them. You can also do a graphing or counting activity with these cards to talk about how many people came on the bus, how many in cars, how many walked, etc. I included full pages of the same cards because I’ve found that most of the students in the class often come in one form of transportation (sometimes car, sometimes bus, rarely bike), so this way you can print extra visuals of the cards you need without having to print all of them again. However, I would make sure that you have all the options available for each student when he or she makes a choice so you have reasonable distractors. You can put the header (included in 2 sizes) on the top of form board or a cutting board for students to place their visuals or you can have the students put their choices by their name on the Who’s Here board. Boys & Girls Identifying their own gender is also a developmental skill for many of our students. A student can choose whether he/she is a girl or a boy—or you could have him identify whether a peer is a girl or a boy. This can also be a good counting and/or graphing activity when you have all the cards chosen. Morning Meeting Schedule I have included pictures for setting up a schedule of the morning routine for each of the activities included in the kit. This helps the students know what is going to happen and what else will be completed before the activity is over. You can use them to put them vertically on the board and take the visuals off as you complete activity or to make one that looks like the one below (with different pictures). Who is Here This can be set up three different ways. I have given visuals (other than your students’ names or pictures) for all the options. One can be that you take pictures of the students or use their names and they find their picture / or name and move it on the board from the home column to the school column. A second way would be to have the students put a home or school card with his or her picture to sign in. To do this I included a page of each. A third way is to have the students sign in by writing or tracing their name and then choosing school to put beside their name. Communication / Choice Boards There are communication / choice boards for songs, books, and exercises. These are boards you can set up for the students to choose which songs to sing, which story to read and either they can choose the exercises or you can set up a schedule. I created single pages with headings at the top. You can use them as 8 ½ x 11 inch pages, print them larger and glue them together or I also included just headings in case you wanted to use foam boards or cutting boards but wanted to add the title to them in a colorful way. Title on cutting boards with some of the choices for songs Story & Song Choices Included - Humpty Dumpty - 5 Little Pumpkins - Jack & Jill - Little Red Hen - There Was an Old Lady Who Swallowed a Fly - Little Red Riding Hood - Little Miss Muffet - The Mitten - Chicka Chicka Boom Boom ABC - Goodnight Moon - 3 Little Pigs - Goldilocks & The 3 Bears Song Board - 5 Little Monkeys - BINGO - Baa Baa Black Sheep - 5 Little Ducks - Hickory Dickory Dock - Itsy Bitsy Spider - Mary Had a Little Lamb - Wheels on the Bus - If You’re Happy - Old McDonald - Good Morning Song Story Supports I created some initial story supports for students to sequence the events of the story. They are also visuals you can give to the students as you read the story. I usually have them each select a character, event or picture and when we get to the page that talks about that picture, they raise their hand and put it on a large board in sequences. Then we review the sequence of events at the end. For preschool classes and classes with students with significant delays, I will usually read a book multiple times during the week, focusing on a different element of literacy each day—the title and author, the sequence, the events themselves, predicting once they are familiar with the story, etc. Included are The Little Red Hen and There Was An Old Lady Who Swallowed a Fly. You will need to have the books or get them from the library to use the visuals but I chose these because they are pretty common. \| Plant the seed \| Water the seed \| Carry the grain to the mill \| Carry the flour home \| \|---------------\|---------------\|-----------------------------\|---------------------\| \| Mix the dough \| Knead the bread \| Bake the bread \| Eat the bread \| Laminate and cut these visuals out. These visuals are the characters of each book aren’t always consistent so you may need to change them. These visuals could be given to the students to help retell the story’s part “Not I, said the Pig.” Or you could put each on a Velcro strip and put them on a horizontal line. \| Little Red Hen \| Cat \| Duck \| Pig \| \|----------------\|-----\|------\|-----\| \| Rat \| Chick \| Mouse \| Dog \| \| Fly \| Spider \| Bird \| Cat \| \| Dog \| Goat \| Cow \| Horse \| \| Pig \| \| \| \| Laminate and cut these visuals out. Put Velcro on the back. These visuals are the things the old lady ate. That way you can have the students put one on her plate when you read that page of the book. Have them put it on the story board or on the floor in the sequence of the story. Then retell the story from the visuals on the storyboard. The storyboard can be laminated and Velcro strips put on the horizontal line. Song Supports I have included visual cues to remind the students of the upcoming part of a song as well. They can also be used to have the students pick the next verse (e.g., Wheels on the Bus). Included are Wheels on the Bus, 5 Little Ducks, and 5 Little Monkeys. How Do I Feel? I included 2 different ways for students to check in with how they feel today. One is a simple sentence “I Feel _____” and they choose a face. The other is based on the Incredible 5-Point Scale by Kari Dunn Buron which I highly recommend reading. Students choose on a scale of 1 (calm) to 5 (meltdown). I’ve sent it up so that you can laminate and use a dry erase marker and have the students write their names beside how they feel. With the students when you set it up at the beginning, have the students generate ideas of strategies to use to try to reduce their number on the scale. Then they can refer to that when they need it throughout the day. There are 3 versions—one without pictures, one with girl faces and one with stick-figure pictures. Exercise Exercise has been shown to be an evidence-based practice in reducing challenging behavior in individuals with autism and other disabilities. It also has important health benefits. You could use this chart for a daily exercise routine, part of indoor recess, or do 1 exercise each 30 minutes as a break within the day. I have included two types—the one on the left the students (or you) can choose the exercises and the numbers of repetitions. For the one on the right, you or the students can make a schedule of the activities for the exercise routines. Weather I included a basic weather board to use with visuals for sunny, partly cloudy, cloudy, stormy, raining, snow, foggy, windy, hot, cold, moderate, and freezing. Another great activity I would include in morning meeting is having the students choose clothes to match the weather. To do this, I use my Weather Kids activities and, instead of making file folders from them, I just use the pages. There are boys and girls. You can check it out in my store. 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As a developing country, child labor has been an important concern in Cambodia for decades. The increased power of social media has shone a new light on child exploitation. It brings up the question of to what extent it is a violation of Cambodian law to feature children in social media ads to endorse products, publicize child performers, or use the participation of children to promote products commercially. With regard to child exploitation in general, the Royal Government of Cambodia, as well as the Ministry of Social Affairs, Veterans, and Youth Rehabilitation, the Ministry of Labor and Vocational Training, and the Cambodia National Council for Children, have issued multiple laws and regulations to protect children and prevent them from being exploited, and to secure the maximum benefit for every child in the country. Convention on the Rights of the Child: Provision on the Protection of Children From Economic Exploitation On 20 November 1989, the United Nations adopted the Convention on the Rights of the Child ("CRC"). After acceding to the CRC in 1992, Cambodia has ratified and adopted new laws and regulations in the spirit of enforcing the protection of the rights of children to comply with the CRC. Central to the question of commercial exploitation is Article 32, paragraph 1 of the CRC, which states: Based on Article 32, Cambodia is required to protect children from any kind of economic exploitation. The CRC does not provide a clear definition of economic exploitation. However, in general terms, economic exploitation implies the idea of a certain gain or profit through the production, distribution, and consumption of goods and services, which might also apply to child labor in the entertainment industry. Does Cambodia Allow Minors to Perform Work as Employees? Adopted from the International Labour Organization’s Convention No. 138 on the Minimum Age for Admission to Employment and Work, Article 177 of the Cambodian Labor Law states that the minimum age for minors to work is 15 years old. However, in the same article, the law does allow for the employment of a child between the ages of 12 and 15, as long as it is limited to only light work and provided that: - It is not hazardous to the minor’s physical or mental health or physical development; and - It does not affect the minor’s regular school attendance, or participation in guardian programs or vocational training. Based on this, it appears that in all circumstances it is illegal for a minor under the age of 12 to enter into a labor contract to perform any kind of work, including in the entertainment industry. Featuring infants or young children as part of employment is thus, in any circumstances, illegal. Furthermore, according to the Civil Code of Cambodia 2007, minors are allowed to enter into a labor contract, but only if done under the supervision and with the approval of their legal guardian. The same law states that even if there is a valid labor contract, the State has given the power to any parent, legal guardian, or governmental institution to terminate a minor’s labor contract at any time should it in any way cause harm or be unjust to the child. Protection of Minors in the Entertainment Industry Under Article 13 of the CRC, minors have the right to freedom of expression, which includes the imparting of information and ideas of all kinds through any kind of media of the child’s choice. In light of this article, to appear in the media is considered a minor’s right, as long as the minor has consented to it. There are no regulations in Cambodia regarding the participation of minors in the entertainment industry. However, there are certain general licensing requirements and regulations addressing content. The Ministry of Culture and Fine Arts (“MCFA”) licenses movie and video production, and has prior review authority of all media material before publication. Other media businesses, such as broadcasting, and newspapers, are only allowed to operate with the approval of and a license from the Ministry of Information. With regard to the internet and social media platforms using the internet in Cambodia, an Inter-Ministerial Prakas issued jointly by the Ministry of Information, the Ministry of Interior, and the Ministry of Posts and Telecommunications on 28 May 2018 regulates online activity in Cambodia and the content published by users on electronic platforms, especially social media, to, among others, protect the national culture and traditions. The above regulations offer a general level of protection for children in the entertainment industry, but they do not specifically address what a minor can and cannot do, promote, or appear in with regard to the entertainment industry. Right to Privacy There are no specific regulations that govern child privacy and appearances in the media. However, there are several regulations that govern and protect privacy in general that also apply to children. In the Law on Press, the Cambodian government restricts the publication of the identities of minors in civil and criminal suits, but the law does not mention any restriction on a minor’s appearance in the media. However, the Civil Code does define privacy as an individual right to be protected under the law, and the Criminal Code does restrict the image recording of individuals without their prior consent. Which Governmental Institution is Responsible for the Protection of Children? The Ministry of Social Affairs, Veterans and Youth Rehabilitation, along with the Cambodia National Council for Children, the Ministry of Labor and Vocational Training, and other inter-ministerial committees, are the authorized governmental bodies to protect the rights of children. There are also a number of non-governmental organizations operating in Cambodia tasked with the protection of children, such as Save the Children, UNICEF, Plan International Cambodia, ChildFund Cambodia, Terre des Hommes, etc. CHILD PROTECTION ORGANIZATIONS IN CAMBODIA GOVERNMENTAL INSTITUTIONS Ministry of Social Affairs, Veterans and Youth Rehabilitation - Building 788, Monivong Blvd, Sangkat Boeung Trabek, Khan Chamkamorn, Phnom Penh - (+855) 23 218 437 - firstname.lastname@example.org Cambodia National Council for Children - #788, Building B 5th floor, Preah Monivong Blvd., Sangkat Boeng Trabek, Khan Chamkarmorn, Phnom Penh - (+855) 23 213 004 Ministry of Labor and Vocational Training - Building 3, Russian Federation Blvd, Sangkat Terk Laok, Khan Toul Kork, Phnom Penh - (+855) 23 884 375 NON-GOVERNMENTAL ORGANIZATIONS Save the Children - #5, St. 242, Sangkat Chaktomouk, Khan Daun Penh, Phnom Penh - (+855) 23 224 403/4/5/6 - email@example.com UNICEF - Exchange Square, 5th floor, Bldg. no. 19&20, Street 106, Sangkat Wat Phnom, Khan Daun Penh, Phnom Penh - (+855) 23 260 204 - firstname.lastname@example.org Plan International Cambodia - Room 411, 4th floor, Block A of Phnom Penh Centre, Corner of Sihanouk Boulevard and Sotheaoro Street, Sangkat Tonle Basac, Khan Chamkarmorn, Phnom Penh - (+855) 23 217 214 - email@example.com - firstname.lastname@example.org - email@example.com ChildFund Cambodia - #30, Street 228, Sangkat Chaktomuk, Khan Daun Penh, Phnom Penh - (+855) 23 224 158 - firstname.lastname@example.org Terre des Hommes - #55, Street 348, Sangkat Tuol Svay Prey Ti Muoy, Khan Chamkarmorn, Phnom Penh - (+855) 23 222 553 - email@example.com CONTACT No. 33, Street 294 (corner of Street 29), Sangkat Tonle Bassac Khan Chamkarmorn, Phnom Penh 120101 T: +855 23 964 430~434 F: +855 23 964 154	adf17096-bb81-4ef6-a979-ebba62f59223	CC-MAIN-2025-08	https://www.vdb-loi.com/wp-content/uploads/2020/09/Featuring-Children-in-Commercial-and-Media-Events-Some-Cambodian-Legal-Aspects.pdf	2025-02-17T06:29:24+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832250530.81/warc/CC-MAIN-20250217061435-20250217091435-00601.warc.gz	939,578,675	1,729	eng_Latn	eng_Latn	0.895218	eng_Latn	0.981351	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1335, 4756, 7625 ]	[ 2.046875 ]	1	1
Summer Reading To order online visit: http://bit.ly/gsakpatchorder Paper forms, if needed, are available here. Summer is a great time to kick back, relax and, read. Research shows that reading throughout the summer can prevent learning loss and expand vocabulary skills, while increasing overall knowledge. Reading is also convenient—you can take a book with you just about anywhere like camping trip or a day at the beach. But, the best thing about books is that they can take you anywhere, teach you about anything, and help you meet anyone! Would you like to learn more about the endangered animals of the Amazon rainforest or the ancient sacred Egyptian tombs? Perhaps you enjoy reading along while detectives solve centuries old mysteries. You may also enjoy reading about female role models such as Girl Scouts Founder, Juliette Gordon Lowe. Books exist on nearly every interest and hobby. Reading is an activity than can be done by yourself, but you can also read with or to others. Share the inspiration to read with others by creating your own book club or a Little Free Library, which is a “take a book, return a book” free book exchange. Little Free Libraries come in many shapes and sizes, but the most common version is a small wooden box of books. Anyone may take a book or bring a book to share. These are wonderful ways to share your favorite books with your community. How to earn the Summer Reading patch the Girl Scout way: Discover—Take time to think about topics you would be interested in reading about. Connect—Visit your local library or bookstore to find books you would like to read. Take Action—Create ways to inspire others to read during the summer months. Materials Needed: In order to complete this patch, you’ll need a few things: - Pen and paper to make a list of books you would like to read. - With the help of an adult/guardian, visit your local library or bookstore to find books you want to read. STEP 1 Discover and explore topics you are interested in. The summer months are a great time to explore new interests. Perhaps space and the solar system excites you, or maybe you are interested in finding out what life was like in decades past. Take a little time to think about what you would like to read about, and write down your thoughts. Don’t forget to write down a goal for how many books you will read. STEP 2 Connect with your local library or bookstore to borrow or purchase books. Check out your local library. Some libraries have a summer reading program with lots of books for you to read. If you do not have a library card, now would be an excellent time to get one so you can borrow books for free. You may also want to check out local bookstores, yard sales, flea markets, and secondhand shops—they are all excellent places to purchase books at discounted prices! You may also find a fun list of books online by searching for summer reading lists for young people. Ask a trusted adult or your parent/guardian to take you to find books, or to check reading lists online. After you have borrowed or purchased some books, start reading! STEP 3 Take Action by inspiring others to read during the summer. Now that you have read some good books, it is time for you to challenge your family and friends to join in. Brainstorm ways in which you might be able to inspire others to read over the summer months. Some examples include: Start your own book club. Create a Little Free Library within your community. Create flyers about the benefits of reading during the summer, and distribute them on community bulletin boards. Create a reading challenge with prizes for those who read the most books. Collect donations of gently used books to donate to homeless shelters, daycare centers, pre-schools and/or nursing/personal care homes. Read to younger children or elderly residents in nursing homes/personal care homes. Remember, these are just examples—you can come up with your own unique ideas. There are so many fantastic ways to inspire others to read during the summer! Feel free to reach out to GSWPA to share your summer reading adventure. All done? CONGRATULATIONS! You’ve completed all the necessary steps to earn the Summer Reading patch. Adapted from Girl Scouts of Western Pennsylvania	640ec59d-4f16-4f1e-9a41-a9315737bc37	CC-MAIN-2024-18	https://www.girlscoutsalaska.org/content/dam/girlscoutsalaska-redesign/documents/patches/Summer_Reading_2019.pdf	2024-04-22T16:55:19+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296818312.80/warc/CC-MAIN-20240422144517-20240422174517-00621.warc.gz	675,942,490	878	eng_Latn	eng_Latn	0.999359	eng_Latn	0.999383	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1964, 4290 ]	[ 2.828125 ]	2	0
A message from the Principal Dear St John’s Families, As we come to the end of the first term it is important that we stop and reflect on all the wonderful events and people who have contributed to our community so far in 2023. A special thank you goes out to all of our staff who have worked tirelessly to ensure excellent learning experiences for our children. St John’s is fortunate to have such a committed group of teachers and support staff working together. A big thank you also to our parents and carers who have supported all the extra curricular events we have had this term. We have really seen a great example of a community working together to support our children over the last 11 weeks. This week we farewell Mr Liam Shields who has been a part of the St John’s community for the last 8 years. During this time Liam has shared his strong faith, his love of music and his love of teaching with the staff and students. We wish him all the best as he starts his new role as a music teacher at Chisholm Catholic Primary School. As you go our friend, you walk upon a bed of love, On which our prayers are falling softly every day. As you go, remember that our hearts will hold you close. You’re treasured, and we will cheer you on your way. As you go our friend, you travel with Christ at your side. His light will show a path and be your guide. As you go, be hopeful that you’re following your dreams. This week our students have led us through reflections on the events of Holy Week. Holy Week, the final week of Lent, is the most important and significant week in our Catholic faith. It begins on Palm Sunday and ends on Holy Saturday, the day before the celebration of Jesus’ Resurrection on Easter Sunday. It is an important week of prayer, reflection, and gratitude as we contemplate the agony Jesus endured for us and the hope of the Resurrection. On behalf of all the staff at St Johns I would like to wish all of our families a happy and Holy Easter. I hope that you have time to spend with family and friends and that the love and joy of the Easter season is alive in your hearts and homes. Have a safe holiday break - we look forward to seeing all of our children back on Monday 24 April. Lord Jesus, come fill us with light, come fill us with love, fill us with hope, fill us with joy. As your friends found your tomb empty, help us to find you alive in our lives. We pray that our school, our classrooms, our playgrounds and our homes are filled with your love. Jane Misek Principal EASTER RAFFLE UPDATE Thank you to everyone, a fantastic effort. $1220.00 was raised at the Easter Raffle. As always the generosity of our school community was amazing. Hope our prize winners are enjoying their Easter treats! We have already purchased our first two new soccer nets. A message from the Assistant Principal FRIENDSHIPS The NSW Education website has some helpful information about children and friendships at school: When thinking about your child’s friendships, it helps to understand how these may differ from your own; childhood relationships don’t necessarily follow the same rules as adult ones. Children’s friendships change over time. Researchers have identified five developmental stages, gradually progressing towards full adult friendship. - Stage one (three to seven years): shifting friendships with children who happen to be nearby - Stage two (four to nine years): one-way friendship with someone who can help achieve goals - Stage three (six to 12 years): reciprocal friendship but only under specific conditions - Stage four (11-15 years): Mutually close, supportive friendship - Stage five (12 to adulthood): friendship which respects the autonomy of each individual even though they may share similar interests and deeper feelings. Every child is different and there is no precise formula or timeline for how their social life will develop. At times children may experience difficulties with their friendships. Talking to your child is key to helping them - it’s helpful to know who their friends are and how their efforts to make new ones are going. That way, if problems emerge, discussing them can be part of an ongoing conversation. If your child is reluctant to open up, try sharing some of your own childhood experiences and ask if theirs are similar or different. If you have any concerns about your child’s friendships at school the best person to contact is your child’s teacher. Judith Murphy Assistant Principal ANZAC DAY MARCH & DAWN SERVICE All members of the St John's School Community are invited to attend the Riverstone-Schofields RSL sub-Branch ANZAC Day Dawn Service to be held at Riverstone Memorial on Tuesday 25th April 2023. March to the Memorial to commence at 5.45am (5.30am assemble at the RSL sub-Branch Hall, 18 Market Street Riverstone) Service to start at 6am. Students must be accompanied by a parent/carer at all times and be dressed in their full winter uniform including school tie. School Captains will be laying a wreath on behalf of St John's. A message from the Religious Education Coordinator Reflection Easter Sunday – by Lisa-Marie Calderone-Stewart Jesus’ tomb was empty. It had even been cleaned up. The linen burial cloths were folded and rolled up neatly. Everything was left in order and taken care of. Jesus was clearly finished with this grave. No more of this ‘death business’ for him. He left it totally behind, and was fully alive, never to know the sufferings of death again. Have you ever made a transition in life? Did you ever take a step and know that a part of your former life was totally behind you? What happened? How did you feel? Did you find yourself trying to take care of things or leave things in order in any way? Obviously Mary, Peter and the other disciple were close friends with one another and with Jesus. It is easy to picture the three of them running to the tomb together to be sure of what actually happened. Who are the Marys and Peters in your life? Have you ever hurried to get to some important place? Have you ever struggled with someone else to figure out what was really happening in an important situation that affected you or a friend of yours? What happened and how did that affect your relationship? Lord Jesus Christ, You hung on the cross for us. You endured pain to bring us healing. You experienced rejection so that we might be children of God for ever. You suffered death so that we might have life. As we pray and fast today, and remember all that you suffered for our sake, We give you thanks and praise, for the wood of the cross has brought joy to the world. You live and reign with God the Father in the unity of the Holy Spirit, One God, for ever and ever. Amen Angela Rowley Religious Education Coordinator A message from the Leader of Learning THE IMPORTANCE OF PLAY. “Play is the highest form of research” Albert Einstein Through play, children make sense of their world as they engage with people and resources, that is, they are learning through play. Play is the ‘child’s work’. People often say they are “just playing” but play is a whole lot more. The more playful experiences children have the more neurological connections are activated. Play is intrinsically motivated, freely chosen, process-orientated, and enjoyable. Play allows children to explore, identify, negotiate, take risks and create meaning. The intellectual and cognitive benefits of playing have been well documented. “Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning.” (Bodrova & Leong, 2005). Play benefits the development of the whole child. Social and emotional development: Play enables children to develop many skills including; cooperation, negotiation, problem solving, empathy, resilience, self-regulation, confidence, attention and focus. Language development: play enhances children’s oral development and increases their skills in listening, speaking, and vocabulary Cognitive development: Children’s executive functioning, independent thinking, creativity, skill acquisition, and their willingness to take risks is improved. It also helps them to make connections to and sense of their world. Physical development: through play children develop their fine motor and gross motor skills, coordination and core strength. As we begin the school holidays don’t underestimate the importance of time spent with family and the opportunities for your children to explore and play. Pauline Berry Leader of Learning Library News Every year at St John’s we hold two Book Fairs. Book Fairs provide children and families an opportunity to come to the library and view books for purchase and take home (like a shop). Book fair is a much loved date on the St John’s calendar. The purchase of books made by families is a wonderful fundraising event for the school, thus allowing us to buy new resources for the library. Our first Book Fair for 2023 will be in May from the 18th May 2023 until the 24th May 2023 Look out for more details in the next Newsletter Scholastic Book Club - 8 Issues per year Ready access to books is a key factor in fostering a child’s love of reading. Twice a term Book club orders are sent home making it possible for parents and carers to purchase books at affordable prices by sending home the Scholastic Book Club brochures. To order follow the directions on the back of the form for Online ordering. 1. If you see a book you would like to order for your child follow the online ordering instructions via the LOOP Process. Ensuring to order before the close off date. St John’s does not accept cash orders. 2. When the ordering period has finished Scholastic compiles all the orders and delivers them to the school. These are then checked and sorted by the parent volunteer and then given to each class for the child to bring home from school. How to order online: Book Club is managed by a parent volunteer Sarah Fuller, we are very grateful for Sarah’s support in assisting with Book Club. The school earns rewards points which are then used to purchase new books for the children to borrow from the library. St John’s does not accept cash orders for Book Club Karen Abbott Library --- EARLY PICK-UPS Where possible parents and carers are asked to make appointments outside of school hours. If this is not possible parents are asked to collect their child/children during recess or lunch break to avoid disruptions to class time. If you need to collect your child between 2.30pm-2.50pm please advise in writing to the class teacher so your child can be sent down to the office at the requested time. It is very difficult to call classrooms at this time as they are in the process of packing up for the day. Commencing from Term 2/2023 please be advised that students will not be signed out after 2.30pm unless it is an emergency or the class teacher has a written note or email from the parent. We thank you for your support and understanding regarding this matter. A message from the Sports Coordinator Upcoming Term 2 Sporting Events 10/5/23 - Diocesan Cross Country @ Eastern Creek 2/6/23 Friday Stage 3 Girls Soccer @ Jamison Park Penrith 16/6/23 Friday Stage 3 Boys Soccer @ Jamison Park Penrith 19/6/2023 - Athletics Carnival @ Charlie Bali Reserve Doonside If any parent has an interest in helping out with coaching/team managing/refereeing at one of these events please reach out and get in touch with Mrs Tolhurst email@example.com Yours in sport, Rebecca Tolhurst Sports Coordinator PUT THIS ON YOUR CALENDAR! STAFF DEVELOPMENT DAY FRIDAY 9TH JUNE 2023 NO STUDENTS AT SCHOOL ON THIS DAY Please mark this date on your calendar MEDICATION AT SCHOOL A REQUEST TO ADMINISTER MEDICATION AT SCHOOL FORM NEEDS TO BE COMPLETED BY THE PRESCRIBING DOCTOR AND PARENT FOR ANY MEDICATION (INCLUDING OVER THE COUNTER MEDICATION) In the case of on-going medication at school, this form must be completed by the prescribing doctor (or a separate letter from the doctor can be attached to this form) and must be updated on a regular basis. All medication must be in the original labelled (by the pharmacy) container and handed into the school office. School Fees Installment one fees were due on Wednesday 15th March unless there was an active arrangement in place. Thank you to those who have paid. If you are experiencing hardship or require any support with your account please contact Natalie on 02 9854 3200 or firstname.lastname@example.org SCHOOL PHOTO DAY - Thursday 4th May 2023 School photography day is coming up soon. Group and portrait photographs can be purchased by following the link below or by returning the order envelope sent home 27/3/2023 with your payment to our photographer on school photo day 2 easy ways to purchase: 1. Visa, MasterCard or PayPal 2. Cash – complete the envelope supplied and return it to our photographer on photo day visit: www.advancedlife.com.au and enter online order code: TMX EXY KJ8 Online orders - do not require an envelope returned to your school Sibling Photos - Don’t forget to pre-order your sibling photos online up to 24 hours before photo day. Late fees - a late fee will be applied to each package purchased after photo day due to the additional cost of producing these packages separately. END OF YEAR DATES Term 4/2023 The last day for students in 2023 is Friday 15th December The 18th & 19th December will be Staff Development Days SPORTS DAYS TERM 2 Kindergarten - Tuesday's Years 1 & Year 2 - Wednesday's Years 3 & 4 - Wednesday's Years 5 & 6 - Tuesday's UPCOMING EVENTS - Thursday 6th April - Last day of Term 1 - Monday 24th April - First day of Term 2/Resurrection Liturgy 9am - Tuesday 25th April - Anzac Day Public Holiday - Wednesday 26th April - Anzac Day Service 9am - Thursday 4th May - School Photo Day - Wednesday 10th May - Diocesan Cross Country - Friday 12th May - Mother's Day Morning Tea 10am & Mass 11.45am - Friday 2nd June - Stage 3 Girls Soccer Gala Day - Friday 9th June - STAFF DEVELOPMENT DAY no students at school - Monday 12th June - Public Holiday (no school) - Friday 16th June - Stage 3 Boys Soccer Gala Day - Monday 19th June - Athletics Carnival - Friday 30th June - Last day of Term 2 - Monday 17th July - First Day Term 3 Mark your Calendar Donations for the Mother's Day Raffle Term 2 We are now collecting donations for our Mothers day raffle to be held at the start of Term 2. This week we have received a $150 voucher for Bush's Meats in Winston Hills. This has been donated by our local community business Bush's ProteinsTM. Bush's have recently reached out to our school as they are very keen to support the local community. We are very grateful for this generous donation. With a legacy spanning over a century and four generations in the meat industry, Bush's ProteinsTM is part of a thriving, family-owned business. Since 1953, their Riverstone rendering and protein recovery plant has been at the forefront of sustainable practices, proudly contributing to the circular economy. Bush's ProteinsTM has been providing employment to the Riverstone community for 70 years and are continually looking to locals to provide work opportunities. As one of Australia's largest 100% Australian owned protein recovery operators, Bush's ProteinsTM supports the meat and poultry industries, producing nutrient-rich protein meals and tallow/oils that cater to a wide range of industries. The hygienic treatment of non-consumable materials through rendering ensures the highest quality products, benefitting both the environment and the economy. Bush's Fresh Meats cater for the traditional purchaser and also has an extensive range of butchers selected gourmet products for either the alternative meal or for a special occasion. Their stores provide consumers with branded premium meat products and together with their friendly, experienced staff they can assist customers to find the correct product with the most suitable cooking method for all needs. We look forward to building on our community relationships with this local business. Snack Shack (school canteen) We are very appreciative of our parent volunteers who offer this service to our students twice a week on Monday and Wednesday at recess and lunch times. If you are able to assist on Mondays or Wednesdays 10.50am Recess or 1.20pm Lunch for just 30 minutes, please contact the school office. Please note: in accordance with CEDP guidelines our Snack Shack is cashless and we are using a school issued prepaid card purchased via the QKR app. Students will be able to purchase a variety of items at the snack shack in the price range of 50c - $2.00 using a school issued prepaid card that can be purchased via Qkr! Parents can purchase either a $5 or $10 card. This card will be punched at the snack shack each time a student purchases an item according to its cost. ST JOHN’S EAGLES INDOOR SOCCER ROUND ROBIN INDOOR SPORTS CENTRE, Corner Hamilton St and Garfield Rd, Riverstone NSW Organised by St John’s Catholic Church, 164 Garfield Rd East, Riverstone NSW 2765 Wednesday 12 April 2023 9.30am – 2.30pm Opened to boys and girls aged 5-16 Children under the age of 8 must be accompanied by a parent/carer or responsible person over the age of 15. No child under the age of 8 years old can be left unattended at any time. We remind you to please wear the correct gear - non marking shoes, long socks and shin pads. There will be extra food and drinks available to purchase on the day. 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B.Ed. DEGREE EXAMINATION, MAY 2016. First Year — Non-Semester Education Optional — PEDAGOGY OF COMPUTER SCIENCE — Part I (From 2015-16 onwards) Time : Three hours Maximum : 80 marks PART A — (2 × 10 = 20 marks) Answer BOTH the questions. 1. (a) Explain about types of Computers. Or (b) Discuss on aim and objectives of teaching Computer Science. 2. (a) Describe about Writing lesson plan, Blackboard writing and Skill of Demonstration. Or (b) Discuss on different models/approaches for writing lesson plan. PART B — (8 × 5 = 40 marks) Answer any EIGHT questions. 3. Describe about History of computers. 4. Discuss on High level and Programming languages. 5. Write any two different levels of Computer Science Teaching. 6. How to integrate teaching skill? Discuss. 7. Write detail about importance of lesson plans. 8. Explain the Analytic and Synthetic Methods. 9. Discuss on Edgar Dale Cone classification approach. 10. Describe principles of Curriculum development. 11. Explain functional units of Computer System. 12. Discuss on basic functions of OS. 13. Why need and importance of reviewing lesson? Discuss. 14. Write short notes on Online Examination and Grading Pattern. PART C — (10 × 2 = 20 marks) Answer ALL questions. 15. Define System Software. 16. Define Bloom’s Taxonomy of Educational Objectives. 17. What is meant by Micro teaching? 18. Compare Lesson plan, unit plan and year plan. 19. Define CAI. 20. List out any two Instructional material or teaching aids. 21. Compare Chronological and Sequential approach. 22. Define CPU and ALU. 23. What is meant by review? 24. Define Blueprint. 6020117 B.Ed. DEGREE EXAMINATION, APRIL/MAY 2017. First Year – Non-Semester Education Optional: PEDAGOGY OF COMPUTER SCIENCE – Part – 1 (From 2015-16 onwards) Time: Three hours Maximum: 80 marks PART A — (2 × 10 = 20 marks) Answer ALL the questions. 1. (a) Briefly explain the computer I/O devices with an example. Or (b) Illustrates the different levels of computer science teaching. 2. (a) Discuss on the computer storage devices. Or (b) Explain the types and characteristics of good assignment. PART B — (8 × 5 = 40 marks) Answer any EIGHT questions. 3. Write short note on the use of computers in schools. 4. Explain: System and applications software. 5. Write short notes on components of digital computer. 6. Write short notes on taxonomy of educational objectives. 7. Explain: Synthetic methods. 8. Write short note on importance of instructional aid in computer science. 9. Explain the spiral approach. 10. Explain the functions of operating system. 11. Explain the qualities of good computer science textbooks. 12. Explain: Characteristics of a good review. 13. Write short notes on types of test. 14. Explain the tools and techniques in evaluation. PART C — (10 × 2 = 20 marks) Answer ALL the questions. 15. Define micro computer. 16. Write any two educational objectives. 17. What is reinforcement? 18. What is lesson plan? 19. Define CML. 20. What is multimedia? 21. Define correlated approach. 22. Expand: EPROM and PROM. 23. Define review. 24. Define remedial measure. B.Ed. DEGREE EXAMINATION, MAY 2018. First Year Education PEDAGOGY OF COMPUTER SCIENCE — PART I (From 2015–16 onwards) Time: Three hours Maximum: 80 marks SECTION A — (2 × 10 = 20 marks) Answer ALL the questions. 1. (a) Explain the Bloom’s taxonomy of education objectives. Or (b) Explain the needs and importance of using different types of audio-visual-aids in computer science teaching. 2. (a) Discuss about organization of computer science curriculum. Or (b) Describe the importance and need of reviewing computer science lesson. SECTION B — (8 × 5 = 40 marks) Answer any EIGHT questions. 3. Compare system software and application software. 4. Write the objectives of teaching computer science at the higher secondary level. 5. Write an episode for the skill of reinforcement. 6. 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A message from the Principal Dear St John’s Families, Next Friday 9th June we will be having a whole staff professional learning day. On this day we will be working with a team from Catholic Schools Diocese of Parramatta to look at PBS4L (Positive Behaviour Support for Learning). Positive Behaviour Support for Learning (PBS4L) is an evidenced-based, organisational framework for behaviour support to enhance respectful relationships and engagement of students in their learning. It encompasses a broad range of systemic and individualised strategies and agreed practices, for achieving important social, emotional, behavioural and academic outcomes for all students. When PBS4L is implemented well, teachers and students have more time to focus on relationships and classroom instruction. Students and staff benefit from: - reduced problem behaviour - increased time focused on instruction - improved social-emotional wellbeing - positive and respectful relationships among students and staff - support for teachers to teach, model and respond effectively to student need - a predictable learning environment where staff and students know what is expected to deliver effective practices that can be sustained over time. We will continue to share the journey of our learning with you as we progress. Staff News - Congratulations to Mrs Julia Squadrito and her husband who are expecting their first child later on this year. Next week we welcome Mrs Amee Wheeler back to our staff. Mrs Wheeler will be doing casual work three days a week at St Johns. As already mentioned I will be on Long Service Leave from Thursday 15th June until the end of term. While I am away Miss Judith Murphy will be Acting Principal and Mrs Pauline Berry will be Acting Assistant Principal. Work Health and Safety Audit This week the school undertook a very extensive work health and safety audit. A lot of time goes into preparing the documentation required for this audit and we are very grateful to our admin staff who have worked together to ensure we are compliant. I am pleased to say that we passed with flying colours. We have very safe practices at St Johns and I am confident to say that the wellbeing of all of our community, students, staff, parents and the wider community is at the forefront of all of our decisions. This week we pray for the family of one of our Stage 3 students, Harmony Worrell. After a very short battle with cancer, Harmony’s mother Sue passed away last Friday. We keep Harmony and her family in our prayers and thoughts at this very difficult time. Eternal rest grant unto her, O Lord, and let perpetual light shine upon her. May she rest in peace. Amen. May almighty God bless Sue’s family with peace and strength, the Father and the Son and the Holy Spirit. Have a wonderful week. Jane Misek Principal --- A message from the Assistant Principal Maths Game The NSW Government Education website has some great ideas for maths games students and families can do. This idea is for years 3-4 Car cricket Car cricket is a fun game to play when you are out and about. Runs are based on the colour of the cars you pass, with a red car getting a player out. There are many scoring variations based on different colour cars and vehicle sizes, and you can even make up your own. You will need paper or a device for recording The challenge Step 1 One person at a time is selected to ‘bat’, and they score ‘runs’ when certain cars are spotted. For cars to count as runs they must be moving and travelling in the opposite direction. Step 2 - White cars (and silver/grey) are worth one run - Black and coloured cars (excluding red) are worth two runs - Motorbikes are worth four runs - Buses are worth six runs - Red cars are a ‘wicket’ and get you out Step 3. After everyone in the car has had a turn to bat, the person with the most runs wins. You may want to make a score limit so players have to retire if they make 100 runs. The conversation - As you're playing the game, ask your child: "Who was the unluckiest player today? Why?" - "If we played again, how could we change the rules to make the game different?" - "What strategies are you using to help keep track of your score?" Children develop understanding and fluency in mathematics through: - exploring and connecting mathematical concepts - choosing and applying mathematical techniques to solve problems - communicating their thinking and reasoning coherently and clearly. This game assists them in developing fluency and problem solving skills. Judith Murphy Assistant Principal A message from the Religious Education Coordinator On the 10th June the following students will be making their reconciliation: Mai, Naina, Nathia, Noah, Zoey, Beryl, Khate, Elina and Isaac. We keep them and their families in our prayers. What is National Reconciliation Week? The dates for NRW remain the same each year; 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey—the successful 1967 referendum, and the High Court Mabo decision respectively. National Reconciliation Week (NRW) is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia. God of holy dreaming, Great Creator Spirit From the dawn of creation you have given your children the good things of Mother Earth. You spoke and the gum tree grew. In vast deserts and dense forest, and in cities at the water's edge, creation sings your praise. Your presence endures as the rock at the heart of our Land. When Jesus hung on the tree You heard the cries of Your people and became one with Your wounded ones: the convicts, the hunted, and the dispossessed. The sunrise of Your Son coloured the earth anew and bathed it in glorious hope. In Jesus we have been reconciled to you, To each other and to Your whole creation. Lead us on, Great Spirit, As we gather from the four corners of the earth; enable us to walk together in trust from the hurt and shame of the past into the full day which has dawned in Jesus Christ. Amen. A reminder that on Friday 16th June, we will celebrate the Feast of the Sacred Heart at 11:45am with Mass in the church. All are welcome to attend. Thank you for participating in our pyjama day! Students looked great in their pyjamas and donated many canned goods which will be donated to our local St Vincent De Paul team to assist our local community. Angela Rowley Religious Education Coordinator A message from the Leader of Learning There is no magical formula for learning to read. Children learn in their own time according to their own pace. When children are learning to walk and talk, we accept different levels of progress – it is the same with learning to read and write. This does not imply that meanwhile, the parent sits back doing nothing. Children need ongoing quality experiences with books. Providing a regular, reading routine at home assists children in their quest for reading success. Some tips for home reading • Establish a home reading routine. Read aloud with your children everyday. • Before you read a book, set your child up for success. Reading is not a test! Reading time is only ten minutes so do some of the following: Keep the introduction short – one minute is enough. Talk about the illustrations and the title. Read the blurb and talk about the author, talk about any unusual words, read a page here and there as your child flicks through the book, discuss the characters. This is a short introduction, not an interrogation. If the book is already a familiar one, then this step is unnecessary. • At the end of the 10 minutes, ask questions that encourage discussion, for example: What was your favourite part? Tell me about the characters. What do you think will happen next? What did you think about that setting? What do like/dislike about this book? There is no need to interrogate the reader. Make it a conversation as you would in a book club. • Encourage your child to read independently. A bedside light is one of the best enticements for your child to read before going to sleep. After the 10 minutes of reading with you, the child can elect to continue reading independently. • Avoid judging your child’s reading with words such as: ‘good’, ‘excellent’ or ‘getting better’. Instead say things about the strategies your child uses when reading such as: ‘I like how you read on when you came to that difficult word.’ ‘I like how you changed your voice to be the voice of the character in the story.’ ‘I noticed that you reread the bit that did not make sense.’ • Not every book has to be read cover to cover. Your child might select books based on illustrations or factual information about a topic of interest. • Independent readers pick and choose what they read. They are entitled to read some and reject others. They are entitled to not complete books because they are boring. Readers make choices. Kaye Lowe: Primary English Teaching Association Australia (PETA) Pauline Berry Leader of Learning St John's School Library News We hope everyone enjoyed reading the Speedy Sloth during National Simultaneous Story Time On Wednesday 24th May. Thanks to everyone who supported our first Book Fair for 2023 it is always a delight to see the children come to the fair and be excited to buy books and literacy items. We were able to raise $582 which will go towards new books and resources for the library. NSW Premier’s Reading Challenge It is not too late to join the Premiers Reading Challenge if you haven’t already joined, please email the school at email@example.com attention Mrs Abbott if you would like your child to participate and haven’t completed the parent Acknowledgment letter. Remember the Challenge closes on the 18th August so keep your reading up. Karen Abbott Library Assistant In Year 3 we have been learning about writing informative texts. We are learning that we need to include a classification of our topic, subheadings, topic-specific vocabulary and a concluding statement. We have chosen an animal to write about. Some of the chosen animals are emus, the lion’s mane jellyfish, sharks, octopus, dogs, giraffes and even human beings! Welcome to Miss Elise McKeon, our new teacher in Year 4. During numeracy time Year 4 have been representing fractions using equipment and diagrams and sharing their mathematical thinking with their classmates. They have persevered with tasks and developed their knowledge of equivalent fractions. They recorded some great thinking! A message from the Sports Coordinator The Soccer Gala Days for Stage 2 and Stage 3 students are about to begin over the next couple of weeks. Please join me in wishing our Stage 3 Girls team the best of luck when they attend their gala day on Friday 2nd June. I have no doubt that they will all try their best and represent St John’s with pride and show great sportsmanship. REMINDERS Our annual Athletics Carnival is fast approaching and we need your help. We now have 6 wonderful parents who have emailed Mrs Tolhurst about assisting on the day but we need more volunteers. Please consider if you could help out and email Mrs Tolhurst ASAP. ONLINE CONSENT for the Athletics carnival was due Monday 29th May 2023, thank you to those parents who have given consent via the COMPASS PARENT PORTAL. If you haven't already done so please ensure you go onto the parent portal and give consent for your child to attend. This is a compulsory school event and all students are required to attend. This year at our Athletics Carnival we will run the 800m event. We will only be accepting students in this event if they have been nominated by their parents. If your child is capable of running 2 laps of an athletics track without stopping and would like to run in this event please email their name through to Mrs Tolhurst ASAP. Also we still have not had any volunteers for the S2 soccer teams. We need some assistance with coaching/team managing and refereeing if we are to enter teams in these Gala Days. Please email Mrs Tolhurst firstname.lastname@example.org if you are able to help out at any of these events this year. Yours in sport, Rebecca Tolhurst Sports Coordinator ATTENDANCE As you are aware every day of attendance at school adds to your child's chances of success and achievement. You play a key role in making sure your child attends school every day. While we realise some absences are unavoidable we also know that when students miss too much school, no matter the reason, it can cause them to fall behind. The more absences your child has, the harder it is for them to catch up on missed work and stay connected to their school community. We want all children to be successful at school. Please let us know how we can best support you in making sure your child attends school on time each day. At all times if children's attendance rate fall below 85% we will contact you to ensure we are working together to support regular attendance. MINI ROOS FOOTBALL PROGRAM - STUDENTS WEAR SPORTS UNIFORM ON THESE DAYS AS WELL AS THEIR USUAL SPORTS DAY Week 4 - Thursday 18th May - ES1 and S1 Friday 19th May - S2 and S3 Week 5 - Thursday 25th May - ES1 and S1 Friday 26th May - S2 and S3 Week 6 - Thursday 1st June - ES1 and S1 Friday 2nd June - S2 and S3 (Thursday 1st June students wear pyjams & sports shoes) Week 7 - Thursday 8th June - ES1 and S1 Week 9 - SPORTS DAYS TERM 2 Kindergarten - Tuesday's Years 1 & Year 2 - Wednesday's Years 3 & 4 - Wednesday's Years 5 & 6 - Tuesday's END OF YEAR DATES Term 4/2023 • The last day for students in 2023 is Friday 15th December • The 18th & 19th December will be Staff Development Days Upcoming Events: • Thursday 1st June - Pyjama Day - St Vincent De Paul Winter Appeal • Friday 2nd June - Stage 3 Girls Soccer Gala Day • Friday 9th June - STAFF DEVELOPMENT DAY no students at school • Monday 12th June - Public Holiday (no school) • Friday 16th June - Stage 3 Boys Soccer Gala Day • Friday 16th June - Sacred Heart Mass 11.45am • Monday 19th June - Athletics Carnival • Friday 30th June - Last day of Term 2 • Monday 17th July - First Day Term 3 - Staff Development Day - No Students at school on this day. SAVE THE DATE STAFF DEVELOPMENT DAYS - MONDAY 17TH JULY (T3 - Note this is the first day of Term 3), FRIDAY 22ND SEPTEMBER (T3 - Note this is the last day of Term 3), MONDAY 9TH & TUESDAY 10TH OCTOBER (T4 - Note these are the first two days of Term 4) No Students at school on these days Stage 3 Overnight Excursion 30th -31st October (Monday/Tuesday) SCHOOL FEES Instalment 2 statements have been sent and were due 31st May. If you have not made payment and need support please contact Natalie on 02 9854 3200 to discuss options. PUT THIS ON YOUR CALENDAR! STAFF DEVELOPMENT DAY FRIDAY 9TH JUNE 2023 NO STUDENTS AT SCHOOL ON THIS DAY Please mark this date on your calendar BUS ZONE - OUTSIDE AMBROSE BEFORE & AFTER SCHOOL CARE GATE 4 Please be advised that in a Bus Zone you must not stop in the direction of the arrow or arrows on the sign, unless you’re driving a public bus. You can not stop or park your vehicle in a Bus Zone. This is used by Public Buses 24/7 as well as school buses. Please DO NOT PARK OR DROP-OFF/PICK UP in this area. We thank you for your support regarding this matter. KISS & DROP - CAR PARK SAFETY This is a reminder for our parents using kiss and drop. Please do not line up before 8.20am. Kiss and Drop can only operate if it does not block any traffic on the outlying streets. We do not want a situation where the council stops us using the Kiss and Drop Zone and we cannot have cars blocking access to the parish or the car park. If you are arriving before 8.20am when Kiss and Drop officially starts please park your car and walk your children across the crossing in the parish car park to the gates. Moving forward we are trialling the teacher on duty moving the bollards to open kiss and drop. If the bollards are still in place when you arrive please park your car. As our school continues to grow we will be monitoring the flow of traffic and safety in the parish car park. In the afternoons please ensure that you are aware of your surroundings when reversing and that you are holding your children's hands at all times when walking. Snack Shack (school canteen) We are very appreciative of our parent volunteers who offer this service to our students twice a week on Monday and Wednesday at recess and lunch times. If you are able to assist on Mondays or Wednesdays 10.50am Recess or 1.20pm Lunch for just 30 minutes, please contact the school office. Please note: in accordance with CSPD guidelines our Snack Shack is cashless and we are using a school issued prepaid card purchased via the QKR app. Students will be able to purchase a variety of items at the snack shack in the price range of 50c - $2.00 using a school issued prepaid card that can be purchased via Qkr! Parents can purchase either a $5 or $10 card. 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COGNITIVE RESTRUCTURING III. Cognitive Restructuring Techniques D. Communication a) Soft Startups b) Active Listening c) How to Apologize d) Reflections (communication skill) e) Relationship Growth Activity f) Fair Fighting Rules g) "I" Statements h) Lori's Communication i) Relationship Conflict Resolution j) Passive, Aggressive and Assertive Communication k) Critical Inner Voice l) Assertive Communication m) When bringing up a problem to your partner, the first three minutes are crucial. A soft startup sets a positive tone and helps resolve conflict. By starting a conversation calmly and respectfully, you and your partner are more likely to focus on the problem, rather than who’s to blame. Save the conversation for a calm moment. - Wait for a time when you and your partner are alone, without distractions or interruptions. - Make sure you and your partner are relaxed, and not tired, hungry, or stressed. Use gentle body language and tone of voice. - Take an attitude of teamwork and problem-solving, rather than arguing or blaming. - Speak calmly, without raising your voice. - Avoid hurtful body language, such as eye rolling, scowling, or mocking. Use “I” statements to express how you feel. - Focus on how a problem is affecting you, rather than assigning blame. - Say: “I feel [emotion] when [situation].” Example Without “I” statement: “You’re so closed off. We need to talk more.” With “I” statement: “I feel lonely when we don’t talk.” Describe the problem clearly. - Discuss only one problem at a time. - Be specific. Broad complaints like “the house is a mess” may be misunderstood. Be respectful. - Make a polite request, rather than a demand. - Thank your partner for listening and addressing a problem. Example “Could you please…” “Thank you for…” “I would appreciate if…” Active Listening: Treating listening as an active process, rather than a passive one. This means participating in conversation, rather than acting as an audience. Active listeners show they are listening, encourage sharing, and strive to understand the speaker. Show You’re Listening Put away distractions. Watching TV, using your phone, or doing other things while listening sends the message that the speaker’s words are not important. Putting away distractions allows you to focus on the conversation and help the speaker feel heard. Use verbal and nonverbal communication. Body language and short verbal cues that match the speaker’s affect (e.g. responding excitedly if the speaker is excited) show interest and empathy. Verbal: “mm-hmm” / “uh-huh” “that’s interesting” “that makes sense” “I understand” Nonverbal: nodding in agreement reacting to emotional content (e.g. smiling) eye contact Encourage Sharing Ask open-ended questions. These are questions that encourage elaboration, rather than “yes” or “no” responses. Open-ended questions tell the speaker you are listening, and you want to learn more. “What is it like to ____?” “How did you feel when ____?” “Can you tell me more about ____?” “How do you ____?” “What do you like about ____?” “What are your thoughts about ____?” Use reflections. In your own words, summarize the speaker’s most important points. Be sure to include emotional content, even if it was only communicated through tone or body language. Speaker: I’ve been having a hard time at work. There’s way too much to do and I can’t keep up. My boss is frustrated that everything isn’t done, but I can’t help it. Listener: It sounds like you’re doing your best to keep up, but there’s too much work. That sounds stressful! Strive to Understand Be present. Listening means paying attention to body language, tone, and verbal content. Focus your attention on listening, instead of other mental distractions, such as what you want to say next. When possible, save sensitive conversations for a quiet time with few distractions. Listen with an open mind. Your job is to understand the speaker’s point of view, even if you don’t agree. Avoid forming opinions and making judgments until you fully understand their perspective. How to Apologize Apologizing means expressing regret for something you did. A sincere apology involves reflecting on your actions, taking responsibility for them, and making changes to improve things in the future. Giving an apology can help repair a damaged relationship while showing care and respect for the other person. Reflect on your Actions Think about how your actions contributed to a problem, even if they were not the sole cause. Even if someone else also contributed to the problem, what was my role? Try taking the other person’s perspective. How do my actions look from their side? As a result of my actions, how might the other person feel? Take Responsibility Say “I’m sorry” (or some version of this phrase) and show regret for your actions. It’s important to speak clearly and sincerely. In most cases, it helps to identify the actions you are apologizing for. Example: “I’m sorry for the language I used during our argument. It was disrespectful, and it was wrong.” I’m sorry for... It was wrong of me to... I apologize for... I feel terrible. I shouldn’t have... I take responsibility for... This was my fault. I should have... ⚠️ Never make excuses or try to justify your behavior (e.g. “I’m sorry, but I was tired!”). Listen and Improve Give the other person a chance to respond without interruption. Forgiveness may take time and is not guaranteed. Be prepared to discuss changes you will make to avoid repeating the problem. Myths vs. Reality Myth: Love means never having to say you’re sorry. Reality: Apologies can be particularly important when you love someone. An apology communicates you care about the other person and want them to feel better. Myth: Apologizing is as simple as saying “I’m sorry.” Reality: Merely saying the words “I’m sorry” is not a complete apology. An apology requires remorse, an attempt to right the wrong, and taking steps to make sure the problem is not repeated. Myth: Apologizing will make me look weak. Reality: An apology shows you are secure enough to admit when you’ve done something wrong. It also shows you have respect for yourself and the other person. Reflections Communication Skill Using a technique called reflection can quickly help you become a better listener. When reflecting, you will repeat back what someone has just said to you, but in your own words. This shows that you didn’t just hear the other person, but you are trying to understand them. Reflecting what another person says can feel funny at first. You might think the other person will be annoyed at you for repeating them. However, when used correctly, reflections receive a positive reaction and drive a conversation forward. Here’s an example: Speaker: “I get so angry when you spend so much money without telling me. We’re trying to save for a house!” Listener: “We’re working hard to save for a house, so it’s really frustrating when it seems like I don’t care.” Quick Tips The tone of voice you use for reflections is important. Use a tone that comes across as a statement, with a bit of uncertainty. Your goal is to express: “I think this is what you’re telling me, but correct me if I’m wrong.” Your reflections don’t have to be perfect. If the other person corrects you, that’s good! Now you have a better understanding of what they’re trying to say. Try to reflect emotions, even if the person you’re listening to didn’t clearly describe them. You may be able to pick up on how they feel by their tone of voice or body language. Switch up your phrasing, or your reflections will start to sound forced. Try some of these: - “I hear you saying that…” - “It sounds like you feel…” - “You’re telling me that…” Focus on reflecting the main point. Don’t worry too much about all the little details, especially if the speaker had a lot to say. “I was in a bad mood yesterday because work has been so stressful. I just can’t keep up with everything I have to do.” Reflection: “I feel like I’m doing all of the work around the house. I need you to help me clean and do the dishes more often.” Reflection: “I’ve been worried when you don’t answer your phone. I always think something might’ve happened to you.” Reflection: “I don’t understand what she wants from me. First she says she wants one thing, then another.” Reflection: Relationship Growth Activity Discovery Questions Instructions: Sometimes in relationships we become so focused on the problems that we forget to see our partner as a person. You can strengthen your relationship by learning more about your partner, and discussing their thoughts and feelings. Take turns selecting a question from each section below to ask your partner. If you believe you know all of the answers in a section, see if you can answer each one correctly! The Fun Things What was your partner’s favorite TV show when they were a child? Where would your partner most like to visit on a vacation? What song is your partner into right now? Are there any movies your partner is excited to see? Has your partner ever read a book that had a major impact on their life? About Us When did your partner realize they were interested in you? Was there a specific moment? What motivates your partner to keep working on your relationship? What does your partner want your relationship to look like in 5 years? When was a moment that your partner felt happy about your relationship? What is your partner’s favorite thing to do, or place to go, as a couple? Hopes & Dreams How does your partner hope to change over the next year? 5 years? 20 years? What are three realistic goals your partner has for their lifetime? What is the happiest life your partner can imagine? What is one goal your partner has for their career, family, and their personal growth? What are five things your partner would place on their bucket list? Relationship Growth Activity Discovery Questions Work Life What’s something your partner likes about their job? What’s something they dislike? Who are your partner’s best friends at work, and why? What is the most challenging task your partner has to do at their job? Besides a paycheck, what does your partner get from their work? (E.g. respect or pride) What’s a typical day at work like, from beginning to end? Emotions When in your partner’s life did they feel the most scared? Overall, how has your partner been feeling during the past week? Does your partner view themselves as a happy person? If not, how do they view themselves? What is something that can consistently make your partner happy? How does your partner relax after a stressful day? Other Relationships Outside of your relationship, who does your partner feel that they can talk to about problems? Who is someone that your partner has a negative feeling about, or distrusts? What is your partner’s longest friendship? How have they maintained their friendship? Who does your partner feel closest to in their family? Does your partner prefer to spend time alone, or with others? Fair Fighting Rules Before you begin, ask yourself why you feel upset. Are you angry because your partner left the mustard on the counter? Or are you angry because you feel like you’re doing an uneven share of the housework, and this is just one more piece of evidence? Take time to think about your own feelings before starting an argument. Discuss one topic at a time. Don’t let “You left dishes in the sink” turn into “You watch too much TV.” Discussions that get off-topic are more likely to get heated, and less likely to solve the original problem. Choose one topic and stick to it. No degrading language. Discuss the issue, not the person. No put-downs, swearing, or name-calling. Degrading language is an attempt to express negative feelings while making sure your partner feels just as bad. Doing so leads to more character attacks while the original issue is forgotten. Express your feelings with words. “I feel hurt when you ignore my phone calls.” “I feel scared when you yell.” Structure your sentences as “I” statements (“I feel emotion when event”) to express how you feel while taking responsibility for your emotions. However, starting with “I” does not give a license to ignore the other fair fighting rules. Take turns speaking. Give your full attention while your partner speaks. Avoid making corrections or thinking about what you want to say. Your only job is to understand their point of view, even if you disagree. If you find it difficult to not interrupt, try setting a timer allowing 1-2 minutes for each person to speak without interruption. No stonewalling. Sometimes, the easiest way to respond to an argument is to retreat into your shell and refuse to speak. This is called stonewalling. You might feel better temporarily, but the original issue will remain unresolved and your partner will feel more upset. If you absolutely cannot go on, tell your partner you need to take a time-out. Agree to resume the discussion later. No yelling. Yelling does not help anyone see your point of view. Instead, it sends the message that only your words matter. Even if yelling intimidates your partner into giving up, the underlying problem only grows worse. Take a time-out if things get too heated. In a perfect world, we would all follow these rules 100% of the time… but it just doesn’t work like that. If an argument starts to become personal or heated, take a time-out. Agree on a time to come back and discuss the problem after everyone has cooled down. Attempt to come to a compromise or an understanding. There isn’t always a perfect answer to an argument. Life is too messy for that. Do your best to come to a compromise (this means some give and take from both sides). If you can’t come to a compromise, simply taking the time to understand your partner’s perspective can help soothe negative feelings. "I" Statements When a person feels that they are being blamed—whether rightly or wrongly—it’s common that they respond with defensiveness. "I" statements are a simple way of speaking that will help you avoid this trap by reducing feelings of blame. A good "I" statement takes responsibility for one's own feelings, while tactfully describing a problem. "I feel emotion word when explanation." - "I feel..." must be followed with an emotion word, such as "angry", "hurt", or "worried". - Careful wording won't help if your voice still sounds blaming. Use a soft and even tone. - In your explanation, gently describe how the other person's actions affect you. Examples \| Blaming \| "You can’t keep coming home so late! It’s so inconsiderate." \| \|---------\|-------------------------------------------------------------\| \| "I" Statement \| "I feel worried when you come home late. I can’t even sleep." \| \| Blaming \| "You never call me. I guess we just won’t talk anymore." \| \|---------\|-------------------------------------------------------------\| \| "I" Statement \| "I feel hurt when you go so long without calling. I’m afraid you don’t care." \| Practice \| Scenario \| A friend always cancels plans at the last minute. Recently, you were waiting for them at a restaurant, when they called to say they couldn’t make it. \| \|----------\|----------------------------------------------------------------------------------------------------------------------------------\| \| "I" Statement \| \| \| Scenario \| You are working on a group project, and one member is not completing their portion. You have repeatedly had to finish their work. \| \|----------\|--------------------------------------------------------------------------------------------------------------------------\| \| "I" Statement \| \| \| Scenario \| Your boss keeps dumping new work on you, with little instruction, and not enough time. Despite working overtime, you’re weeks behind. \| \|----------\|--------------------------------------------------------------------------------------------------------------------------\| \| "I" Statement \| \| When You Don't Agree with Your Partner's Parenting #1 Offer help instead of opinions: If you see your partner reacting with blame, shame, guilt, fear, or judgment to your child. Instead of attacking his choices or even calling them out. Just reframe his language. You can even do that in your head if you need to. Which will give you some time to access your compassion. Then offer to step in with help. So that your partner can regroup, refocus, and have a moment to think. You can say: "I think Daddy is feeling upset about this", and then tell your partner "I can step in if you want to take a minute". Working together in support of each other without calling out missteps is collaborative. Still interrupting the negative pattern but stepped in consciously without blame or judgment. Giving your partner a chance to think and respond. You have presented a united front in front of your child. #2 Say what you feel not what you think: When we say, I think you should be.., or I need you to.. or I want you to feel... Never endears people to us. Instead of saying "I wish you would be more patient with her" (What you're thinking, judgment, evaluation.) Instead, try saying “I noticed you threw your arms up in the air when you noticed that Lisa didn’t do her homework”. Its frustrating for me too. (What you notice & how you feel, observe feelings.) What you hope for & what’s Missing Instead of: I need you to not get so angry with her its not helping. (What you want from someone assumption and blame). “I wish she didn’t get so aggressive when we tell her to clean up her room”. Its hard for me to feel calm as well. Telling the other person how you feel about the situation instead of what you think of them. Brings you closer to that common ground. It gives your partner a chance to respond without feeling threatened or devalued. You have only observed and shared. You haven’t pointed fingers or made vague requests for your partner to be or feel a certain way. #3 Start by mentioning something you appreciate about your partner: Appreciation goes a long way. Appreciating what your partner does is a great way to soften the opening and bridge that connection gap. It’s much easier to solve problems together when you both feel valued by your contributions. What is one thing that your partner does that makes them capable honorable or special. Try mentioning that before starting your opening. You can say something like; I always appreciate that you come back to connect after a disagreement. I’m thankful that you are willing to hear me out in this. I love that you’re so flexible. This is so important to me. #4 Problem-solve the particulars but don’t pick on personal choices Instead of; your always so hard on her or you give in too much, you can’t let her walk all over her. None of which builds up the communication. You can only get to problem solving once you have started identifying what the real problems are instead of critiquing each other’s personal choices. Instead of commenting on what you see as the problem. Try getting to the root of the problem by sharing your needs and making active requests. Example: I want to set the boundaries with you together, so she sees we are working together. Would you be willing to talk about doing something differently? Example: I agree what you are saying about Ellen. I think what I need is for you to hold my limit with me when she resists and runs crying to you. Would this be something you can do. This says, I want harmony. No two people are ever going to be in total agreement on how to interact. What is important is how you use active listening skills and making actionable requests. That helps bring you closer and sets bar for children. Focus on the problem, not the person. When a disagreement turns to personal insults, raised voices, or mocking tones, the conversation is no longer productive. Be careful to focus on the problem without placing blame on your partner. If a disagreement becomes personal, you should pause the conversation. Use reflective listening. Oftentimes during arguments we focus on getting our own point across rather than listening to our partner. Before responding to your partner, restate what they have said to you in your own words. Continue this process until your partner agrees that you understand. Next, share your side. Your partner should reflect back your ideas in their own words until they too understand. Using this technique will help both individuals feel listened to and understood, even if you disagree. Use “I” statements. When sharing a concern, begin your sentence with “I”. For example: “I feel hurt when you don’t tell me you’ll be late”. With this sentence format we show that we are taking responsibility for our own emotion rather than blaming our partner. The alternative sentence—“You never tell me when you’re going to be late”—will often cause a partner to become defensive. Know when to take a time-out. When you and your partner are becoming argumentative, insulting, or aggressive, it’s a good idea to take a time-out. Have a plan in place so you or your partner can call for a break when needed. Spend some time doing something alone that you find relaxing. When you’ve both calmed down, you and your partner can return to solving the problem. Be sure that you do return—it isn’t a good idea to leave these issues unaddressed. Work toward a resolution. Disagreement is a normal part of a relationship. If it becomes clear that you and your partner will not agree, focus on a resolution instead. Try to find a compromise that benefits both individuals. Ask yourself if this disagreement really matters to your relationship, and let yourself move on if not. Passive, Aggressive, and Assertive Communication Passive Communication During passive communication, a person prioritizes the needs, wants, and feelings of others, even at their own expense. The person does not express their own needs, or does not stand up for them. This can lead to being taken advantage of, even by well-meaning people who are unaware of the passive communicator’s needs and wants. - Soft spoken / quiet - Allows others to take advantage - Prioritizes needs of others - Poor eye contact / looks down or away - Does not express one’s own needs or wants - Lack of confidence Aggressive Communication Through aggressive communication, a person expresses that only their own needs, wants, and feelings matter. The other person is bullied, and their needs are ignored. - Easily frustrated - Speaks in a loud or overbearing way - Unwilling to compromise - Use of criticism, humiliation, and domination - Frequently interrupts or does not listen - Disrespectful toward others Assertive Communication Assertive communication emphasizes the importance of both peoples’ needs. During assertive communication, a person stands up for their own needs, wants, and feelings, but also listens to and respects the needs of others. Assertive communication is defined by confidence, and a willingness to compromise. - Listens without interruption - Clearly states needs and wants - Willing to compromise - Stands up for own rights - Confident tone / body language - Good eye contact Examples \| Scenario \| A friend asks to borrow your car. This will be a big inconvenience for you. \| \|----------\|-------------------------------------------------------------------------\| \| Passive \| Umm, yeah, I guess that’s fine. Do you need me to fill the tank? \| \| Aggressive \| No way! Why would I let you borrow my car? You’re crazy to even ask. \| \| Assertive \| I need my car that day, but I’ll have time to drop you off. \| ## Passive, Aggressive, and Assertive Communication ### Practice \| Scenario \| Passive \| Aggressive \| Assertive \| \|--------------------------------------------------------------------------\|-------------------------------------------------------------------------\|----------------------------------------------------------------------------\|----------------------------------------------------------------------------\| \| Your boss asks you to stay late, while everyone else leaves. You’re always the one who stays late, and tonight you have plans. \| \| \| \| \| Your partner left a mess in the kitchen, and you’re too busy to clean. \| \| \| \| \| You’re at a restaurant, and the server brought you the wrong dish. \| \| \| \| \| A friend showed up at your house uninvited. Usually you would be happy to let them in, but this time you’re busy. \| \| \| \| © 2017 Therapist Aid LLC Provided by TherapistAid.com What is the Critical Inner Voice? The critical inner voice is a well-integrated pattern of destructive thoughts toward ourselves and others. The nagging “voices,” or thoughts, that make up this internalized dialogue are at the root of much of our self-destructive and maladaptive behavior. The critical inner voice is not an auditory hallucination; it is experienced as thoughts within your head. This stream of destructive thoughts forms an anti-self that discourages individuals from acting in their best interest. How Does the Critical Inner Voice Affect Us? The critical inner voice is an internal enemy that can affect every aspect of our lives, including our self-esteem and confidence, our personal and intimate relationships, and our performance and accomplishments at school and work. These negative thoughts affect us by undermining our positive feelings about ourselves and others and fostering self-criticism, inwardness, distrust, self-denial, addictions and a retreat from goal-directed activities. What Are Some Examples of Common Critical Inner Voices? Some common voices include thoughts like “You’re stupid,” “You’re not attractive,” or “You’re not like other people.” Some people have voices about their career, like “You’ll never be successful,” “No one appreciates how hard you work,” or “You are under too much pressure, you can’t handle this stress.” Many people experience voices about their relationship, such as “He doesn’t really care about you,” “You’re better off on your own,” or “Don’t be vulnerable, you’ll just get hurt.” Where Do Critical Inner Voices Come From? These inner voices usually come from early life experiences that are internalized and taken in as ways we think about ourselves. Often, many of these negative voices come from our parents or primary care takers, as children we pick up on the negative attitudes that parents not only have towards their children but also toward themselves. Our voices can also come from interactions with peers and siblings, or influential adults. How is the Critical Inner Voice Different Than a Conscience? Many people think if they stop listening to their critical inner voice, they will lose touch with their conscience. However, the critical inner voice is not a trustworthy moral guide like a conscience. On the contrary, the critical inner voice is degrading and punishing and often leads us to make unhealthy decisions. These negative voices tend to increase our feelings of self-hatred without motivating us to change undesirable qualities or act in a constructive manner. How Can I Conquer My Critical Inner Voice? In order to take power over this destructive thought process, you must first become conscious of what your inner voice is telling you so you can stop it from ruining your life. To identify this, it is helpful to pay attention to when you suddenly slip into a bad mood or become upset, often these negative shifts in emotion are a result of a critical inner voice. Once you identify the thought process and pinpoint the negative actions it is advocating, you can take control over your inner voice by consciously deciding not to listen. Instead you can take the actions that are in your best interest. Read More About the Critical Inner Voice We are all aware of those nagging thoughts and doubts that increase our nervousness and interfere with our performance at various times. However, most of us are unaware that these sneering, belittling self-criticisms are only the tip of an iceberg. They are merely the more obvious fragments of a larger, well-hidden enemy within each of us that influences our actions, interferes with the pursuit of our personal and career goals, and has an overall negative impact on our lives. What is the Critical Inner Voice? The critical inner voice can be thought of as the language of the defensive process. It has been defined as an integrated system of thoughts and attitudes, antithetical toward self and hostile toward others that is at the core of an individual’s maladaptive behavior. The concept of the “voice” is not restricted to cognitive processes but is generally associated with varying degrees of anger and sadness. The term “voice” is used to describe a form of intrapsychic communication that represents a split within the individual between forces that are life-affirming and those that are antagonistic to the self. “Listening” to the voice, that is, believing its prescriptions and prohibitions leads to self-limiting behavior and negative consequences. In other words, people often make their actions correspond to their self-attacks. See Video Clip. Watch Lisa Firestone, Ph.D. Introduce the Concept of the Critical Inner Voice Being for Yourself or Against Yourself All of us are divided within ourselves. On the one hand, we have self-regard—we have traits and behaviors that we like or feel comfortable with. We have natural tendencies to grow and develop and to pursue our personal and vocational goals, as well as desires to be close in our relationships and to search for meaning in life. These qualities all make up who we really are; they reflect an undefended part of our personality and a friendly, compassionate view of our self. The positive part of us consists of our unique characteristics—physical abilities and attributes, and emotional temperament, as well as positive traits that we naturally incorporated from our parents. It first develops and grows as a result of our parents’ and other concerned adults’ nurturing qualities and behaviors, and the love and care they direct toward us. Then it is further influenced by what we learn, what we enjoy, and the experiences that facilitate our personal growth. The Critical Inner Voice The Critical Inner Voice is the part of us that is turned against ourselves. It is the defended, negative side of our personality that is opposed to our ongoing development. The voice consists of the negative thoughts, beliefs and attitudes that oppose our best interests and diminish our self-esteem. It encourages and strongly influences self-defeating and self-destructive behavior. This hostile, judgmental advisor also warns us about other people, promoting angry and cynical attitudes toward others and creating a negative, pessimistic picture of the world. The critical inner voice exists to varying degrees in every person. It undermines our ability to interpret events realistically; it triggers negative moods and sabotages our pursuit of satisfaction and meaning in life. These destructive internalized thoughts lead to a sense of alienation—a feeling of being removed from ourselves and distant from those we love. The critical inner voice is not an auditory hallucination; it is experienced as thoughts within your head. If we “listen” to its destructive point of view and believe what it is telling us, we will fail to challenge it and instead we will act on it. This process has a seriously negative consequence on our lives. Although most of us are conscious of some aspects of this inner voice, many of our negative thoughts exist on an unconscious level. At times, we may recognize what our critical inner voice is telling us, while at other times, we may be unclear about our negative thinking and simply accept it as being true. We are often unaware of the destructive impact that these thoughts are having on our emotions, actions, and the overall quality of our lives. The Critical Inner Voice is Not a Conscience The critical inner voice is not a conscience or a moral guide. What most distinguishes the inner voice from a conscience is its degrading, punishing quality. Its demeaning tone tends to increase our feelings of self-hatred instead of motivating us to change undesirable actions in a constructive manner. Challenging your Critical Inner Voice You can take power over your critical inner voice. When you become conscious of what it is telling you, you can stop it from running your life. The challenge is to identify and ‘flush out’ this internal covert operation. To do this, be on the lookout for when you slip into a bad mood or become upset. Investigate: what caused the shift? What happened and, most importantly, what did you start telling yourself after the event? The fact that your mood shifted from feeling optimistic or relaxed to feeling down or irritable is probably a sign that you are interpreting the event through your critical inner voice. Now that you have identified that your critical inner voice is advising you, what is it trying to get you to do? When you pinpoint the actions that it is advocating, you can take control over your critical inner voice. You can consciously decide to take action against its directives, thereby acting in your own interest. Staying on the Right Side of Yourself and Not Listening to Your Critical Inner Voice The balance between our two different sides is delicate and can be easily tipped. However, we don’t need to be the victims of our moods as they tip back and forth between our positive and negative feelings about ourselves. By identifying the critical inner voice and the role it plays in supporting our negative self-image, we can take action against it and significantly change our lives. We can reject attitudes that oppose our best interests and diminish our self-esteem. We can stop self-defeating and self-destructive behavior. We cannot tolerate angry, cynical attitudes toward others that turn us against people. As you emancipate yourself from your critical inner voice, you will be free to engage in your pursuit of satisfaction and meaning in life. You will feel at peace with yourself and close to those you love. You will enjoy a compassionate view of the world and an optimistic outlook on life. Critical Inner Voice, Differentiation, Parenting, Relationships, Self Development, Self-Esteem By PsychAlive Assertive Communication Assertive Communication: A communication style in which a person stands up for their own needs and wants, while also taking into consideration the needs and wants of others, without behaving passively or aggressively. Traits of Assertive Communicators - Clearly state needs and wants - Eye contact - Listens to others without interruption - Appropriate speaking volume - Steady tone of voice - Confident body language Assertiveness Tips Respect yourself. Your needs, wants, and rights are as important as anyone else’s. It’s fine to express what you want, so long as you are respectful toward the rights of others. Express your thoughts and feelings calmly. Giving the silent treatment, yelling, threatening, and shaming are all great examples of what not to do. Take responsibility for your emotions, and express them in a calm and factual manner. Try starting sentences with “I feel…” . Plan what you’re going to say. Know your wants and needs, and how you can express them, before entering a conversation. Come up with specific sentences and words you can use. Say “no” when you need to. You can’t make everyone happy all the time. When you need to say “no”, do so clearly, without lying about the reasons. Offer to help find another solution. Examples of Assertive Communication “I’ve been feeling frustrated about doing most of the chores around the house. I understand that you’re busy, but I need help. How can we make this work?” The speaker takes responsibility for their feelings without blaming, and clearly describes their needs. “I won’t be able to take you to the airport on Friday. I’ve had a long week, and I want to rest.” The speaker respects their own needs and wants by clearly saying “no”. “I’m having a hard time sleeping when your music is on. What if you use headphones, or I can help you move the speakers to another room.” The speaker describes their needs, while also considering the needs and wants of the other person. Practice Tip: Before responding, consider what your wants and needs might be in each situation. Your Partner: "I know you have plans for the weekend, but I really need you to watch the kids. I have a friend coming to town, and we made plans." Assertive Response: Situation: You've just received your food at a restaurant, and it was prepared incorrectly. Your sandwich seems to have extra mayo, instead of no mayo. Assertive Statement: Your Friend: "Hey, can I borrow some money? I want to buy these shoes, but I left my wallet at home. I'll pay you back soon, I swear. It won't be like last time." Assertive Response: Situation: Your neighbor is adding an expansion to their house, and the crew starts working, very loudly, at 5 AM. It has woken you up every day for a week. 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Welcome to the West A Guide for People Moving to the Northern Rockies Corporation for the Northern Rockies The Allure of the Northern Rockies In our imaginations, the Northern Rockies remain wild and whole... golden rangelands sweeping up to big-shouldered mountains cloaked with snow... elk bugling in an aspen grove... a grizzly bear padding through a willow thicket... cattle grazing a mountain meadow. Where winter’s powder is perfect, and summer’s hiking and biking incomparable. A place where an independent spirit can live close to nature away from the stresses of urban life. Yet, the allure of the region may signal its demise. Contrary to popular myth, the Western landscape is neither wild, nor free, nor indomitable. Much of the West is filling with rural subdivisions, highways and strip malls. The Northern Rockies are but a remnant of the Western frontier. Pressures are mounting. The way we treat these remnants will determine the landscape we enjoy as the years pass and new generations take our place. There are ways to live in this special region that protect its integrity. The Corporation for the Northern Rockies invites you – through this publication – to learn about vacation, real estate and home-building choices that channel our affection for the land into actions that preserve the dazzling vistas, abundant wildlife and quality of life we enjoy today. Welcome to the West! “It makes me feel good to think we played some small part in the preservation of this very special place.” Don & Nancy Johnston Contents Become a Conservation Vacationer, Buyer, Landowner p 2-5 Benefits of Living in Town p 6 Realities of Rural Life p 7 Benefits of Sustainable Land Stewardship p 8-11 Changes Upon the Landscape p 12-15 Understanding Wild Nature p 16-17 Living With Nature in Mind p 18-25 Neighboring: The Spirit of the Western Life p 26-27 Join the Effort to Sustain the Northern Rockies p 28 Lill Erickson Here’s a little-known paradox: Although the American West is made mostly of rock, it supports a greater diversity of plant and animal life than the loamy Midwest or the East. Here’s another paradox. In spite of the West’s high biological diversity, it’s extremely fragile – more fragile than any other part of the country. Put simply, the rocky, arid West can’t sustain the level of development we’ve seen on the water-rich coasts and in the Midwest. If we want to keep the West the way we love it - wide open and wild - we’ve got to rethink rural development and show restraint in our personal choices. Although subdivision and sprawl still prevail in the urbanizing West, new strategies are helping visitors, landowners and land buyers sustain the qualities that drew them to the region. Each has its advantages and disadvantages, but the good news is there’s a “sustainable choice” to fit most situations. Conservation Vacationers, Buyers and Landowners Create a Sustainable Future Abundant wildlife. Open vistas. Intact ranchlands. Vibrant communities. Healthy economies. These are the features of a sustainable Northern Rockies. Visitors and new residents help our region reach this goal by becoming “conservation” vacationers, buyers and landowners. Conservation Vacationers choose to recreate in the region instead of buying or building a summer home that will only be used a few weeks a year. Spending time and money with experienced local guides or staying at guest ranches, vacation rentals and other lodging help fuel the region’s recreation economy, and it limits the number of new house “footprints” on the landscape. Taking a guided or guest ranch vacation is also much less expensive and problematic than buying and maintaining a recreation property, especially if it will only be used a few weeks or months a year. When shopping for a property, Conservation Buyers blend their desire to live in the region with their stewardship ethics. They commit to ownership strategies that protect the region’s landscape and way of life by seriously considering: - Purchasing a house in town - Buying property that has already been developed - Buying property adjacent to existing infrastructure such as utility corridors and roads to minimize development of wild land - Partnering with a farmer or rancher to buy and build on a small parcel in a way that allows continuation of the agricultural operation and also minimizes ecological and aesthetic impacts (see page 5) Once a property is purchased – be it a large ranch or a small place in town – Conservation Landowners use sustainable practices to build their homes and manage their land. These practices may include: - Building away from wildlife habitat, migration corridors, riparian areas, flood plains and ridgetops - Building energy-efficient houses using sustainable building designs and materials - Landscaping with drought-tolerant native plants suited to the region - Managing land and livestock with sustainable agricultural practices - Joining in community efforts to restore damaged grasslands, forests and watersheds and to control weeds - Managing livestock cooperatively with like-minded neighbors - Donating a conservation easement as a way to preserve the land in perpetuity A Conservation Professional Can Help You Find a Sustainable Home in Town or in the Country Any realtor can help you find a house or a piece of land. A small but growing group of real estate professionals (realtors, brokers, appraisers, accountants, surveyors, attorneys and habitat experts) are specializing in private land conservation. A conservation real estate advisor can help you define your conservation values as well as satisfy your land purchase desires. The following are some guidelines to consider when you're looking for a conservation-oriented real estate professional: Project Portfolio Professionals who specialize in conservation real estate have direct experience with conservation easement transactions and can document conservation outcomes as a result of their sales. They have established relationships with professionals who facilitate private land conservation, such as sustainable development organizations, land trusts, land management agencies, "green" developers, land use planners, architects, and habitat enhancement specialists. Ask the professional if he or she has received training in private land conservation. Also ask what projects she or he has worked on in the last five years. If most of them have a conservation outcome, then you know that professional is specializing in conservation real estate and not merely adding the term as a gimmick to a conventional practice. Philosophy and Practices Most conservation professionals have websites that educate clients about their philosophy and practices. This is especially important for design/building firms that emphasize natural approaches and materials. Conservation professionals emphasize working with natural systems, taking an interdisciplinary approach and using natural or sustainably produced materials. References Check with past clients to compare a professional's philosophy with actual practices. Ask for several references. Ask references for names of others who may be familiar with a professional's work. Advertisements Be wary of real estate ads that proclaim "perfect for a conservation easement." Some realtors tout a property's "conservation easement potential" without first checking with a land trust or appraiser to see if the property qualifies for an easement program. Ask the realtor how they know it's appropriate for a conservation easement. Also ask what experience they have with easement transactions. Creative Ownership Strategies You may not have to own a whole ranch to enjoy protected views and private recreation. Several landowners and land buyers have worked out creative ownership strategies that give newcomers room to roam and protect the rancher's tenure on the land. Possibilities are limited only by your finances, your ability to define what you want, and the creativity of landowners and real estate brokers. Collaborative Management Another way to enjoy the romance of ranch life without doing all the work is to buy into a subdivision that is managed collaboratively. With this approach local ranchers can use pastures from the newcomers' land in order to rest, or otherwise improve conditions on both sets of properties. In return, the newcomers get range-science expertise in managing their grazing lands and can enjoy a working partnership with their neighbors. To increase the proficiency of real estate professionals, the Corporation for the Northern Rockies offers accredited courses on a variety of private land conservation topics. Courses are accredited by the Board of Realty Regulation, Board of Accountancy, Board of Appraisers, the BAR Association and the Association of Surveyors. When I arrived in Montana, I was a little worried that my first guest ranch experience would seem too much like Disneyland – too artificial, too “slick.” I threw my stuff into the back of a pickup, and headed down what seemed like the longest dirt road in America. At the end of that road was the beginning of a perfect vacation – a big Sunday meal and miles of the most beautiful trails I’d ever seen. From the first day of my stay to the last, the staff at the 63 Guest Ranch invited me to be a part of their family life. They made sure my experiences there were rich. My son caught his first western trout on a fly line because one of the guides showed him his favorite fishing hole. One cloudless summer day during a long ride, a wrangler taught my son to whistle through his fingers, a trick he has passed on to his friends at school. We rode for hours without crossing a road. There were fields and farms we crossed on horseback and AMAZING views that I could have never, ever hoped to see because the 63 Ranch’s long association with the area has afforded them access to private property ordinarily off-limits to hikers and riders. I never worried about paying taxes, mending leaky roofs or doctoring sick barn cats. Funny thing, the staff of the 63 Ranch seemed as eager to relieve me of those responsibilities as I was to give them up. I do not take this lightly. Raised a Virginia farm girl, I know just how big a dent chores put in free time. To this day, whenever I pass an apple orchard all I can think about are pruning, picking and bush hogs. I didn’t have to go grocery shopping, do dishes or check to see if the furnace still worked. You gotta love the guest-ranching life. Now, I anticipate building on past experience. Over the years, my friendships in Montana will deepen as my knowledge of the area increases. The 63 Ranch provides an amazing “home base” from which to enjoy the state, without having to worry about property upkeep or payments. Ultimately, I don’t feel like I’m making a compromise by not buying property. I’m being selfish about my time. Forgoing the headaches, I’m free to enjoy Montana. A Guided or Guest Ranch Vacation: All Fun and No Hassles What could be more fun than a summer home in the Northern Rockies? How about your own personal wilderness guide or a couple of weeks at a guest ranch? While owning a summer home may be appealing, it also comes with a price. Just like regular homes, summer places require upkeep and maintenance. Who wants to spend precious vacation time repairing leaky roofs or faulty plumbing? Outfitters and guest ranches offer a satisfying, cost-effective alternative to maintaining a vacation home in the region, while at the same time helping guests tread lightly on the land. More outfitters are specializing in natural and social history, helping clients understand the landscape as well as enjoy it. Many guest ranches have been around for generations, and their staff can guide you to the experiences that are likely to give you the most satisfaction. Perhaps just as importantly, these options can save you the time and expense of maintaining a summer property, freeing you to enjoy your vacation. Don Johnston is a businessman from Nashville, Tennessee, who has fished and hunted in Montana since the early 1980s. As his fondness for the country grew, he decided to buy a second home near his two favorite rivers, the Blackfoot and the Missouri. When bad weather interrupted a fishing trip, Don had time to look more seriously for his dream property. “Through my visits to Montana, I came to realize how special it is, not only for the physical beauty, but also for the rich heritage,” Don said. “I wanted to disrupt the culture and the environment as little as possible.” Don and his wife Nancy were referred to Lane Coulston, a conservation broker and principal of American Conservation Real Estate (ACRE). “During our first meeting with Lane, I learned about the ‘Small Homestead, Large Landscape’ concept,” Don said. “The idea made all the sense in the world to me.” The Small Homestead, Large Landscape© idea is simple: (1) a rancher grants a conservation easement, limiting development on the ranch to only one or several secluded homesteads; (2) a conservation buyer purchases one of the reserved homesteads, together with a parcel of deeded land and rights to use the entire ranch for recreation with friends and family; and (3) the rancher retains agricultural use rights to the deeded home site parcel, except for a building envelope around the buyer’s home. Coulston, a native Montanan, developed the concept because of his desire to see ranches remain intact. ACRE works as a matchmaker of sorts, bringing together ranchers who need capital, but wish to stay in operation, with buyers who want to be part of a working ranch, but don’t want the hassles of maintaining a ranch. Meanwhile, Zack and Patty Wirth were seeking $150,000 to finance a cattle operation on their 1,000-acre ranch north of Helena. Zack Wirth’s parents had sold the cattle herd to pay debts and provide a retirement income. Zack and Patty bought the ranch from his parents with the intention of returning to the cattle business. Upon first consideration, the only way to raise the operating capital was to conventionally subdivide a large portion of the ranch, a prospect Zack emphatically opposed. Lane connected Don and Nancy to Zack and Patty. They hit it off and worked out an agreement. The Wirths would sell a small parcel to the Johnstons and protect the remainder of the ranch with a conservation easement. Don describes the agreement as “mutually gratifying, everyone wins!” The Wirths secured debt-free capital for their cattle operation without compromising their ranch. The Johnstons have their own homeste and recreational access to the rest of the ranch without the maintenance responsibilities. And the public benefits from the conservation easement that permanently protects the open space and wildlife habitat provided by the ranch. Don says proudly, “It makes me feel good to think we played some small part in the preservation of this very special place.” When East Coast residents Sally and Thomas King began searching for a second home out West, they thought they wanted a small log cabin on a mountain, but ended up finding something much better for them and better for the land. Their story began seven years ago, when the Kings started spending their Christmas and Spring Break vacations out West. Despite the fact that Sally had always been drawn to big, western mountains, she didn’t learn to ski until she was thirty. Then she was hooked. Thomas learned to ski as well, and as time passed, they never missed a chance to travel west. They found themselves squeezing summer visits in, then they began adding up their expenses. With their ongoing condo and rental car fees, couldn’t they just as affordably buy a small place in the country? The Kings envisioned a place to get away from the pressures they felt back East. And even if they brought work with them, they could just look out their window and see incredible alpine vistas, wildlife, the peaceful existence they longed for. So they took a week off and “drove the entire state of Montana.” They found the charm and the mountains they were looking for in Bozeman, and hired a realtor to help them find their dream place. “One day our realtor showed us a place up Bridger Canyon,” Sally recalls. “The views from the lot up the long, winding road were breathtaking, like nothing we had ever imagined. Then I started picturing my life there – a good life – but at some point I asked the realtor, ‘So, how do I get out if it snows three feet?’” That question lead to a series of other questions that got Sally thinking about the realities of living up a remote mountainside, miles from town. She was torn, but then finally said to Thomas, “Something doesn’t feel right. This whole idea of living way out here feels like too much work.” Sally realized that what she really wanted was to be close to skiing and hiking and all the things they loved about the area, but also to be able to walk to yoga, to get a newspaper, visit friends and neighbors. “At that point, we stopped looking at property, and started looking for a house in town. I was willing to consider anything that met my three criteria – light, a porch, and charm.” The Kings found an old Arts and Crafts style bungalow in the heart of Bozeman. As Sally continues her career as a food writer for publications like Organic Style magazine, she realizes the significance of their choice. “We initially made this decision for practical reasons. Now, as my knowledge about the importance of undeveloped land grows, I’m really relieved we made this decision from an ecological standpoint.” Sally writes and savors the sweetness of the short alpine summer from her porch in town. During winter, the Kings are less than a half an hour from incredible skiing. “I love my life here,” she says, sipping a cup of coffee. “Every single day I realize we made the right decision.” “I would suggest to people looking to move to the West to be realistic, to honestly assess the impact, both personally and financially, of living out of town. If you want to be a rancher, by all means buy a ranch, but remember, it’s hard work. If you want to enjoy the great outdoors and Montana buy a comfortable, worry-free place in town and get a good map.” Benefits of a House in Town Brothers Michael and Steve Gewurz own and operate Potomac Investment Properties, Inc. in Washington D.C. The company’s focus is development and investment in DC proper. Their projects have ranged from converting an old boiler works into a nightclub, to developing infill town home communities to mixed-use condo projects to large office buildings. The company’s goal has always been on creating a better city that attracts people who want to live, work and play in the urban center. Their interest in the region and Montana started at an early age from various trips they made to the American West. Both brothers are graduates of the National Outdoor Leadership School as is Steve’s wife, Katie, and all like to fish, ski, hike, etc. Steve and Katie ended up in Livingston, Montana because Michael and his wife rented a place there for a few summers before they were married. They loved Livingston because of its relationship to the river, the surrounding mountain ranges and Yellowstone Park. It was also fairly close to skiing and a sizable airport yet still removed with a small town feel and attitude. Since both brothers fell in love with Livingston, they decided to buy a house together and share its use. “We also found that it was a very affordable place to have a second home,” says Steve. “When we first decided to buy a place we definitely started looking for a piece of land on which to build, either in Paradise Valley or Gallatin Valley,” Steve explains. “At the end of the day we decided to buy a home in Livingston and rehab it. The decision was an easy one once we understood the realities of building out of town. For one, we could buy a house in town at less than it would cost to build a new home. And, we could begin using the place as soon as we settled, as opposed to managing a construction process from 2,000 miles away. In Livingston, sewer, water, electric, phone, and cable connections were readily available, whereas outside of town they were not. In addition, living in town we can walk to restaurants, movies, shops and the town park. This gave us more time to do the things we were in Montana for, like fishing and hiking. Picking up a gallon of milk is a five-minute endeavor, not 45 minutes. The in-town home is a lot smaller task to care for. We have neighbors and friends who look after the place when we are not around and our kids have friends to play with. I think that one of the best parts about being in town is that we have met people and have friends. We are part of a community. As a seasonal resident I have gotten more good information about places to go, hikes to take and places to fish from my neighbors in Livingston than from any other source.” “I would suggest to people looking to move to the area to be realistic, to honestly assess the impact, both personally and financially, of living out of town. If you want to be a rancher, by all means buy a ranch, but remember it’s hard work. If you want to enjoy the great outdoors and Montana, buy a comfortable, worry-free place in town and get a good map.” Over a dozen years ago, Manda Heron stayed at one of the oldest guest ranches in Montana. She fell in love with the country, the life and the beauty. She and her husband bought a home on fifteen acres in the forested foothills of Montana’s Absaroka Mountains. They didn’t last the winter. Deep snow drifts, muddy roads, difficult neighbors, the hassles of getting her son to and from school, coupled with the isolation, drove them to town where the living was easier. Manda’s story isn’t unusual. For lots of people, the romance of “country life” wears off when winter comes or they discover that their county can’t maintain their road, haul off their trash, provide emergency fire or paramedic response or even supply reliable water. A demographic study by Montana State University found that many new residents moved into town or entirely out of the state after less than five years of rural living. Things to Consider Before Buying Rural Property: - Severe weather can close roads, stranding residents without services or a means of escape, especially roads to ridgetop homesites. - Counties will repair and maintain county-owned roads used by school buses but many lower priority roads are not maintained (meaning no grading or snow removal). Check with your county’s Road and Bridge Office to determine availability of services. - Landowners are responsible for maintaining subdivision and private roads. - Emergency services can’t always reach you in time, especially if the weather is bad or your address is unposted. - Utility services (water, sewer, electric, telephone, and television) can be unreliable or nonexistent. - School bus service may not exist. Children may need to be driven to school or bus pick-up locations. - Most counties don’t have trash pickup. Garbage must be hauled to a disposal site or landfill, which is only open a limited time each week. - Mail, newspaper and other delivery services may be slow. - Clarifying property lines can be a challenge. Do not assume your property plat is accurate unless the land has been surveyed and pins placed by a licensed surveyor. - Legal access can be uncertain, especially if your “access” crosses county or private property. It’s wise to obtain legal advice and understand that it may be necessary to purchase a road easement to ensure access. - It is very important to know who owns the minerals under your land. Mineral rights may have been severed from the surface rights and sold to a different owner. Mineral right owners can and often do exercise their rights to the minerals. That means mining could occur on your land, without your permission. - You may not own rights to the water flowing on your property. If there is an irrigation ditch on your property, the ditch owners have the right to access your property to obtain water and maintain the waterway. Check to see who owns the water rights. - Irrigation ditches can raise ground water levels that may affect your basement or well. - Natural streams and lakes are publicly owned in Idaho, Montana and Wyoming. That means the public has a right to boat and fish past your property and to portage crafts around barriers. - Many subdivisions and planned unit developments have covenants or deed restrictions that limit property use. - Property owner associations are required to take care of common necessities such as road maintenance, snow removal and weed management. - Landowners are responsible for controlling noxious weeds on their property and can be held legally accountable if they fail to do so. - Farmers often work around the clock, especially during planting and harvest time. This may disrupt your peace and quiet. - Farming can cause dust, especially during dry, windy weather. - Farmers and ranchers occasionally burn their ditches and fields to clear debris, weeds and other obstructions. This burning creates smoke that you may find objectionable. - Chemicals (mainly fertilizers, pesticides and herbicides) are often used in growing crops. Many people are severely allergic to these substances. Chemicals often are applied by crop dusters (airplanes) early in the morning. Spray can drift onto your property. - Animal manure from neighboring farms and ranches can, and often does, cause objectionable odors. - Montana still has open range laws. This means it is your legal responsibility to fence out cattle and sheep. It is not the rancher’s responsibility to keep his or her livestock off your property. To avoid these surprises, visit your county’s planning office. They have information about which services are and aren’t available to your prospective residence. Conservation Landowners Practice Sustainable Ranch Stewardship Once conservation buyers make their choices, they begin the process of managing their land sustainably. Sustainable stewardship embodies agricultural practices that accomplish three goals: environmental protection, profitable operations, and high quality of life. Sustainable practices work with nature. Landowners match production times to natural cycles and use techniques that improve the health of range resources. For example, landowners fence livestock away from critical habitat and riparian areas and use short duration or timed-grazing to prevent overgrazing. They use chemical herbicides, pesticides and fertilizers only as a last resort, rather than a first line of defense. Instead, they rely on biological controls or livestock to suppress noxious weeds and to naturally fertilize pastures, thus reducing pollution to ground and surface waters. Livestock is treated humanely using low stress animal handling techniques. Many landowners also learn about—and monitor the health of—the four indicators of ecosystem integrity: the water, mineral and energy cycles and biodiversity. These practices can significantly increase ranch profitability by reducing costs and increasing production. Healthy rangelands increase the quality and weight of livestock resulting in a higher price at the sale barn. Reduced expenditures for machinery and expensive agricultural chemicals bolster profitability even further. Significant savings come from aligning calving times to nature’s birthing cycles, which reduce supplemental feeding, veterinary bills and the cost of hired labor. Sustainably produced beef, lamb and wool also earn small premiums through niche markets. All told, there are compelling financial reasons for landowners to choose sustainable stewardship. To learn more about sustainable stewardship visit CNR’s website at www.northrock.org Conservation Absentee Landowners Hire Managers Trained in Sustainable Ranching For some owners, it isn’t always possible to manage their property themselves. To ensure that their intentions to protect the land are carried out over time, it is a good idea for them to hire a manager trained in sustainable ranching practices. Finding a ranch manager who understands and can help a new landowner achieve his or her conservation goals isn’t always easy. New owners often hire the rancher who previously owned the land or a ranch manager from the area. Problems can result if the manager does not share the landowner’s commitment to sustainable stewardship. Stewardship professionals manage the landscape for ecosystem health as well as economic productivity and financial accountability. A professional who is skilled in sustainable management should have experience with: - Implementing short duration or timed-grazing systems - Developing and implementing drought management plans - Using a variety of appropriate strategies to control weed infestations - Monitoring rangeland resources and using monitoring data to adjust management plans - Matching calving times to natural cycles - Using low stress animal handling techniques - Understanding costs of production for each enterprise area To increase knowledge and proficiency in sustainable stewardship, the Corporation for the Northern Rockies works with the West’s top trainers to offer education courses on a variety of management practices. Imagine a program that may provide tax benefits for protecting your land, its water, wildlife and open space – forever. That’s what a conservation easement does. Here’s how it works: You find a nonprofit “easement holder,” such as a land trust or a wildlife agency, and agree to permanently transfer your development rights to them. Land trusts are non-profit organizations chartered to work with local landowners and residents to protect land and historic features from development or destruction. A conservation easement is usually at the center of the relationship between a land trust and a landowner, and it is a long-term protection strategy. Once the landowner has transferred development rights to the land trust, it’s the trust’s role to uphold the easement’s terms, owner after owner and generation after generation. Easements are flexible, voluntary legal contracts that are attached to the deed and apply to all subsequent landowners. Since they are flexible, you may be able to retain the right to develop a few parcels of land. However, the easement holder may ask you to agree to certain management practices to protect the resources. The appraised value of the property is typically lowered because of the gifted development rights and the loss in value becomes a charitable contribution under federal tax law. The easement holder may also give you a cash payment, if it has a “purchase of development rights” program. In this case, since there is no charitable contribution, there is also no tax credit. A conservation easement is not appropriate for all situations, but both a landowner or a land buyer can use this private land conservation tool to protect the land, relieve estate tax burden and shelter capital gains. However, for you to financially benefit from this program, you have to be in a certain income bracket. Check with land trusts or conservation real estate professionals for more information. And, consult your financial and legal advisors before entering into a conservation easement contract. For more information, see the Corporation for the Northern Rockies website www.northrock.org If you’re new to the rural West, you may think of weeds as a nuisance, not a catastrophe. This is because the little word “weed” hides the magnitude of the damage it can do to your land and the plants and animals that live there. Weeds are invasive species. Weeds travel as “stowaways” in hay, feed, boots or tire lugs, or on a visitor’s clothes or fur. They also blow in from your neighbor’s land, or vice versa. Once they “land,” they kill or displace native plants and animals. For example, Spotted Knapweed actually emits a toxin that poisons any nearby plant. Once you know that weeds can replace native plants, cheat wildlife of food and cover, and poison your livestock, it is easy to understand why federal natural resource management agencies have declared a War on Weeds. Montana has spent well over $50 million, primarily on herbicides, in a never-ending fight to control noxious weeds. Here are a few ways you can help in this effort and reduce the amount of chemical herbicides used in this battle. Prevention is the Best Approach Minimizing disturbed areas at construction sites and replanting with native species as quickly as possible is the best way to discourage weeds while you’re building a new home. Implementing a management intensive grazing plan will keep your pastures in grass, even in dry years. Buy only weed-free hay, and plant only certified seed. Wash your vehicles after being in a weed-infested area. Learn to identify the most threatening weeds in your area and monitor your property for them. Respond quickly to any new weed infestations. Biological Control This method attempts to find something in nature that weakens and eventually kills a plant or pest. Successful bioagents include certain fungi and insects that weaken weeds by attacking seed heads and other plant parts. Mechanical Control Mowing and weed-whacking before weeds go to seed can be very effective. Hand pulling small patches near streams will reduce the use of chemicals in sensitive areas. Livestock Grazing Over the last few years, scientists have found that sheep and goats are effective in controlling weeds. Some ranchers are capitalizing on this environmentally friendly alternative by renting out their flocks to rid their neighbor’s property of unwanted weeds and grasses near fence rows, ditch banks, wind-breaks and out buildings. Landowners with livestock can use this technique by grazing weed areas before they go to seed and avoiding moving livestock from a weedy area to a non-weedy area. Their coats and feces can spread seeds. Chemical Herbicides You may need to use herbicides to control infestation. Although expensive, herbicides can be effective if you use them at the right time of the year and in the proper amount. Only licensed users can apply restricted herbicides, so call a local farm supply store to find out about hiring a professional. Be sure herbicides will not reach and kill desirable trees and shrubs or run off into streams. Avoid chemical controls near riparian areas, make sure your applicator does not spray when the wind is blowing or during rain, and be sure to keep your animals away from the sprayed area for the recommended time period. For more information, contact your local Extension Service Agent “Woolly Weed Eaters” When most people think of sheep, they envision lamb chops and wool sweaters. When Riley Wilson and Ted Williams think of sheep, they see weeds and dollars. Riley and Ted are in the weed control business. Their sheep, The Woolly Weed Eaters, have been controlling Spotted Knapweed and Leafy Spurge since 1986. When Wilson helps a landowner with a weed problem, he generally fences off two acres of the infested area with a 5,000-volt electric webbing fence and brings in 30 sheep. Three days later he fences another two-acre plot and moves the sheep there, repeating this strategy until the area is completely grazed. “The grazing keeps the weeds from going to seed and stresses the plant, giving grass a chance to come in,” says Riley. “In areas where it has been used, grazing has increased the grasses by 75%.” The Woolly Weed Eaters are a busy bunch nibbling weeds on private Montana ranches from Three Forks to Quake Lake to the Crazy Mountains. This works well for both the landowners and Riley. “Spurge is excellent sheep feed,” according to Riley, “and they like to eat it.” “I got into the business when I was looking for some place to summer my sheep,” says Riley, a lifelong sheep rancher. “It took hold from there and has kept growing. Since weeds seem impossible to eliminate, I see it as job security.” It’s hard to imagine the West without horses. Even those who don’t relish riding still love the sight of horses running through tawny grass. Many of us cherish a black and white photo of our five-year-old self, sitting atop a pony with a tin six-shooter strapped to our thigh. Horses are the constant companions of our cowboy dreams. Unfortunately, the more people act out this dream in small subdivisions, the worse it is for the land and for the horses. Horses can be hard on land, and overgrazed rangeland is weed-infested rangeland. What many people don’t realize is that horses on overgrazed pasture are more prone to health and behavioral issues. Horses evolved to graze as much as 16 hours per day. These long hours of grazing and moving contribute to the physical, as well as mental and emotional health of horses. Horses kept on small pastures tend to have more lameness than horses living in bigger areas. If you’re planning to keep horses on your 10-20 acre tract, knowing a few facts about grass and horses will help you maintain healthier land and animals. Joanne Berghold Grass Facts - Overgrazing depletes the vigor and reproductive capacity of grass, eventually killing the plant. - When grass dies, soil is unprotected against wind and water erosion and weeds take hold. Weeds overwhelm native plants and deprive wild animals of their main food sources. - Grazing during the same time of the growing season each year kills most plants. - Different grasses are more palatable and nutritious at different times of the year. - “Take half and leave half.” In order to maintain forage vigor and vitality, use only half of the current year’s growth each year during normal precipitation years. During drought grazing may need to be curtailed to a far greater degree. Horse Sense - One horse needs about 825 air-dried pounds of forage per month or about 5 tons of high-quality “horse hay” per year. “Horse hay” is primarily grass with less than 30% alfalfa. It must be clean and completely free of mold. Hay for horses must be stored in a dry location and off the ground. - Native forage in and of itself is usually ideally balanced for horses. It’s when we create small, monoculture pastures or feed monoculture hay that nutritional imbalances occur. It is important to test forage and hay and work with a vet experienced in nutrition to effectively balance a horse’s protein, vitamins and minerals. - In small pastures, horses are more likely to graze plants completely to the ground, leaving little opportunity for regrowth. Provide as large a pasture as possible. - Horses are very mobile. Consequently, in moving about, they usually “tramp out” as much or more forage than they eat, particularly when confined in a small enclosure. - The smaller the acreage, the greater the destruction of vegetation if horses are allowed to continually graze, even when ample hay is supplied. - Horses confined to small acreage are more susceptible to parasites, diseases and boredom. A veterinarian should examine them at least once a year. - Horses are herd animals. They need other horses to feel secure. For more information, contact a horse pasture management specialist, local large animal vet, county extension office or Natural Resource Conservation Service. Good information sources for the small acreage owner are, Horsekeeping on a Small Acreage by Cherry Hill and [www.safegrass.org](http://www.safegrass.org), a website containing practical advice about nutrition, grasses appropriate to horses, mineral balancing and more. Collaborate With Neighbors to Control Noxious Weeds When Roger Lang bought a large ranch in southwestern Montana’s Madison Valley, he quickly took an interest in weeds. “Because of the prevailing winds, my place had a reputation for being a weed seed bank,” says Lang. He held an openhouse fundraiser for combating weeds. Lang’s eagerness to solve his weed problem showed concern for his neighbors’ welfare and increased everyone’s ability to protect their land. To find effective ways to live in the region “sustainably,” it helps to understand the real changes that are transforming the region almost faster than we can track them. The following is a quick glance at the social, economic and ecological changes sweeping the land. These changes pose challenges to anyone who loves the Northern Rockies – native or newcomer. Although some counties are developing growth policies, the region as a whole is still struggling with the question of how to accommodate growth while also protecting the landscape and rural culture. At this time, individual and voluntary choices largely determine whether or not there is a sustainable future for Northern Rockies wildlife, ranchlands and rural communities. The largest, healthiest, wealthiest & most mobile generation in American history is about to retire - 100 million “Baby Boomers” will retire in the next 20 years. - Many Boomers will bring their retirement funds to the Northern Rockies to enjoy the region’s recreation and cultural activities. Population is growing, especially in recreation and retirement areas - Currently, more than 370,000 people live in the Greater Yellowstone portion of the region, a 61% increase over 1970. Subdivision is on the rise - Throughout the West, developed lands rose from almost 20 million acres in 1970 to 42 million in 2000. Counties are struggling to pay for the costs of rural subdivision - For every dollar of revenue raised from rural residential property taxes, many counties pay as much as 50% more than they receive in tax revenues to provide public services. - Taxpayers bear the cost of fighting fires and floods that threaten homes built next to forests or in floodplains. Local economies are becoming more diverse and information-based - While ranching, farming, mining, and logging are still important to rural economies in the Northern Rockies, urban towns such as Jackson, Bozeman, and Cody are experiencing booms in the high-tech service economy. - Total net income from farming and ranching in the Greater Yellowstone region dropped from $334 million in 1970 to $51 million in 2000. - More people are working from home via computer modem, enabling them to live in a more rural area with a high quality of life. Ranching is in transition - Commodity prices for ranch and farm products often do not cover the costs of production, forcing many producers to sell all or part of their land to developers in order to make ends meet. - Because 65 is the average age of most ranchers, The Nature Conservancy estimates that almost every major Rocky Mountain ranch between Canada and Mexico will change hands in the next ten to fifteen years. - Many ranchers have no heirs willing to continue ranching. Ecological Effects - In subdivisions, songbird death rates are beginning to exceed birth rates because houses destroy habitat and draw domestic and wild predators that prey on songbirds. - Wildlife birthing grounds and winter range are disappearing as residential dwellings spring up in these critical habitat areas. - Wildlife movement is inhibited or blocked by subdivisions, roads, and fences preventing natural – and essential – migration. - Traffic, noise, and roaming pets displace or harass wildlife. - Septic systems, fuel tanks, and lawn and garden chemicals pollute streams and groundwater and harm fisheries. - A proliferation of wells used as a source of water for household and lawn use deplete aquifers faster than they can be naturally recharged. * Statistics from Conference on Changing Landscapes in Rural America, 2000. It’s a tragic irony that one of the most loved qualities of the West – windswept ranch lands – is the first thing to disappear during boom times. According to American Farmland Trust, the Rocky Mountain states lost 193,000 acres of prime farmland between 1982 and 1992 to rural development. As more people pursue dreams of owning a home in the West, more Northern Rockies farms and ranches succumb to development. What do we lose when we lose traditional ag lands? More than just a few acres of wheat or hay. First, we lose the open space that is the hallmark of the region. When development consumes traditional ag lands, we also lose rural heritage. Families and communities that have occupied and even defined a place for generations disappear, taking their local wisdom and customs with them. Who else knows exactly where the bitterroot blooms? Who else remembers the time when every ranch family in the neighborhood turned out one spring to build a neighbor’s barn? Squeezed between rising real estate prices, plummeting commodity markets and changing values, farmers and ranchers sell out. Another chunk of open space and wildlife habitat is lost as housing developments and strip malls replace orchards, barns, horses, and neighborhood rituals. At a time when our grocery stores are full of products from Asia, Mexico, South America, Canada and Europe, we can hardly imagine losing the abundance and variety of foods we’ve come to take for granted. But American Farmland Trust reminds us that 75% of our fruits and vegetables come from vanishing urban edge farms. The continued loss of farmlands combined with the events of September 11, 2001, prove that food security can equal national security. How can anyone move to the region without accelerating the loss of precious ag lands or harming nature? The Corporation for the Northern Rockies created this Welcome to the West Guide to offer suggestions that will help you both achieve your dream of owning a home in the West and protect the region’s special qualities. The love of wildlife and nature draws many people to the Northern Rockies. Unfortunately, rural development threatens fish and wildlife habitat. The scenic places we favor for our residences – lush riparian zones next to rivers and sloping foothills below mountain peaks – are some of the most important habitat for wildlife. The elk, deer, and bighorn sheep we see in the high country during the summer depend on forage found on the lower, privately owned bottomlands during the winter. Wildlife depend on undeveloped corridors that permit them to move from summer to winter range. These migration corridors also permit mixing of gene pools that keep wildlife populations genetically diverse and robust. Houses and fences often block migration corridors. Activity around homes, harassment by pets, and use of off-road vehicles can stress animals, rendering them vulnerable to starvation and disease. Large predators follow big game to their winter ranges. These predators commonly run into conflict when they reach human settlements. Bears, wolves, coyotes, and cougars can become “problem animals” when housing developments encroach on their habitat, and they begin preying on family pets. Coulees, brushy creeks, cottonwood bottoms, and other riparian areas provide habitat for bald eagles, trumpeter swans, pelicans, and migratory songbirds. With rural subdivisions come house cats, which can prey on songbirds, reducing their populations. Wildlife is not the only victim of rural development. Aquifers, river systems and the fisheries they support also can be harmed. Poorly designed septic systems pollute surface and ground water. The influx of nitrates from lawn and garden chemicals lowers levels of dissolved oxygen, causing the decline of aquatic organisms upon which trout depend. Dirt and gravel roads erode and carry sediment to streams, degrading water quality. Roads also act as corridors for the spread of noxious weeds that choke out native vegetation and the wildlife that depend upon it. Less obvious than direct impacts on particular species are the long-term impacts of development on the natural processes that sustain ecological systems. In the West, periodic fires and floods are especially important for maintaining the structure and function of our ecosystems. Without fire, conifers reach maturity and become diseased. Open forests give way to dense stands of spindly trees. Fire also maintains a diverse and shifting mosaic of shrubs, forbs, and grasses across our rangelands. Floods are necessary for cottonwood reproduction, replenishment of aquifers and wetlands, and the reproduction of several species of fish. Floods also deposit rich alluvial soil, which is important to agriculture. Ranches comprise the majority of private land in the West. Agricultural producers provide habitat for 60 to 75% of America’s wildlife during some part of their life cycle and keep undeveloped much of the open space for which the region is famous. Most rural, new home building is occurring on what was once ranch land. During the past ten years alone, popular destinations such as Park County, Wyoming, (the Cody area) and Gallatin County, Montana, (the Bozeman area) lost over 20% of their agricultural lands to subdivision. As rural populations grow, the agricultural community finds it ever more difficult to remain in production. New landowners often complain about the noise, dust, and smells associated with a ranch operation. Pet dogs may attack livestock and end up shot by a rancher. New residents may draw water from creeks and irrigation ditches without understanding the water rights held by downstream landowners. Quiet gravel roads are converted to high-speed thoroughfares, making it difficult and dangerous to move livestock or farming equipment from field to field. Increased road traffic makes noxious weed control a never-ending and expensive battle for ranchers, who must control weeds to maintain the productivity of their land. Long-time landowners may also be forced to re-drill their wells as new home wells deplete the aquifer. Low commodity prices and rising operating costs for feed and equipment create serious financial problems. Often this is more pressure than farmers and ranchers can take. Another “For Sale” sign appears on the landscape. Community Challenges Many rural subdivision costs are borne by the community. Fire control is one example. Recreational lots near the National Forests are in especially high demand. When the forest burns, government coffers are drained to finance heroic efforts to keep the flames from consuming homes and cabins. The taxpayer picks up the tab. Rural development increases the demand for public services such as road maintenance, police protection, emergency medical services, and schools. Through increased taxes, long-time residents often shoulder these costs. A study of Gallatin County, Montana, found that for every dollar of revenue raised from rural property taxes, the county government spent $1.45 to provide public services. In contrast, taxes generated from agricultural land provide a surplus of revenue to county budgets. In the Gallatin County study only 25 cents of each tax dollar was spent providing public services to farms and ranches. Challenging Times Require New Ideas and New Responses Challenges need not discourage our dreams or paralyze our plans. On the contrary, it can inspire us to find better, more creative ways of responding to the landscape and each other. Throughout the Welcome to the West Guide, the Corporation for the Northern Rockies suggests sustainable ways to respond to these challenges. Being close to Nature is the desire that attracts many people to the Northern Rockies. Learning to live with Nature begins by understanding what Nature needs to be healthy. It is tempting to think of nature as a mythic western character – larger than life, independent, space loving, unpredictable. However you think of nature, ecosystem integrity is what makes the Northern Rockies one of the most rare and beautiful places on Earth. Without it, the Northern Rockies would be just another mountainous region. Home of the largest intact ecosystem remaining in the temperate zones of the earth, the Northern Rockies is a complex system of processes that include fire, flood, and drought. These powerful forces create an impressive diversity of plant and animal species. For all its power, the Northern Rockies is a fragile place. Home building strategies that work in other areas often come to grief here for both land and landowner. Understanding Nature’s ways before buying or building your home is a good way to protect Nature – and your investment. Nature Needs Big Habitat Areas Connected by Migration Corridors to Support Wildlife A big part of what draws people to the Northern Rockies is the chance to see and live close to wildlife, especially big game. Unfortunately, new landowners often find themselves in conflict with the very animals they came to enjoy. This is because new homes are commonly built in historic winter range, calving grounds or migration corridors. We also love to build next to a river, stream or lake in what is called the “riparian zone.” Riparian zones are the lush areas edging waterways. They are essential for wildlife. Over 80% of all wildlife species use these areas during some part of their life cycle or as a safe migration corridor. A corridor is a connecting strip of land that allows wildlife to travel safely from one large wild area to another. In this day and age of increasing human population and development, corridors are critical for the long-term survival of many wildlife species. As new roads and developments continue to sever critical corridors, wildlife becomes trapped, and healthy, genetically diverse populations weaken and disappear. Wildlife Need Places to Breed, Raise Young, and Migrate Without Threat For many, the dream of owning a home in the rural West includes a vision of roaming the ranch with a trusty dog. Dogs may be our best friends, but breeding wildlife regard them as threats. The same goes for cats when birds are nesting in the spring. When the snow melts and the days grow longer, wildlife gives birth and rears its young. It’s a good time to keep Fido on a leash or put a bell on Tabby’s collar. In the fall, the rut begins, and then it’s time for everybody to watch out! Bull elk have been known to bash cars and trample humans in their frenzy to defeat rivals and win mates. Locals act like they’re a threat to homeland security – and, in a way, they are. Weeds are invasive species, organisms out of place. They arrive on imported goods and on the clothes, shoes, and tires of human visitors. They travel in the fur and feces of transient animals. Weeds displace native plants and cheat wildlife of their customary food sources. Nature’s best defense against weeds is soil that’s well covered by native and desirable plants. If a weed seed can’t take root, it can’t grow. Disturbing soil through building (houses, barns or roads), landscaping or overgrazing gives weeds a chance to out-compete native species. As much as we love him, Smokey the Bear had it wrong. We really can’t prevent all forest fires. Why? Because in the West, the question isn’t if a forest will burn, it’s when. Northern Rockies forests and grasslands evolved with fire, and they depend on periodic burning for renewal. An example of the region’s dependency on fire is the Lodgepole Pine, the dominant tree in the region. The Lodgepole Pine has cerateneous cones that need “roasting” to open and release their seeds into a bed of ash, the perfect growing medium for a Lodgepole sapling. Suppressing natural fire only delays and intensifies the inevitable, creating “catastrophic” fires that burn too hot, destroy thousands of acres and often take human life and property. Although no one should play with fire, respecting nature’s need for fire and staying out of its way can save money and heartache. Our region learned its first big lesson in fire ecology the summer of 1988. That was the season of fire in Yellowstone National Park. Roughly a million acres of forest burned. Headlines suggested Yellowstone had been reduced to ashes. Today Yellowstone forests are healthy, green, and growing. Young trees are replacing the mature forests charred in ’88. The fires returned nutrients to the soil, giving rise to lush grasses and forbs that benefit wildlife. New aspen groves support diversity, while burned snags provide new nesting habitat for woodpeckers and bluebirds. Wildflowers are profuse, and conifer regeneration prolific. Yellowstone reminds us that fires are an integral component of the ecology of Rocky Mountain forests. They have occurred before and they will occur again. It’s the nature of things in the Northern Rockies. In the West, drought isn’t the exception. It’s the rule. The land needs stable, well-covered soil and unaltered streams to cope with it. Without stable soil, stitched tight by grass and anchored by trees, the few inches of annual rain and snowfall we do get would wash away, taking wildlife habitat, livestock forage and excellent fly fishing with it. Streams with deeply curved meanders and stable banks cooperate with well-covered soil to conserve available moisture. Wide meanders slow water down, causing it to deposit sediment and prevent the scouring and cutting that can carve deep ravines into the landscape and eat away pastureland. Meanders also create prime habitat, giving fish a variety of deep and shallow places to hide, breed and feed. A well-vegetated riparian area shades the water and keeps it cool and oxygenated, important features in exceptionally hot, dry years. Historically, Westerners have spent nearly as much time fighting flood as we have fire and drought. But flooding is nature’s way of channeling excessive moisture into aquifers and rejuvenating riparian areas. Nature has some built-in structures to do the job effectively and efficiently: stream meanders and floodplains. Unfortunately, some western landowners and communities have straightened their steams and built in the “reclaimed” floodplains. This generally spells disaster for wildlife and for people living downstream; fish and wildlife lose habitat and residents lose homes during major floods. Part of the reason many people want to live in the West is to see something big and wild on a regular basis...to thrill to the sound of elk bugling...catch a glimpse of wolves spiriting across land. And if you’re like a lot of people who move to the rural West, no sooner will you get settled than deer will raid your lettuce bed or a herd of elk will eat the hay you bought for your horses. The following are ideas to reduce the conflicts of living with wild neighbors. Before Building, Learn Wildlife Habitat Requirements According to Montana Fish, Wildlife and Parks biologists, many human/wildlife conflicts occur because new landowners build houses and barns in the middle of historic winter range, wildlife corridors, or riparian areas. Consulting with local wildlife agencies and conservation groups can help you learn which wildlife has historically used your land, where and when. If you build your new home away from their old homes, you’ll more likely enjoy their presence and they yours. Avoid Building in Wildlife Winter Range Does the property you’re planning to buy have sunny, southwest-facing slopes with nice views of the valley below? Golden grass sweeping up to conifers? Good access to water? It’s probably prime elk winter range, and depending on where you build, you could displace an elk herd. “Viewsheds—that is valleys and hillsides—typically serve as winter range for elk,” says Dave Torrell, Rocky Mountain Elk Foundation’s Regional Vice President. And viewsheds, of course, are where people most like to build. The beautiful Paradise, Gallatin and Madison Valleys in Montana are compelling examples of how desirable viewsheds are filling up with subdivisions and displacing local elk herds. These valleys provide wintering grounds for four to five thousand elk, but development is forcing them into conflicts with humans and threatening herd survival. “Building in winter range impairs elk’s ability to travel in search of food,” says Torrell. This can spell disaster for elk, who need to eat large volumes of dried forage to survive winter’s killing cold. “Winter puts elk in a nutritional deficit,” says Torrell, “and the additional stress of coping with fences, traffic, domestic dogs and even snowmobiles depletes their reserves. It’s like running a marathon when they’re exhausted and hungry. They don’t die immediately, but starved individuals go off by themselves to die.” At first glance, it may seem easy to compensate by simply feeding elk through the winter. This presents its own problems. In the winter, the microflora in an elk’s rumen (gut) is accustomed to the rough, dry grass that nature has provided for millennia. Human-supplied feeds, such as hay and grain are too rich, and they give elk diarrhea, which further compromises their survival. Kurt Alt, Wildlife Biologist with Montana Fish, Wildlife and Parks, urges people to make a place for wildlife in their home building plans. “If you’re going to buy in wildlife-rich rural areas, the first and best thing to do is learn whether elk frequent your place – and what paths they travel if they do.” Avoid Inviting Wildlife to Dinner Second to building in historic habitat areas, leaving food and pets where wildlife can eat them is the leading source of human/wildlife conflicts. So, too, is landscaping with tasty plants. Deer love fresh fruits and vegetables, tender grass, and tasty new shoots that they find in rural yards and gardens. The easiest way to avoid conflicts with deer is to plant things they don’t like. In landscape designs, stay clear of willow and aspen. Deer are particularly fond of these species. If you want to have a garden in deer country, you’ll probably have to fence it at least eight feet high. If you grow fruit trees, harvest ripe fruit as quickly as possible or you might attract a bear. Place bird feeders high in trees, and avoid salt to de-ice walks and driveways. Salt is a sure attractant. Be careful not to leave hay, grain or other supplemental feed where wildlife can reach it. Regular access to such food sources reinforces human dependency and may increase their presence in your yard and garden. If wildlife becomes a problem, it can be discouraged with a number of repellents and mechanical deterrents. Commercial repellents are often very effective. Or try tying bars of Ivory Soap from tree limbs within a one-yard radius of the area you wish to protect. Metal flashing wrapped around trunks to a height of four or five feet can protect trees from most wildlife damage. If all else fails, fencing eight feet high is the most effective protection from big game. If recycling pop cans, do not leave your storage container outside. The sweet smell attracts bears. When living in wildlife country, especially with wildlife that may cause damage to property or people, make sure your garage door is closed at night. Living with Black Bears Bears, like us, are omnivores, which means they eat meat as well as vegetables. No wonder, then, that so many of the things we do in our yards are attractive to bears. Minimizing backyard attractions forces bears to do their hunting in forests and rangelands, where they’re safer from us, and we’re safer from them. It is best to keep garbage in a garage or our building and not leave pet food out overnight. Even bird feeders tempt bears. Hang feeders out of bears’ reach or put them on top of stout metal poles. Always put your barbecue and fishing gear away after use, and make sure stock trailers are clean. Fruit trees and vegetable gardens are especially attractive to bears. Electric fencing is the most effective deterrent and should be 3,000 volts or higher. Even compost can attract bears and should be done inside a garage or shed. Living with Mountain Lions For the most part, mountain lions are shy, elusive creatures that live in rugged, remote areas with a lot of cover. They are inseparably tied to deer and elk as prey, but will also take rabbits, beavers, grouse, rodents, even porcupines, and have been known to attack horses. As more people move into the lions’ foothill, forest and canyon habitats, more conflicts occur. Fortunately, there are precautions that can minimize problems. Mountain lions follow deer and elk. The best way to make sure that mountain lions do not frequent your property is to minimize the number of elk and deer attractants. As with bears, garbage and pet food attract mountain lions, especially during drought or fire years. They also can prey on cats and dogs. To protect your pets, bring them in at night, and never leave them confined on a chain or in a kennel without a secured top. Mountain lions rarely roam in the open. Removing thick vegetation near your house is a good way to keep mountain lions at bay. Living with Beaver When Lewis and Clark first explored the Yellowstone River Valley 200 years ago evidence of beavers and their handiwork was everywhere. As the wild country was settled, beavers were trapped nearly to extinction. Today, the beaver is making a slow, steady comeback. According to the Massachusetts Society for the Prevention of Cruelty to Animals (MSPCA), beavers are the world’s greatest builders of small, rich wetlands. Beavers constantly modify streams by building dams and impounding flows to create ponds. These wetlands create habitat for waterfowl, fish, turtles, deer, bear, and moose. Beaver dams also improve water quality by slowing waters and allowing sediments to settle out. Beavers feed on the inner bark of woody plants and prefer aspen, birch, willow, cottonwood, and poplar. This love affair with building dams and dining on riparian trees has made them “animal non grata” in the eyes of many western landowners. Trapping – both live and lethal – is a common way to eliminate “problem” beavers; however, this strategy also eliminates the good they do. Fortunately, there are other effective measures to avoid conflicts. To prevent flooding, MSPCA recommends a series of devices (bafflers, deceivers, levelers) designed to control water levels without removing or destroying the beavers. They also recommend tree guards to protect vegetation, especially small or ornamental trees. Guards are three-foot high wire cages or corrugated plastic drain pipes placed around tree trunks. Since beavers aren’t climbers, a three or four-foot fence can be an effective deterrent. Chemical repellents can be sprayed or painted onto trees but require reapplication every few months. Given the important ecological role beaver play, learning to live with them can be worth the effort. Living with Small Mammals Small mammals, such as marmots, raccoons, porcupines, skunks, fox, rabbits, squirrels, gophers, and mice account for the majority of conflicts between humans and wildlife. Flies also, particularly near agricultural operations, can be extremely bothersome. Except for potential exposure to hantavirus, which needs to be taken seriously, these animals create more of a nuisance than anything. A few simple steps can prevent headaches. Store garbage where small animals can’t get it. Seal holes and cracks around your home to keep small mammals out of attics, chimneys and crawl spaces. If you do have signs of mice, make sure you contact the County Extension Agent for instructions on how to clean up after them without endangering yourself. Once again, keep pet food and compost piles inside buildings or wildlife-proof containers. Harvest ripe fruit as soon as possible and pick up all fallen fruit. Living with Songbirds The daily bird show is one of the joys of living in the country. It’s thrilling to wake up to a warbler’s song or to watch the antics of chickadees in your yard. Unfortunately, rural development is hard on western songbirds because of the mortality caused by pets. To minimize your pets’ impact on local birds and wildlife, keep your cats inside and your dogs fenced or leashed. If you’re in the habit of walking your dog, it’s good to stay on a “routine” trail or path close to areas that you and other people frequent, especially during breeding season. According to a study by Richard Knight, Colorado State University’s Professor of Wildlife Conservation, you and your dog’s off-trail presence won’t bother “generalist” birds like robins and jays, but your springtime walks can interfere with the nesting habits of “shy” (and declining) birds such as the Townsend’s Solitaire. Keeping pets inside, belled or leashed might be hard at first, but it will make life easier for the beautiful songbirds that depend on us to make a place for them on our properties. Hunting & Fishing Considerations If you’re a hunter and want to clean your kill near home, do it over a tarp that can be thoroughly washed with soap and water. Avoid hanging your animal near your home. If you do plan to hang an animal, build a T-pole arrangement high enough that bears can’t reach it by standing on their hind legs. Place the game pole far enough from your home that you don’t surprise bears as you walk out your door. Your best protection is to get your game to a processor as soon as possible. Anglers should be careful cleaning their catch close to their home. The smell can attract bears and other predators. Thoroughly wash the area with a mild detergent. The Long Drought: Why We Call it “The Arid West” Although headlines would have us believe that devastating drought is news, the fact is, drought occurs somewhere in the West almost every year. Once you know and accept that drought in the West is the rule and not the exception, you can make the most of every drop of rain that falls. Monitor to Make the Most of Available Water During Drought Rancher and ranch management specialist Charley Orchard, inventor of the Land EKG monitoring system, says, “Planning, monitoring and management can soften the blow of drought.” Orchard recommends several steps to prepare for and respond to drought. The first is to monitor rain and snowfall. The second is to manage for moisture. This means grazing to maximize plant growth and water retention by keeping grazing periods as short as possible and leaving more than half of each year’s growth at the end of the season. Orchard also recommends allowing each pasture to rest for half of the growing season and to avoid grazing the same pastures at the same time each year. The key to coping with drought is to collect and use information for objective decision-making, rather than relying on emotion, optimism or subjective observations. Choose Natives for Lawn and Garden Every winter the gardening catalogs arrive with luscious photos of showy annuals and exotic trees. And every summer, gardeners lose time, money, effort and water trying to keep those thirsty plants alive. Sandi Blake, owner of Blake Nursery north of Big Timber, Montana, has a long-standing love affair with native plants, which she says are the landscaper’s answer to drought. “Some of the best aspects of landscaping with natives are that they often require less water than other plants, are more adaptable to temperature variations, and are accustomed to Northern Rockies soil conditions.” Some of the best native and drought resistant trees include Bur Oak, Patmore Green Ash, and Tatarian Maple. For shrubs, choose Globe and Siberian Peashrub Caragana, many varieties of Honeysuckle, including Emerald Mound, Miniglobe, Arnold’s Red, as well as Potentilla, Trilobed Sumac, and Silver Buffaloberry. Considerations Before Building Near a Stream— A stream or river is constantly adjusting itself. This is nature’s balancing act between the amount of water and gradient in the channel, and the size and amount of sediment within the system. Any disturbance, either natural or human-caused, changes this balance. Activities such as building within the floodplain, constructing roads in riparian areas, or removing vegetation can limit a stream’s ability to maintain a healthy balance. Because floodplains are dynamic systems, there are numerous issues surrounding liability, permitting, flood prevention, and ecosystem protection to contemplate when building near a natural floodplain. Mike Sprague, president of Trout Headwaters, Inc., a habitat enhancement company specializing in the creation, restoration, and enhancement of streams, lakes and ponds, urges landowners – new and old alike – to consider the following: - Is the stream bank relatively “stable,” or are there signs of the stream channel moving? - Is a functioning floodplain present? - Are stream banks covered with vegetation or are they downcut with little or no vegetation? Most stream bank stabilization techniques – especially emergency measures – are expensive and invasive. It’s critically important to avoid unnecessary liability when trying to stabilize eroding banks or prevent flooding. It is also important to research pertinent regulations and permits. These include county setbacks from watercourses, and regulations contained in a variety of water laws. Maximize the Enjoyment of your Streamside Property For maximum enjoyment and peace of mind, build away from riparian areas and take precautions to minimize riparian impacts. In the West, riparian and wetland areas are important, even though they represent a tiny fraction of the total area. With higher soil moisture, they are more productive than surrounding upland areas, add to the overall diversity of the landscape, and attract wildlife for the food, cover and water they provide. Eighty percent of western wildlife depend on riparian areas for some part of their lifecycle. Since healthy riparian areas decrease stream bank erosion while increasing recreation opportunities, sensitive stewardship of riparian and wetland areas is “money-in-the-bank” for the landowner. What Fish Really Want…Catch and Release on a Different Plane By Patrick Byorth, Fisheries Biologist An artificial division exists in the human mind, separating us from natural systems that have sustained us for eons. This illusion leads us to commit all manner of mistakes and insults to our world. Paramount among these is a belief that human intervention is necessary for the natural world to operate. In reality, nature’s symphony would resonate if humans would play in the orchestra, rather than try to conduct. Fisheries management evolved from a traditional notion that stocking more fish, and more kinds of fish, was the path to better fisheries. Early fish scientists perfected the art of fish culture - spawning and rearing fish in an artificial setting where all the needs of the fish were provided by dedicated fish culturists. The techniques these pioneers developed are still used for food production and sport fisheries, but the cutting edge of fish management has taken a turn toward the wild. In southwestern Montana, rivers and streams are renowned wild trout fisheries, where fish are products of nature. In the 1970’s biologists began to recognize that stocking artificially-reared fish in healthy waters was actually harming the natural system. They discovered that the key to great fishing was to let natural forces shape fish populations. The new cutting edge of fish management focused on protecting and restoring natural aquatic systems – getting back to the basics. Fish need water. Fish need enough water. They need water that fluctuates through a natural range of temperatures. Fish need water in streams that flood each year, carving out new banks, eroding away fine sediments, reinvigorating plants that line them. They need natural lakes that connect to healthy streams, deep enough to store oxygen for long, ice-covered winters. They need a place to spawn, clean gravel to incubate their eggs. They need backwaters and side channels, log jams and overhanging willows where young fish can feed safely and grow old. Fish need shelter, cover in the form of boulders, fallen trees, undercut and eroding banks or tumbling cascades. They need wetlands to clean and recharge groundwater that keeps streams running after snowpack has melted. Fish need riparian zones. They need the dense, diverse forest lining streams, filtering out sediment, shading the water, producing food. Fish need food. They need algae and diatoms growing on rocks, fueled by the sun. They need mayfly, caddis and stonefly larvae scraping the algae, eating fallen leaves, and hunting each other. Fish need to die. Fish must be caught and eaten by ospreys, kingfishers, minks, otters, bald eagles, bigger fish, and humans. They are shaped by harsh forces and survive because harsh forces have shaped them. Fish need nature, kept as natural as can be. Fish don’t need riprap, or bridges, or culverts. They don’t need dams blocking their way. They don’t need artificial ponds where a natural stream could be. Fish don’t need predator control. Fish don’t need toxic groundwater, fertilizer, or pesticides. They don’t need groomed lawns lapping at the edge of the stream. They don’t even need regulations, as long as humans regulate themselves. Fish need humans to be informed participants in natural systems. They need us to recognize when our activities affect the ecosystem and take action to minimize our impacts. Fish need humans to design bridges that pass flood flows and roads that don’t choke streams with sediment. Fish need us to set back our homes and towns from streams to give them room to move. Fish need humans to manage our wastes to keep rivers running clean. They need us to manage our thirst to keep streams running through drought. Fish need us to manage our hunger, to leave some for seed. The state of the art in fisheries management might be the art of letting go. Call it catch-and-release on a different plane. Instead of attempting to artificially create and sustain fisheries, we’ve had to re-learn to let nature create and sustain fisheries. We’ve had to learn how to restore natural habitats. We’ve developed technology to minimize interference with natural processes when human needs collide with them. We’ve organized ourselves into agencies and communities to try and balance competing human and natural needs. We are re-learning to play a part in the orchestra, which creation conducts. When we know it by heart, what a fine symphony it will be. Protect, Enhance and Collaborate for Great Trout Habitat “We see so many fishermen wading the streams,” says Craig Matthews. He and his wife Jackie own Blue Ribbon Flies in West Yellowstone, MT, one of the West’s most successful fly shops. Craig and Jackie are also leaders in fish and wildlife habitat conservation and have developed tips on conserving trout habitat. “First of all, keep wading to a minimum,” Craig says. “We encourage our clients to stay on stream banks as much as possible. This is because wading destroys nests during spawning seasons, and any other time, wading disturbs bottom-dwelling aquatic insects like caddis and stoneflies.” Another strategy Craig recommends is a conservation easement, which permanently protects property from development or alteration. Once such a conservation “firewall” is in place, Craig recommends working with experts to implement a long-term stewardship plan. Habitat enhancement experts can assess habitat condition and develop plans to maximize its potential. “A lot of folks get a streamside property and want to clear out the trees or plant a lawn right down to the water. That’s the worst thing they can do because it destroys the cover that keeps water cold and clear and contaminates the stream with fertilizers and herbicides. It’s best to consult with a biologist before altering the riparian.” Understand Stream Health The streams and rivers of the West are legendary. To help landowners gain a better understanding of the stream or river under their stewardship, Trout Headwaters, Inc., The River Restoration Company, based in Livingston, MT. is offering a free, stream-health evaluation toolkit especially for landowners. The toolkit is being released in cooperation with Corporation for the Northern Rockies (CNR). The web-based toolkit includes a stream health evaluation checklist to guide users in evaluating and scoring the condition of stream channels, stream banks, floodplains, riparian vegetation, water quality, and fish and wildlife habitats. In addition, THI is providing free, professional reports detailing the economic and ecologic importance of stream health, common problems affecting stream conditions, trout and waterfowl habitat requirements, weed management for riparian areas, and more. Visit them at WWW.TROUTHEADWATERS.COM Who hasn’t fallen asleep to the whisper of wind through the trees and wished for a forest home? Unfortunately, the trees that lull us to sleep could become torches during fire season. Because fire is a natural part of the western landscape, the question isn’t whether the nearest forest will burn, it’s when. More and more people are building in what fire ecologists call the “fire plain,” risking themselves, their property, community resources and firefighters’ lives in the process. Building in forests also compromises resource managers’ ability to either safely use prescribed burning or let natural fires burn. Firefighters’ ability to protect both homes and ecosystems will increasingly depend on how homeowners prepare their property. In some cases a property owner’s simple maintenance and prevention measures can save homes. Some of the greatest losses during a fire occur because pine needles, dead leaves, debris and plantings around buildings brought fire to structures. The key to protecting your home against forest and grass fires is combining fire-resistant materials with “fire wise” mitigation, design and construction techniques. Consider making these components of your home more fire resistant: Roofing: Your home’s strongest line of defense is a Class A roof. Most fire resistant Class A roofs are made of aluminum, steel, concrete, clay or slate. Such a roof is especially protective in a fire that rains hot embers. Treated wood shakes look good, but provide the least protection in a raging fire that falls from above. Ceilings, Walls, Floors: Building codes typically require fire-resistant gypsum wallboard in certain locations inside a home, including between the garage and the main house. Consider using it elsewhere, in walls, floors and ceilings to help create a fire barrier. Exteriors: Stucco, stone, masonry and other exterior materials are better than wood at preventing fire from intruding into walls. Metal siding provides some fire protection, but if you don’t take measures to reduce the wicking effect, it can allow condensation to develop and deteriorate material behind the siding. Windows, Doors: The exterior panes of some energy-efficient dual-glazed windows crack during a fire but the interior pane can hold. Like roofing materials, doors are also fire-rated. Solid wood doors are stronger than hollow ones. Metal doors are best. Design: Create barriers by building decks with fire resistant materials. Install screens over attic vents, eaves and crawl spaces to ward off burning embers. Additional Systems: Fire and building officials recommend installing residential sprinkler systems. Sprinklers reduce the risk of fire deaths by 75% when combined with a smoke detector. Mitigation: Fire-safety law requires some homeowners to clear flammable vegetation within 30 feet of their home, both to help stop fire encroachment and to create a defensible perimeter. Irrigated, mowed turf grass is the best fire-resistant vegetation. Whether you’re buying or building a new home in a fire-prone area, contact your local fire or state conservation department for more information. They can help you deal with natural fire by identifying building areas away from the fire plain and minimizing fire risks to existing forest homes. A bald eagle, talons tangled in barbed wire, hanging dead. Elk, deer and even black bear, trapped – and panicked – on a highway between two fences. Sadly, these sights are becoming common as more landowners enclose their land with fences. While fences can make good neighbors, they can also seriously harm wildlife that depend on rural property for habitat. Fortunately, rural landowners don’t have to choose between using fences and preserving wildlife. Alan Charles, Coordinator of Landowner and Sportsmen’s Relations with Montana Fish, Wildlife and Parks, is helping landowners implement fencing techniques that manage livestock or deter trespassing while still permitting the flow of wildlife across historic feeding ranges and migration corridors. Charles said. “I recently worked with a nonresident landowner to install a sleeve of PVC pipe,” “We threaded the top strand of barbed wire through the sleeve and tied it to the next wire to provide high-visibility. This also lowered the crossing area so it didn’t snag on the animal’s skin. I initiated this effort because I could see that the current fence was trapping calf elk on the roadway because they cannot jump very high until they’re at least six months old.” The value of creating a wildlife-friendly crossing is that the animals get in the habit of using it and teach their young to use it, too, instead of continually testing various crossing spots. “Safe crossings” not only help wildlife escape highways and use their historic range, it also cuts down on the landowner’s cost for fence repairs. For non-residential landowners, it’s important to enlist their manager’s support to establish safe wildlife crossings. Charles reports that in one case, a manager for an absentee owner simply dropped the top wire for a long stretch of the fence. “This is not a good idea,” Charles said, “because crossing animals commonly get their hind feet trapped in the loose wire and end up crippling themselves and often dying there, trapped in the fence.” If landowners are considering building a new fence, it’s a good idea to consult a wildlife habitat specialist first. Habitat consultants or public wildlife management agents can help with planning from a wildlife perspective, seeing where a new fence might cross historic wintering grounds or migration corridors. In the long run, a new fence will prove more durable and successful if it doesn’t divide habitat or trap wildlife onto roadways. For more information about laying out and building wildlife-friendly fences, contact your state’s wildlife management agency. Your dream of owning a home in the West is about to come true. You’ve bought the land, you’re choosing a homesite, and you’re looking for the perfect house plan. Building a new home is probably one of the most expensive projects you’ll ever undertake, and whether you stay in the West for a season or a lifetime, your choices will leave a mark that could last for centuries. To ensure you make the best decisions for your landscape and your investment, carefully consider the homesite, building design and materials you use. At the end of the project, you’ll be glad you did, because what’s best for nature is often best for your bottom line. Below are some suggestions to help you make “nature friendly” homesite, building design and materials choices. Homesite Considerations Do I Really Need a New Homesite? If a residence already exists on the property, can it be used, remodeled or replaced by a new home? If a new landowner locates a residence near an existing development, he or she significantly reduces the impact to the natural surroundings, and to his/her pocketbook. Wildlife living in a developed area is already accustomed to human activity and will adapt more readily than wildlife in a pristine area. Developed areas already have expensive roads, utility corridors and services in place. Is There an Acceptable Homesite Near a County Road, Utility Corridor or Other Public Service? Extension of utilities and other public services creates added financial burden on you and on local governments. Studies have found that for every dollar of revenue raised from rural residential property taxes, the county government spends $1.45 to provide public services. Also, each time the soil is disturbed, there is increased potential for erosion, sedimentation of surface water and invasion of noxious weeds – all expensive problems to solve. By building near areas with existing services, you may reduce the construction costs of new roads and utilities for both you and area taxpayers. How Can I Reduce the Size of the Disturbed Area? Establish a perimeter of impact before construction to significantly reduce the area disturbed. A landowner can consult a landscape architect to determine which vegetation to keep, what access route to use, and where to stockpile topsoil – a valuable commodity in the Northern Rockies. The landowner can then discuss the perimeter with the contractor and negotiate its size to accommodate construction needs and minimize expenses. Be sure to place the perimeter of impact in the construction contract to ensure compliance. Am I Building Away From Important Wildlife Habitat? Wildlife requires space away from human activity for security. Riparian zones, forested foothills, and wetlands provide some of the most important habitat. Buyers may think that a new home on a seemingly large expanse of land will have little effect on wildlife. In fact, wildlife is constantly accommodating encroaching development. When a new home springs up in their historic territory, wildlife often become a nuisance, destroying landscape plantings and gardens. Prey such as deer and elk attract predators, which may also prey on family pets. Does my Homesite Location Affect The Viewshed? Often we build to capture the best view, but we may not consider our effect on scenic values in the area. The view from a ridgeline house can be great, but from the valley floor a ridge top house looks intrusive and out of place. Because ridgelines are remote and dry, houses built there are often more expensive to serve with water, sewer and electricity and can be impossible to access in winter. Am I Building in a Flood Plain? Counties are not always successful in preventing construction on flood-prone land. Flooded septic systems pollute rivers and aquifers with sewage. Flooded ponds containing stocked fish can contaminate a native fishery with non-native diseases and genes. Not only do these disasters cost the homeowner, they also cost the taxpayer. Are the Soils Appropriate for Homesite Construction? Consult the Natural Resource Conservation Service to determine the capability of your site’s soils to support a dwelling, a septic tank absorption field, or an access road. A little soil assessment now can prevent big headaches later on. Do I Really Need a Home This Large? Three new terms have cropped up in the western vernacular: “Starter Castle”, “McMansion” and “Trophy Home.” They are used to describe large, highly visible homes. While decisions regarding the size and style of a home rest entirely with the landowners, lavish dwellings engender resentment among many regional residents. This can affect a landowner's ability to get help if an access road is snowed in or to feel welcome in a local community. Such dwellings also can affect the resale value of property, driving up the price and making it difficult to sell if the dream of living in the country turns into a nightmare. These are but a few of the questions to consider when selecting a homesite. Being sensitive to neighbors and the wildlife that share our land can pay dividends in savings, good will and long-term satisfaction. It is one of the most important ways to leave a lasting conservation legacy. Sensitive Building Designs Preserve Landscape Aesthetics If you’re building a new home, using nature-friendly building designs and materials can help you live lightly upon the land. Sensitive designs preserve landscape aesthetics while sustainable building materials are beautiful, functional and efficient. Once you’ve decided on a sensitive and sensible home site and house design, why not complete your “nature friendly” plans with sustainable building materials? No longer the stuff of “alternative lifestyles,” building materials made of recycled or recovered products can suit the needs of the staunchest traditionalist. Steve Loken, a nationally recognized innovative developer of recycled building materials, wanted to make sure that his Missoula, Montana, house was made and outfitted almost entirely of recycled materials that are beautiful, functional and extremely energy-efficient. His house also looks as traditional as an Arts and Crafts style bungalow. “I wanted to show that you could use recycled building materials without making any compromises on the type of house most Americans want,” says Loken. “This meant that the place had to look like any other house if the ideas behind it were going to catch on.” Another thing he did to promote recycled building products was found the Center for Resourceful Building Technology in 1990. The center serves as a clearinghouse for new ideas about building materials, complete with samples of everything from “strawboard” (a plywood substitute made from straw) to a paintable, wood-like material made from soybeans. Tracy Mumma, research coordinator at the center, keeps close track of changes in the use of materials by the construction industry. “Recycled carpets are really catching on,” she says, “as are some of the lumber products made from recycled plastics.” Loken, who is interested in cutting down on waste altogether and making more intelligent use of our resources, says that building materials made from recycled products are becoming more available and affordable all the time. Considerations Before Building A Road Is there a potential homesite near an existing road that would eliminate the need for new road construction? If not, and road construction is necessary, consider: - Decreasing erosion by minimizing road bank slopes and constructing proper roadside ditches. - Designing roads for proper drainage and reclaiming disturbed areas. - Bearing in mind that a view-shed could be affected? Consider the scenic values of the property from the perspective of your neighbors. Will the road carve an unsightly scar across a hillside? - Asking if the project contributes to a bigger problem? Impervious surfaces such as parking areas and driveways impair the capacity of riparian areas to absorb floodwater and runoff. This increases the volume and speed of runoff, potentially increasing flooding downstream. The effects of impervious surfaces are cumulative, and typically increase stream flows. Not only does it result in “higher highs” because storm water (with little or no opportunity to infiltrate the soil) flows directly into rivers and streams. Impervious surfaces also results in “lower lows.” During periods of low precipitation, storm water runs off instead of percolating through the soil to the groundwater. This lack of infiltration into the groundwater reduces base flow and may actually cause streams near developed areas to stagnate, putrefy and even dry up completely. For more information about recycled and sustainable building materials see the Corporation for the Northern Rockies website www.northrock.org Ads for western vacations and real estate are full of appeals to the “rugged individualist.” Ironically, it isn’t so much rugged individualism as cooperation that characterizes the rural West. Cooperation – or neighboring – is what makes rural communities work. Neighbors help each other maintain rural roads, control weeds, pass school bonds, and staff volunteer fire departments. They help with branding and cheer each other’s kids at school events. They shop downtown more often than they do at the “big box” stores. They rally when a neighbor gets sick, has an accident or loses a loved one. Without neighborliness, life in rural communities would be a lonely struggle indeed. In fact, many new landowners who come to the Northern Rockies for scenery and recreation are surprised to discover the “bonus” of rural community life. Being a good neighbor means understanding your property rights, respecting your neighbor’s rights and accommodating long-standing uses by the public. If you’re planning to move to the country, consider getting to know your neighbors and look for ways to get involved in the community. Why not have a cookout, and invite the neighborhood. Take time to learn how things are traditionally done. Even if you don’t agree, you’ll understand the neighborhood a little better, and just as importantly, they’ll get to know you. You may find that “neighboring” is one of the things that makes the Northern Rockies such a great place to live – and will keep it that way for generations to come. Larry McEvoy, a Billings-area emergency room physician, got to know his neighbors when he bought a couple thousand acres of what he calls the “upside down country” of steppe grassland, canyons and ridges east of Billings. “Our goal was to increase habitat and broaden biodiversity,” says McEvoy. He and his family began by talking to their neighbors, many of them old-timers. “The question I found most fruitful was ‘What do you remember?’” says McEvoy. Many of his neighbors remembered more water, higher grass, and the occasional elk wandering through. “There were no rubs or wallows, but people did remember a few transitory animals.” This, along with soil maps and other data, told the McEvoy’s what they might expect to see on their land, given certain management changes. Now elk have returned to the McEvoy ranch, a victory Larry shares with his neighbors. Planning to Close the Road to Your New Place? Talk to Neighbors & Check Records First Some new residents decide to close their access road to public use. In some cases this is illegal, and it almost always creates hard feelings with locals who have traditionally used the road for ranching, farming or recreating. In the West, you don’t have to love your neighbor, but staying on civil terms is important in case you get snowed in or break down, and your neighbor is the nearest help. A River Runs Through It? So Will the Public If you buy a stream-front property or if a stream runs through your land, the public has the right to wade, fish and boat all waterways between the high watermarks. If a tree falls in the stream and blocks boat passage, public boaters have the right to portage their craft around the tree, even if it means going above the high watermark onto private property. The public is also allowed to access streams at public bridges. This means if a public road crosses a stream that borders or runs through private property, the public has a right to fish and put a boat in at that location. Landowners will be required to remove fences if they try to prevent public access to streams that cross their property. Who Owns Your Water and Mineral Rights? Know Before You Buy Planning to irrigate your new landscaping? Be sure you know your water rights before you divert water from a stream or irrigation ditch on your property. In the West, the right to take water for irrigation may belong to someone up or downstream from you, and your property’s mineral rights may belong to a mineral developer. As coal-bed methane developers move across Montana and Wyoming searching for methane deposits, many landowners are horrified to learn that their mineral rights belong to mining companies that have the right to build access roads and drill wells on their property. Frequently the only recourse landowners have in such situations is to make sure that the natural gas developers “do it right.” Still, enforcement of development regulations doesn’t eliminate impact; it only minimizes it. Best to make sure you own your mineral rights before you buy rural property. Check with the county office where you plan to buy. Consulting with an attorney who specializes in western land use law is a very good idea too. You’ve found the perfect property – out of town, secluded – the ideal place to build your dream home. The contractors have just poured the foundation when you discover that the gravel road to your place doesn’t belong to the county. In fact, it’s your neighbor’s road, and it crosses his property before it gets to yours. Not only do you not have an easement; a dispute over water rights has created hard feelings between you and your neighbor. How much will he charge you to buy a legal easement to your property? And who’s going to plow your stretch of road when winter snows drift in? This scenario is common in developing rural areas where buyers believe that they have free and legal access to their property. Unfortunately, that’s not always the case. A common assumption is that all roads belong to the county. Often they don’t. In fact, when roads come under review, counties frequently decide to stop providing maintenance. The trend in many rural counties is to decrease the number of roads a county maintains. New private roads that are part of a rural development are often not accepted as county roads. Prospective buyers should check county records before signing the buy-sell agreement. If the county doesn’t own and maintain the road leading to a prospective property, find out who’s responsible for the maintenance. If you are in a subdivision without a homeowner’s association, it’s likely you will be responsible for maintaining and plowing the road. Even if the county maintains the road, it pays to know where the road falls on the county’s priority list. When it snows, school bus routes receive first priority. County officials frequently complain that new residents build in remote areas, then call to find out why the county hasn’t plowed the road. Often it’s because they’ve built where the school bus doesn’t travel. Closing Thoughts Owning a “piece of the Rockies” is a deep and alluring dream. However, the price of developing one seemingly insignificant piece may be more than the region can afford when the cumulative effects are calculated. We all — native and newcomer alike — need to pitch in to protect the values that draw and keep us here. We must show restraint and consideration for the people and wildlife with whom we share the landscape. If we do, our reward will be the preservation of the West’s character and soul. The Corporation for the Northern Rockies works for a sustainable future, where our children and grandchildren can grow up in safe and vibrant communities and enjoy a western landscape that is still open and intact. We accomplish this by: - Training interested landowners about sustainable stewardship techniques - Helping farmers and ranchers who are great stewards of the land become more profitable by marketing their products to lucrative niche markets - Training real estate professionals in the practice of conservation real estate - Promoting sustainable vacation, real estate, ranching and consumer choices - Sponsoring annual Sustainability Fairs and public events that showcase sustainable concepts, products and services The Corporation for the Northern Rockies sincerely thanks the following generous sponsors who made this publication possible: Patty & Tom Agnew American Conservation Real Estate Globe Foundation Jonathon Foote & Associates Charitable Trust Montana Broker Properties Montana Department of Fish, Wildlife & Parks Mountain Sky Guest Ranch Fund Silver Gate Cabins & General Store CNR also sincerely thanks the following individuals for their invaluable contributions to this publication: Writers, Editors & Photographers Megan Ault, writer/editor Joanne Berghold, photographer Bonnie Chasteen, writer Paul Dix, photographer Chris Elmendorf, writer Lill Erickson, writer/editor/photographer Renee Evanoff, graphic design/editor/photographer Phillip Herne, photographer Jean Keffeler, reviewer Elaine Kimbler, editor Loken Builders, photographer Tom Murphy, photographer Noorjahan Parwana, writer Erik Petersen, photographer Mike Sprague, writer Kelly Wade, design/writer/editor Lynn Weaver, photographer You can help sustain the integrity of the Northern Rockies by giving generously to CNR and becoming involved in our programs. Please use the form below or join through www.northrock.org to support CNR’s efforts. CNR is a 501(c)(3) nonprofit organization. All contributions are tax deductible. Together, we can sustain the beauty and traditions of the West. CORPORATION FOR THE NORTHERN ROCKIES P. O. Box 1448, Livingston, MT 59047 PHONE: (406)222-0730, FAX: (406)222-6933 WWW.NORTHROCK.ORG firstname.lastname@example.org NAME: ____________________________________________________________ ADDRESS_________________________________________________________ CITY_____________________________________________________________ STATE_________ZIP___________E-MAIL_____________________________ CHECK MASTERCARD VISA Expiration Date___________________________________________________ Individual $35 Family $50 Farm/Ranch/Business $50 Friend $250 Supporter $500 Patron $1,000 + Sustaining Circle Member $5,000 +	<urn:uuid:3d343783-9d7d-433e-8515-c6a61724d27a>	CC-MAIN-2018-17	http://bcgrasslands.org/wp-content/uploads/2018/02/guidemovenorthernrockies.pdf	2018-04-20T10:59:29Z	crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00226.warc.gz	31,109,324	21,091	eng_Latn	eng_Latn	0.997452	eng_Latn	0.998308	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	true	rolmOCR	[ 1936, 5197, 8857, 12042, 15011, 21408, 26036, 29459, 31588, 36212, 40237, 43824, 45857, 48585, 51501, 54371, 58211, 63097, 69522, 74023, 80826, 84109, 86694, 91946, 95566, 100286, 102653, 105398 ]	[ 2.140625, 1.9765625 ]	2	0
What is an Autism Spectrum Disorder? - A neurobiological disorder - Affects perception - Communication challenges - Social skills deficits - Often suffers from high anxiety - Sensory issues—easily under or over stimulated - Organization and prioritization challenges - Can affect motor skills (fine and gross) - Exhibits uneven learning profile - Presents differently in each individual What Will it Look Like in the Classroom? - Student may appear inattentive or bored - May see ritualistic and repetitive behaviors (e.g., body rocking when stressed) - Trouble staying on topic and maintaining conversation - Literal interpretation of words - Knowledgeable in subject areas of interest - May display the opposite emotion when stressed (e.g., smiling when being corrected) - Poor awareness of body space - Difficulty manipulating small objects - Organizational skills lacking - Focused on one task at a time - Difficulty working in groups What are the Strengths of a Student with an Autism Spectrum Disorder? - “Out of the box” thinkers - Task oriented - Reliable; once expectations understood - Intelligent - Excellent visual-spatial skills - Strong attention to detail - Ability to maintain prolonged, intense focus on subjects of interest - Motivated by strong interests - Excellent long term and rote memory What are the Challenges of a Student with an Autism Spectrum Disorder? - May misread social cues, facial expressions, body language - Social interactions and group work are stressful - Stress relieving activities may make others uncomfortable (e.g., flapping hands, rocking) - Intelligence and large vocabulary may hide challenges - Sensory perceptions can interfere with learning and (e.g., flickering lights and noises can be a distraction) - Multi-tasking is extremely difficult - Nebulous sense of time - Difficulty with changes and transitions communication What Can I Do to Help Support this Student’s Learning? - Provide quiet areas for learning and test taking - Respect student’s chosen level of eye contact - Allow more time for work assignments - Provide a note taker or instructor’s notes - Provide step by step written instructions - Allow use of a computer for in-class work - Allow for sensory or comfort items - Provide hands on learning and visual aids - Provide peer mentors to check in with student - Allow extra transition time - Allow for adjustments to seating placement - When under stress, ask if the student would like to leave for a few moments - Ask the student for suggestions	7e9f34f8-967f-42c9-8151-599f6ed8f782	CC-MAIN-2020-40	https://www.iidc.indiana.edu/irca/articles/assets/academicsupportsoct2018acc.pdf	2020-09-26T18:27:52+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00456.warc.gz	811,442,620	515	eng_Latn	eng_Latn	0.991307	eng_Latn	0.991307	[ "eng_Latn" ]	true	rolmOCR	[ 2525 ]	[ 3.421875 ]	2	0
Thank-you so much for joining me! It’s my mission to support parents just like you through this crazy, epic journey and I’m really excited to get to share some of my work with you. As a small token of my appreciation for joining, I’ve created these Self-Care Cards for you to use when the road gets a little rocky. ~Olivia Self-Care Cards How to use 1. These Self-Care Cards are broken into four sections: • Identifying people in your community that you can turn to for emotional or physical support. • Identifying ways you can talk to yourself or interpret your experiences that feel comforting or accepting when you want to change your mood. • Identifying things that make you feel better when you are overwhelmed, scared, angry, anxious, or panicked. • Identifying things that protect your mood when you do them regularly. 2. Brainstorm as many ideas as you can come up with for each section. There are no bad ideas when brainstorming! Just write anything that comes to mind. 3. Print the Self-Care Card and fill in each of the spaces with your favorite ideas from your brainstorming session. You can have as many or as few ideas as you want in each section. 4. Decorate your Self-Care Card. Doodle on it. Colour code it. Put stickers on it – whatever feels good! Have fun with this. 5. Put your completed Self-Care Card somewhere that you can access it often, such as your purse, pocket, desk, or bathroom mirror. Refer to it as regularly as you can and pull it out in any moment that feels really tough. You can make as many Self-Care Cards as you like so that you have them in multiple places. Professional Credentials • Registered Social Worker (RSW) in the Ontario College of Social Workers & Social Service Workers • Master of Social Work (MSW) from Dalhousie University • Master of Arts (M.A.) Sociology, Gender and Family focus, from York University • Advanced Counseling Certificate from Dalhousie University • Certified Maternal Support Practitioner (MSP) from bebo mia • Certified Professional Co-Active Coach (CPCC) from the Coaches Training Institute • IFC Associate Certified Coach (ACC) Example Self-Care Card People I can reach out to for help - My mom - My partner - My funny co-worker - My sibling - My best friend Things to make me feel better in hard moments - Cry in the bathroom - Blast my favorite song - Close my eyes & identify all the sounds around me - Make a cup of hot tea - Swear a lot Mindsets to try on when I feel badly - “My life is a sitcom” - “Time away from my child allows us to enjoy each other more when we see each other” - “This transition is temporary” - “I’m a total badass who has lived through worse” - “My child is learning independence & resilience” Things that make me feel better the more I do them - Eat breakfast - Walk the dog - Have sex - Meditate - Read in a bubble bath My Self-Care Card People I can reach out to for help Things to make me feel better in hard moments Mindsets to try on when I feel badly Things that make me feel better the more I do them	<urn:uuid:f8080804-eef4-4cf0-93b2-43d250f61832>	CC-MAIN-2017-43	http://oliviascobie.com/wp-content/uploads/Self_Care_Card_08.05.2017.pdf	2017-10-23T02:16:05Z	crawl-data/CC-MAIN-2017-43/segments/1508187825510.59/warc/CC-MAIN-20171023020721-20171023040721-00502.warc.gz	258,984,545	708	eng_Latn	eng_Latn	0.951527	eng_Latn	0.992685	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2126, 3047 ]	[ 2.125 ]	2	0
### Illness An allergy is a physical reaction to a substance in the environment. When a child comes into contact with one of these substances, known as an allergen, either by touching it, breathing or eating it, or having it injected, his body releases histamines to fight it. \| Allergies \| Chicken Pox \| Asthma \| Cold \| Coxsackie \| Croup \| Ear Infection \| Stomach Flu \| Pneumonia \| Gastric Reflux \| Whooping Cough \| Eczema \| Colic \| \|-----------\|-------------\|--------\|------\|----------\|-------\|---------------\|-------------\|------------\|----------------\|----------------\|--------\|------\| \| 1 Fever \| 2 Diarrhea \| 3 Cough\| 4 Breathing problems/ wheezing \| 5 Congestion/ stuffy nose \| 6 Ear pain \| 7 Runny Nose Clear \| 8 Listlessness \| 9 Refuses food/ liquid \| 10 Rash/ purple spots or sores \| 11 Sore Throat \| 12 Nausea/ vomiting \| 13 Crying or fussiness \| 14 Itchy/watery eyes \| 15 Sneezing \| 16 Mucus Thick white, yellow or green \| 17 Fluid draining from ear White or yellow \| 18 Gas \| Chicken pox is an itchy rash that starts as small red bumps and quickly change into thin-walled water blisters on a pink base. The blisters then develop clear fluid blips, which finally become dry scabs. It takes about four days. Highly contagious through touch, sneezing, coughing or even breathing. Asthma is a chronic condition in which a person’s airways tend to become inflamed and fill with mucus when exposed to cigarette smoke, a pollen allergen, cold or exercise. The body reacts with coughing and wheezing. A cold is characterized by a runny or stuffy nose (pink, clear, white, yellow or green mucus), a cough and sometimes a sore throat. Medicine won’t cure a cold faster, but you can help your baby feel better and keep her from getting sick by giving her lots of rest and fluids (breast milk or formula only for babies under six months). Coxsackie causes hand, foot and mouth symptoms: blisters with milky-like sores in mouth and throat and on feet and hands. Highly contagious, the virus spreads from mouth to mouth, feces to hand to mouth, or through sneezing or coughing. Croup is an infection in the upper respiratory tract that swells the trachea and larynx (windpipe and voice box). Children seem to develop a harsh, barking (like a seal) cough. Most cases of croup are caused by the parainfluenza virus (the adenovirus is another offender). RSV (Respiratory Syncytial Virus) is the most common cause of lower respiratory tract infections in children worldwide. It is the leading cause of pneumonia and bronchiolitis in infants. --- ### ACTION ITEMS When should I call the pediatrician? You’re the best judge of whether your baby is really ill, so call if you’re worried, no matter what his temperature is. Besides, temperature isn’t the only indication of whether an illness is serious. His age is a factor (fever is more serious in babies under three months), and so is his behavior (a high fever that doesn’t stop him from playing and feeding normally may not be cause for alarm). Keep in mind that he’ll feel hotter if he’s been running around than if he’s waking up from a nap. With all this in mind, you should call the doctor if: 1. Your baby is younger than three months and has a rectal temperature of 100.4° F (38° C) or higher. 2. Your baby is three months or older and has a rectal temperature above 101° F (38.3° C). 3. You are worried—no matter what the time or temperature. Any of the following symptoms could indicate a more serious problem when coupled with a fever and should be treated by a physician. Page your pediatrician, call 911 or go to the emergency room immediately if: 1. Your baby has lost her appetite, has little energy or is noticeably pale; or you notice other changes in her behavior and appearance. 2. Your baby has small, purple-red spots on his skin that don’t turn white when you press on them or large purple blotches; both of these can signal meningitis, an infection of the brain. 3. Your baby has difficulty breathing even after you clear her nose with a bulb syringe. 4. Your baby seems delirious, glassy-eyed, or extremely cranky or irritable; these could signal a serious viral or bacterial illness. --- ### Symptoms to watch out for Your baby has small, purple-red spots on his skin that don’t turn white when you press on them or large purple blotches; both of these can signal meningitis, an infection of the brain. Your baby has difficulty breathing even after you clear her nose with a bulb syringe. Your baby seems delirious, glassy-eyed, or extremely cranky or irritable; these could signal a serious viral or bacterial illness. --- Source: BabyCenter.com.	637e6743-5080-4073-baed-1e4dee27a39d	CC-MAIN-2020-16	http://www.greatstarttuscola.org/wp-content/uploads/ChildsIllness.pdf	2020-04-06T11:57:10+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371624083.66/warc/CC-MAIN-20200406102322-20200406132822-00425.warc.gz	236,605,275	1,116	eng_Latn	eng_Latn	0.998525	eng_Latn	0.998525	[ "eng_Latn" ]	true	rolmOCR	[ 4671 ]	[ 3.984375 ]	1	1
Lightening the Tread of Population on the Land: American Examples PAUL E. WAGGONER JESSE H. AUSUBEL IDDO K. WERNICK For the planet to continue at least its present hospitality for Nature as people multiply in number and wealth, the human tread must lighten and narrow. Remembering that land for habitat is the preeminent need for living things and that Americans are often excoriated for heavy feet, we concentrate here on the American footprints of building, forestry, and farming. Many of the Earth’s present 5.8 billion people look at the landscape, its waters and creatures, and hope no more hectares will be built upon, logged, or tilled. Because the number of persons has risen inexorably for centuries and most want to be wealthier, the hope of a steady environment must be realized by lightening the intensity of the tread per person and per dollar. Do American examples show promise for the world that, while people and wealth multiply, invention and changing habits can come close to holding constant the extent of paving and building, publishing and packaging, tilling and cropping? Let us search back through this century for principles, rates, and trends that may carry forward the same range of time, when Americans might number perhaps 100 million more than today and the number of all humans might be 10 billion. The broad categories of present land use in the United States set the stage. The Food and Agriculture Organization (FAO 1994) of the United Nations classifies land use into cropland, pasture, forest, and “other”—the land not in the preceding three categories and including built-up and barren land. The US land use percentages in Table 1 can be grasped by comparing them, for example, to the 14 percent in forest and 10 percent in TABLE 1 Land use in the United States, 1992 \| Use \| Thousand hectares \| Percent \| \|---------\|-------------------\|---------\| \| Crop \| 187,776 \| 19.6 \| \| Pasture \| 239,172 \| 25.0 \| \| Forest \| 286,200 \| 29.9 \| \| Other \| 244,163 \| 25.5 \| \| Total \| 957,311 \| 100.0 \| Includes built-up (e.g. urban) and barren land. SOURCE: FAO (1994) cropland in China, the 58 percent in forest and 7 percent in cropland in Brazil, the 68 percent in forest and 7 percent in cropland in Sweden, and the 27 percent in forest and 35 percent in cropland in France. The spreading of the built environment The weeds in the Roman Forum and on the Appian Way prove roofing and paving do not extinguish Nature forever—but almost. If twice as many people press onto the planet, will they cover twice as much land? The view from above the Chicago or Mexico City airport suggests at least twice. The sprawling settlements where more and more people choose to build, commute, and engage in commerce frighten many reporters and analysts. Rationalizing the fears of land development in terms of famine comes easily to some. Periodically, news about grain supply prompts alarm. For example, “As Asia industrializes, the construction of thousands of factories, roads, parking lots, and new cities is wiping once-productive cropland off the map” (Brown 1995: 12). In America after World War II, wealth, automobiles, and the construction of highways and “Levittowns” caused a burst of suburban land covering. By the 1970s, a national survey estimated “development” was each year covering about 1.2 million hectares, the area of the state of Connecticut (US Department of Agriculture 1990). The transformations experienced in Connecticut from farms to mill towns and then to suburbs caused by proximity to New York City make it an emblematic unit for measuring modern land development. The amount of land covered or “developed,” of course, depends crucially on definition.¹ A farmer might set the moment of the development of land early, perhaps when the perimeter of a city’s suburbs reaches his farm, while a town dweller might perceive it later, perhaps when paving and building erase photosynthesis. The US Bureau of the Census defines “Developed Land” as “A combination of urban and built-up land and roads, railroads and associated right-of-way." By that definition, the census in 1991 reported 31 million hectares of non-Federal land developed. This total, which is 5 percent of non-Federal land in the United States, equals the territory of Poland. About 20 percent of US land is owned by the Federal government and thus not subject to typical private development. Drawing on the census and its own estimates, the US Department of Agriculture estimated that development annually during 1958–82 overtook 0.6 million hectares. Instead of a full Connecticut, Americans evidently only covered half a Connecticut in one year (Baden 1984; US Bureau of the Census 1986, 1991a; US Department of Agriculture 1990). To understand the dynamics of covering land and bring more precision to the matter, analysts compared photographs of the same places over time and computed the frequencies of conversions among half a dozen land uses in 135 fast-growth US counties, representing 12 percent of the US population in 1970 and nearly half its increase from 1970 to 1980. The analysts found that new people were adding to urban area at nearly the same rate as the $1,000 \text{ m}^2$ per person already living in those counties.$^2$ In more familiar units, that is one-quarter acre, or one-tenth hectare, per person for roads, shopping centers, lawns, and dwellings. For those who feared urbanization was eliminating cropland differentially, especially in the suburbs, the studies of fast-growth counties turned up surprises. Conversions of forest and other rural land countered cropland losses to urbanization.$^3$ Urbanization did not consume prime agricultural land disproportionally. In the 29 fastest-growing counties, farmers shifted to more valuable products and actually sold more in constant dollars, and farmland shrank slightly less, compared with the rest of the country. As population grew in the counties, urbanization used less land per added household, unsurprising if land values rise. Our extrapolation for the indefinite future of the transitions observed among uses in the fast-growing counties suggests that less than two-thirds of their land will be eventually developed.$^4$ Although the human tread was less than anticipated, development still spread. Ultimately it must stop. As the extrapolation just noted suggests, the limit is likely to be well below 100 percent. Present cities also hint at development’s limits. Although wedged in Manhattan’s 6,000 hectares with 1.5 million residents plus countless others during the day in its offices and shops, much of Central Park’s 340 hectares still photosynthesizes. Clearly, a limit less than 100 percent tempers a proportionality between population and development. Looking at the United States as a whole, the percentage of land set aside for public parks in 17 American cities with densities of 320 to 9,000 people per km$^2$ ranges from 0.3 percent in Jacksonville, Florida to 19 percent in Dallas, Texas.$^5$ Embedded in cities, the green parks let people visit Nature with little trespass on Nature. The ratio of developed land per person varies among the 48 contiguous American states despite their similar wealth, further indicating that development does not simply track population. The tread or square meters of the land actually covered per person is less in more populous states (see Figure 1). It ranges from a high of 7,900 m$^2$ per person in North Dakota to a low of about 400 in Rhode Island and New Jersey. Because the vast tracts of Federal land in the Rocky Mountains, Great Basin, and Pacific states are generally unavailable to private development, we eliminated Federal land by expressing the population density along the x-axis as people per km$^2$ of non-Federal land. Measured in non-Federal land, Nevada, for example, is less than half the size of Indiana. About half of California is Federal land, leaving the area of its non-Federal land available to private development little larger than in Kansas or Nebraska and less than twice that of New York or North Carolina. On its non-Federal land, California has about the same population density as New York, and, as we shall see, the two states exhibit similar development. In the 48 American states the covered land per capita falls from more than 2,000 m$^2$ (about a half acre) in states where travel is fast, like Montana or Nebraska, to about 600 m$^2$ in slower, more urban California or New York with their similar population densities. The covered land per dollar of gross state product is also less in the more populous states. FIGURE 1* Relation of developed land per person to population density on non-Federal land: 48 contiguous states of the United States NOTES: Population data are from the 1990 census; land development data are for 1987. States indicated are those mentioned in the text. SOURCES: FAO (1994); US Bureau of the Census (1991a). The causes and consequences of the lighter tread include crowded roads in densely settled regions. A denser population lessens the kilometers of road per person, just as it lowers the number of developed hectares per person. Slower travel shortens the practical trip and compacts the metropolis. Also, dwellers in apartments and workers in skyscrapers have small footprints on the soil. In contrast, speed spreads. If Californians and New Yorkers used land at an average level of 2,000 m² of developed land per person found in less densely populated states, they would claim as developed land another fifth of the non-Federal land in their states.$^6$ The four most densely populated states would so claim another 40 to 75 percent of their uncovered land. The actual pattern of development in these populous states has thus spared a lot of land from residential, industrial, and commercial uses, and from highways and other uses included in the Census Bureau’s definition of developed land. By enduring crowding, urbanites spare land for Nature. To grasp the scale of the land spared from development by, say, the lighter tread of Californians, who have so far developed 628 rather than 2,000 m² each, think of the expanse spared to date as three times the area of Connecticut. Similarly, by developing at a rate of 560 m² for each resident, New Yorkers spared twice the area of Connecticut. Californians and New Yorkers spared these multiples of Connecticut by developing fewer square meters per person than their fellow Americans in Arkansas or Iowa. Metropolis will spread its net when transit quickens, and people will continue filling in the net. Greater wealth will enable more Americans to buy higher speed and thus cover more Connecticuts. But the example of American states depicted in Figure 1 indicates that the land covered will increase more slowly than in proportion to population. The sparing of forests We have written so far of people covering land for domicile, commerce, industry, and transport. They also tread on the forest, taking lumber, paper, and fuel wood—uses whose combined mass is twice that of all metals used (Wernick and Ausubel 1995). This source of products, however, exemplifies habitat for Nature. In 1992, US forests covered nearly 300 million hectares (ha), or one-third of all US land and about two-thirds of the area that was covered by forests in the year 1600.$^7$ Most of the conversion of forest to other uses occurred in the nineteenth century. By 1920 clearing for agriculture had largely stopped. The Federal government owns about a third of all US forest land, and 6 percent of all forest land is reserved from timber harvest as parks, wilderness areas, and other places. During the past quarter-century, reservation of forest land rather than deforestation has shrunk the area classified as timberland by a few percent. Can changing consumption, recycling, and innovations in forest management and products lighten the American tread represented by logging? Between 1904 and 1990 Americans tripled their numbers and multiplied their GNP 14-fold.$^8$ Meanwhile total lumber production crept up by one-quarter, but paper use exploded 29-fold. These changes over 86 years can be translated into annual percentage changes, which contrast the carpenter and saw with the office worker and copier. Relying on the identity between the national consumption of a mass of product (in tons of paper or lumber), and population, GNP per person, and product per GNP (in both cases GNP measured in constant dollars)—Product = (Population) x (GNP/Population) x (Product/GNP)—we can ferret out the determinants of total US consumption. Although the determinants multiply together to set the national consumption, their percentage changes per year add up to the change in the national consumption. In the adding and subtracting of the components of change, one can see the challenge of steadying national consumption by lightening “intensity of use,” the mass of product consumed per dollar of national economic activity.$^9$ One can see the challenge of lessening the impact on Nature by invention and ingenuity rather than by scarcity and poverty. Between 1904 and 1990, packaging, publication, and memos consumed more trees. Figure 2 shows the annual percentage change in US consumption of paper and lumber. The component changes in population, GNP (in constant 1982 dollars) per person, and mass of product consumed per dollar of GNP yield the average change represented by the solid bars. Expressed as an annual change, use of paper per dollar of GNP rose 0.9 percent per year. The combination of US population growing at 1.3 percent and per capita income rising 1.8 percent per year raised GNP 3.1 percent annually. Adding the 0.9 percent greater annual paper use per dollar of GNP indicates that total national paper use rose 4.0 percent annually. Lumber was a different story. Its intensity of use per dollar of GNP fell 2.8 percent per year, nearly counteracting growing population and income. The 2.8 percent fall reflects the fact that in 1990 the average American consumed about 60 percent less lumber than his counterpart in 1904. The declining intensity of lumber use helped American forests expand. The abandonment of farmland returned relatively productive sites to forest. The control of fires, restocking, plantations, and imports helped as well. Mills lost less wood, converting former wastes into pulp for paper, composites such as plywood which Americans substituted for solid lumber, and heat and electricity; by 1980 American mills converted more than 96 percent of the wood entering their doors into useful products and energy (US Congress, Office of Technology Assessment 1984). Together, these changes caused an expansion of American forests commencing in the early 1920s. The trend continues: by 1992 the inventory of growing stock in US forests FIGURE 2 Average annual percentage change in total US consumption of paper and lumber, and its components, 1904–90 SOURCES: US Bureau of the Census (1991b) and miscellaneous US government publications was 27 percent larger than in 1952, the first year of comprehensive data collection (Sedjo 1991; Smith, Faulkner, and Powell 1994). The ultimate goal of a lighter tread lies beyond saving paper cups and wooden pallets. The goal, sparing Nature, brings into consideration the recycled paper and residue from sawmills that are fed into the manufacture of paper. Residues from sawmills now supply more than one-third of the pulpwood used in the manufacture of paper. Driven by the costs of disposing of the full one-third of US municipal solid waste that currently is paper, recycling burgeons. It may soon contribute half the raw material for paper, an amount that would replace 10 to 15 percent of the current annual harvest of wood.$^{10}$ Recycling reaches limits because the manufacture of paper always costs the pulp some of its needed fiber and because less harvest would lower stumpage prices and thus favor use of lumber. The inevitable losses during recycling and other costs make a lower intensity of use of paper a greater potential means of sparing trees. We can translate the harvest of fewer trees into forest area saved, the saving of diverse habitats. The simplest translation uses the ratio of all timber standing to the area of American forest land. We express the spared expanse as multiples of the area of an exemplar of Nature, Yellowstone National Park, the first national park created in the United States. Using the ratio of standing timber to land, the 15 percent harvest spared by making half of American paper from recycled paper spares about 900,000 hectares, the area of Yellowstone, every year.\textsuperscript{11} A further route to sparing Nature lies in foresters raising yields so that less habitat is disturbed by harvesting the wood demanded. For example, one-quarter of American forest land could grow an average of 6 to 8 m\textsuperscript{3} per hectare annually, or two to three times the present average annual growth. Harvesting only this potential annual growth on one-quarter of the forest land—not clear cutting the forest—would yield somewhat more than the annual removals from all American forests today and would demonstrate how foresters could spare habitat.\textsuperscript{12} Tree farms in warm places annually yielding 5 to 90 m\textsuperscript{3} per hectare (Carpentieri, Larson, and Woods 1993) could shrink the harvested area even more, and the promise of genetic engineering beckons ahead (Moffat 1996). The sparing of cropland US farmers use an expanse for growing crops far wider than urban development and nearly as wide as forests. After rising about a quarter from 1900 to the 1920s, US cropland has remained steady. While population grew by nearly one-fifth from 1975 to 1992, US cropland and pasture shrank by one percent. Like the forest, cropland yields products—food, feed, fiber, and flavoring. Animal feed (corn, oats, barley, and sorghum) is grown on one-third of US cropland. The diet of consumers, their numbers, the efficiency of converting feed to meat, and the yield grown per hectare affect this expanse of cropland. Analyzing the components of change in the amount of cropland used to raise feed crops shows how a diet of meat affects the use of cropland area. Much meat, largely beef, comes from grazing rather than from feed crops, and to neglect grazing exaggerates the impact of beef consumption on cropland use and ignores its impact on pasture or range. By assuming that all meat comes from feed, however, we can calculate roughly how much the changing components of meat consumption and yield have lightened the tread on cropland and so countered the rising numbers and wealth of Americans.\textsuperscript{13} Because meat typifies the diet of the rich and beans that of the poor, growing wealth and growing populations elsewhere lend special importance to this American example. As with the example of paper and lumber, in Figure 3 the components of change in US cropland used to raise feed crops yield the average annual change represented by the solid bar. The first three components of change in national use of land for feed are the annual changes in population, GNP, and intensity of use—in this case the quantity of meat per dollar of GNP. The components of change in Figure 3, however, must be extended to reach land use. FIGURE 3 Average annual percentage change in total US cropland used to raise feed crops for meat-producing animals, and its components, 1967–90 SOURCES: US Bureau of the Census (1991b); US Department of Agriculture (1993b); FAO (1994); and miscellaneous US government publications Annually on average from 1967 to 1992, US population rose 1.0 percent, and GNP per person 1.5 percent, lifting GNP growth to just over 2.5 percent. But, surprising environmentalists and cattlemen alike, consumers lowered their annual meat consumption per dollar of GNP by 1.5 percent. Americans held average consumption per person steady by lowering their consumption per GNP as fast as they grew wealthier. At the same time, Americans changed the mix of meats they ate, consuming somewhat more poultry, about the same amount of pork, and less beef. Because poultry convert feed to meat efficiently and because we assumed all beef is produced from grain, the calculated feed to produce a unit of meat fell at an annual rate of 0.9 percent. The declining amount of meat consumed per dollar and the declining mass of feed used to produce a unit of meat measure how much consumers lightened their tread. Also, farmers raised yields of feed grain, lessening the area of land used per unit of feed produced by 2.4 percent annually. They did not tarnish this achievement by using more and more energy, pesticides, or fertilizer, or by eroding soil. For over a decade American farmers have lowered their consumption of energy and held steady the total quantity of organic pesticides and fertilizer. They have lessened erosion.$^{14}$ When the lightening of steps wrought by consumers and those by farmers are summed, they outweigh the multiplication of people and their incomes. The cropland calculated for grain-fed animals to produce meat for Americans shrank 2.2 percent annually. (Other calculations that allow for grazing temper this estimated shrinkage.) The 2.2 percent annual shrinkage adds up to 21 million hectares between 1967 and 1992, or one and a half times the area of the agricultural state of Iowa or 24 Yellowstones.$^{15}$ Conclusion Sparing Nature challenges people to lighten their individual tread as fast as or even faster than population and wealth multiply. The American experience in meeting this challenge offers enough hope that fear about our impact on land and natural habitat need not transfix us—or the Chinese (Smil 1995). If during coming decades 100 million more people arrive on American land, how much land will they cover? In several less-populous states today, development covers more than 2,000 m$^2$ per person. Urbanization, however, seems destined to pack the 100 million into the more populous states. A more logical scenario than 2,000 m$^2$ of development per person, therefore, envisions the new arrivals developing land nearer the present lighter rate of 600 m$^2$ in populous California and New York rather than at 2,000 m$^2$. Indeed, history hints that, while development will spread at a rate modified by wealth and the speed of travel, it will not crush the countryside and Nature in a simple proportionality with population. One hundred million people developing land at 600 m$^2$ each would consume 6 million hectares or 7 Yellowstones. Nevertheless, the difference between 600 and 2,000 m$^2$ would spare 14 million hectares or 16 Yellowstones. Should the new arrivals raise the number of Americans to 350 million and should all of them cause the same per capita removal of wood from timberland as in 1991, removal would then exceed the present net growth of timberland.$^{16}$ Although the tempered use of lumber brightens hope for no greater impact on Nature, the limited effect recycling can have on harvest and the expected rises in the use of paper dim the hope. Thus the burden for sparing forest habitat rests heavily on foresters raising the yield per hectare. The excess of potential above actual production on forest land and experiments with tree clones show that the foresters’ task of sparing land is achievable. At the modest goal of annual net growth raised to 4 m$^3$ per hectare, the wood to be removed to satisfy the needs of 350 million Americans at the 1991 per capita rate could be grown on 82 percent of the present expanse of 198 million ha of timberland. The 18 percent of present timberland that could be thus protected equals 40 Yellowstones.$^{17}$ During the past two generations, Americans cut cropland use per person in half while doubling their numbers and multiplying their GNP eightfold. They also exported much food and ate better. If American farmers accommodate the next 100 million people by raising yields rather than expanding cropland, they will lighten the human tread enough to spare more than 70 Yellowstones.\textsuperscript{18} The weight of the tread modifies the impact of population on the environment. While humanity grows richer and multiplies toward 10 billion, it has work to do, reserving diverse Central Parks and shaping sprawling settlements, taming the copiers in offices, lifting timber yields, and continuing to raise crop yields. Past American successes in sparing Nature through invention, innovation, and changing habits rather than the negative checks of scarcity and poverty encourage this work. Its benefit may exceed 100 Yellowstones, equivalent to one Nigeria or one Bolivia. Notes An earlier version of this article was prepared for the Annual Meeting of the American Association for the Advancement of Science, Baltimore, 9 February 1996. 1 The uncertainty of estimating developed land can be read clearly on pp. 18–21 of US Department of Agriculture (1990), and the base amount to which the 1.2 million ha of the earlier appraisal was presumably added is uncertain. The US Bureau of the Census (1986) definition reads: “Urban and built-up land areas cover land used for residences, industrial sites, commercial sites, construction sites, railroad yards, small parks of less than 10 acres within urban and built-up areas, cemeteries, airports, golf courses, sanitary land fills, sewage-treatment plants, water-control structures and spillways, shooting ranges, and so forth. Rural transportation is land used for roads and railroads in rural areas.” Publication of the developed area is a fairly new feature of census reports; in 1991 the Census Bureau combined urban, built-up, and rural transportation in the single class of developed land. 2 Vesterby, Heimlich, and Krupa (1994: 44) calculated conversion of land per household. When calculated per person, their rates of conversion from 1960 to 1980 ranged from 600 to 900 m\textsuperscript{2}. Whether calculated per person or per household, the rates of conversion were less than, say, the inventory of 900 to 1100 m\textsuperscript{2} of urban land per person established by all the earlier settlement of the counties. The authors wrote, “Both U.S. population and the amount of urban land increased in the 1960s and 1970s, but the marginal rate of urban land conversion per household remained constant.” 3 In terms of Table 1, the conversion of cropland (the top category) to urban (in the bottom or “other” category) was countered by conversions from the range and forest segments. From 1970 to 1980 in the fast-growth counties, some 5.6 percent of cropland and pasture was reportedly transformed, 0.5 percent to forest, 1.4 percent to range, and 3.7 percent to urban. In the same counties, gains of 1.0 percent from forest and 3.1 percent from range countered the loss of cropland and pasture. 4 Regarding prime land, gains from forest and other rural land, and urbanization per household see pp. 36, 40, and 48 of Vesterby, Heimlich, and Krupa (1994). About selling more and shrinking less land see p. 107 of Vesterby and Krupa (1993). Extrapolating the transitions among uses in the fast-growing counties in the United States as a stationary Markov chain gives a steady state of two-thirds of the land urbanized after several centuries. The state of the land is extrapolated by multiplying the matrix of transitions among the land use categories by itself. Underlying the extrapolation are two assumptions: (1) that the probabilities of conversions or transitions from one category to another are constant; and (2) that the probabilities depend not upon how land enters a category but only upon the class it is in. Because events will inevitably change the transition probabilities estimated from only a decade or two of experience, the outcome of the calculation is only an orderly extrapolation of recent experience. 5 The cities are Atlanta, Baltimore, Boston, Cincinnati, Dallas, Jacksonville, Kansas City (Missouri), Los Angeles, New Orleans, New York, Omaha, Philadelphia, Phoenix, St. Louis, San Jose, Seattle, and Washington, D.C. The low of 0.3 percent is in Jacksonville’s 600 ha and the high is attained by the 19,000 ha of public parks in Dallas. Six of the 17 cities have more than 10 percent of their land in public parks. The park areas were transcribed from pp. 754 et seq. of Information Please Almanac (1989). 6 For example, the 30 million Californians average 628 m$^2$ of developed land each. At 2,000 each, i.e., 1,372 m$^2$ more, they would have developed another 4 million hectares, which is about one-fifth of the 22 million hectares of non-Federal land in California. 7 Smith, Faulkner, and Powell (1994) provide a full glossary and data for US forests. For example, forest land is at least 10 percent stocked by trees, including formerly forested land where trees will be regenerated. About two-thirds of forest land is timberland, which is not reserved and is capable of producing more than 1.4 m$^3$ per ha per year. Sedjo (1991) gives information about trends. 8 Sources for population, GNP, and quantities of forest products are US Bureau of the Census (1991b) and US Department of Agriculture (1993a) and other volumes. GNP was measured in 1982 dollars. For the initial year of our series we chose 1904, the first year with a report of all components of paper and board production, imports, apparent consumption, and waste paper consumption. We call the pulp products of paper and board simply “paper.” 9 As Wernick et al. (1996) illustrate, “intensity of use” is a core concern of industrial ecology. 10 If a ton of pulp equals 2 m$^3$ of wood, a flow chart of wood products in 1993 (Ince 1994a) indicates 258 million m$^3$ entering pulp and paper manufacturing. Increasing the present 53 million m$^3$ recycled to half the input of 258 (or 129 million m$^3$) would save 76 million m$^3$, which equals 15 percent of the harvest of 501 million m$^3$. An economic model that incorporates the impact of saving on price and lumber consumption projects a saving of only 10 percent (Ince 1994b). 11 The yield per land determines how much habitat will be spared by saving 76 million m$^3$ by recycling. A simple estimate of yield is the ratio of the 24,269 million m$^3$ of all timber standing on all 298 million hectares of US forest land (Smith, Faulkner, and Powell 1994). At that rate, not harvesting 76 million m$^3$ annually spares 0.9 million hectares, the area of Yellowstone Park. Another conversion of wood saved into area spared uses the increment of growth rather than the inventory of standing trees. The two-thirds of US forest land called timberland is producing or is capable of producing crops of industrial wood and is not set aside by the government. The average annual growth on this timberland is 3.1 m$^3$ per hectare. At that rate, not harvesting 76 million m$^3$ spares the annual growth on 24.6 million hectares or 25 Yellowstones. 12 Foresters judge that the 67 million hectares of US forest land capable of growing 6 to 8 m$^3$ of wood per hectare annually could produce 515 million m$^3$ in all. The 67 million hectares are 23 percent of forest land. In 1992, 462 million m$^3$ of wood were removed (Smith, Faulkner, and Powell 1994). 13 Waggoner (1996) calculated the use and production of meat, feed, and grain. He calculated the quantity of meat from the slaughter of beef and swine and the average weights of their carcasses as reported by FAO in its annual production yearbooks and by the US Department of Agriculture (1993b). Because reports of poultry meat in the United States in the latter reference began in 1967, he chose 1967 as the initial year. The ratio of feed to meat was assumed to be 12, 6, and 3 for beef, swine, and poultry; this is consistent with values reported by the US Department of Agriculture (1993a). By converting meat into grain equivalents and so neglecting grazing by cattle, we magnify the effect on cropland of changes in beef consumption. See Council for Agricultural Science and Technology (1980) for proportions of grazing versus feed grains for production of meat. Finally, land per feed was calculated from the yield of coarse grain reported by the US Department of Agriculture (1993b). 14 Rising yields and opportunity for more are described by Waggoner (1994). Between its maximum (in 1977) and 1991, total energy use in agriculture fell by 30 percent, while use per output of agricultural product fell by 45 percent (US Department of Agriculture 1994). The steady quantity of organic pesticides can be read in Table 367 of US Bureau of the Census (1991b). FAO reports fertilizer consumption in its annual yearbooks. Keeney and DeLuca (1993) showed that nitrate concentration in Iowa's Des Moines River was about the same in 1945, 1955, and 1976 as in 1980–90. The 1992 National Inventory shows that from 1982 to 1992 annual sheet and rill erosion per cultivated acre in Iowa declined by 28 percent and in Kentucky by 31 percent; in the entire nation during the decade, water plus wind erosion declined by one-third (US Department of Agriculture 1995). 15 The cropland calculated for feed fell from 50 to 29 million hectares between 1967 and 1992; this decline (21 million ha) is 1.5 times the 14.6 million ha of Iowa and 23.8 times the 0.9 million ha of Yellowstone. Because we calculated meat consumption from slaughter, assumed constant meat-to-feed ratios, and neglected grazing, our results need the test of comparison with other reports. Although the absolute quantity of meat consumed differed between our calculations and the reports of the US Department of Agriculture (1993b), the relative rise of poultry and decline of beef are similar. Further, the number of cattle in the United States has fallen by one-quarter since its peak in 1975. Our calculated 1.5 percent annual decline in meat per dollar of GNP agrees with the change reported by the US Department of Agriculture. The 0.9 percent annual decline we calculated for meat per feed, however, does not agree with the Department's report of a 0.1 percent rise for concentrates fed to animals per unit of meat produced. Our neglect of grazing likely caused this disagreement. As beef consumption lessened, the contribution of grazing declined, countering the theoretical improvement in the meat-to-feed ratio in our calculation. This in turn lessened the shrinkage of cropland to produce meat from our calculation of 2.2 percent to 1.2 percent per year. Our calculation of 2.2 shows the impact on cropland envisioned when feed ratios are quoted; the calculation of 1.2 indicates the impact when grazing played a real role. 16 Smith, Faulkner, and Powell (1994) report that in 1992 the area qualifying as timberland was 198 million hectares out of the 298 million hectares of forest land in the United States. They also reported that on the timberland in 1991 net growth was 612 million m$^3$ and removals 462. At the present annual per capita removal of 462/250 or 1.9 m$^3$, 350 million people would remove 647 million m$^3$, exceeding the net growth of 612 million m$^3$. 17 We calculated use [(Future population) / (Present) x (Million m$^3$ present removals)] or [350/250 x 462] = 647 million m$^3$. At 4 m$^3$ per hectare net growth, the 647 million m$^3$ could be grown on 162 million hectares, 82 percent of the present 198 million hectares of timberland. The difference between 198 and 162 million hectares is 40 times the area of Yellowstone Park. 18 In 1992 cropland in the United States was 0.63 hectares per capita. At that rate, 100 million more people would require 63 million additional hectares for raising crops. Conversely, assuming the rise in population, a static American diet, and an annual one percent rise in the average crop yield in the United States over the next century, the land spared from raising crops would be equal to over four times the area of Iowa and 70 times the area of Yellowstone Park. Note that this sparing is from all crops, not just feed, and that grazing complicates its calculation little. References Baden, John. 1984. The Vanishing Farmland Crisis. Lawrence: University Press of Kansas. Brown, Lester R. 1995. “Facing food scarcity,” World Watch (November/December): 10–20. Carpentieri, A. E., Eric D. Larson, and J. Woods. 1993. “Future biomass-based electricity supply in Northeast Brazil,” Biomass and Bioenergy 4: 149-173. Council for Agricultural Science and Technology. 1980. Foods from Animals: Quantity, Quality and Safety. Report 82. Ames, Iowa. Food and Agriculture Organization. 1994. FAO Production Yearbook, no. 47. Rome. Ince, Peter J. 1994a. Recycling of Wood and Paper Products in the United States. A report for the UN Economic Commission for Europe Timber Committee Team of Specialists on New Products, Recycling, Markets and Applications for Forest Products. Madison: United States Department of Agriculture, Forest Products Laboratory. ———. 1994b. Recycling and Long-Range Timber Outlook. General Technical Report RM-242. Madison: US Department of Agriculture, Forest Products Laboratory. Information Please Almanac. 1989. Boston: Houghton Mifflin. Keeney, Dennis R. and T. H. DeLuca. 1993. “Des Moines River nitrate in relation to watershed agricultural practices: 1945 versus 1980s,” Journal of Environmental Quality 22: 267–272. Moffat, Ann S. 1996. “Moving forest trees into the modern genetics era,” Science 271: 760–761. Sedjo, Roger A. 1991. “Forest resources: Resilient and serviceable,” in K. D. Frederick and R. A. Sedjo (eds.), America’s Renewable Resources. Washington, D.C.: Resources for the Future, pp. 81–122. Smil, Vaclav. 1995. “Is there enough Chinese food?” New York Review of Books, 1 February, pp. 32–34. Smith, W. Brad, Joanne L. Faulkner, and Douglas S. Powell. 1994. Forest Statistics of the United States, 1992 Metric Units. General Technical Report NC-168. St. Paul: US Department of Agriculture, North Central Forest Experiment Station. United States Bureau of the Census. 1986. State and Metropolitan Area Data Book. Washington, D.C.: US Government Printing Office. ———. 1991a. State and Metropolitan Area Data Book. Washington, D.C.: US Government Printing Office. ———. 1991b. Statistical Abstract of the United States. Washington, D.C.: US Government Printing Office. United States Congress, Office of Technology Assessment. 1984. Wood Use. U.S. Competitiveness and Technology. Volume II—Technical Report. Washington, D.C.: Office of Technology Assessment. United States Department of Agriculture. 1990. The Second RCA Appraisal. Miscellaneous Publication 1482. Washington, D.C. ———. 1993a. Agricultural Statistics. Washington, D.C. ———. 1993b. PS&D View (A data base of production, supply and distribution, revised October). Washington, D.C. ———. 1994. Agricultural Resource and Environmental Indicators. Agricultural Handbook 705. Washington, D.C. ———. 1995. Summary Report. 1992 National Resources Inventory (Revised). USDA Natural Resources Conservation Service. Washington, D.C. Vesterby, Marlow and Kenneth S. Krupa. 1993. “Effects of urban land conversion on agriculture,” in Eric M. Thunberg and John E. Reynolds (eds.), Urbanization and Development Effects on the Use of Natural Resources. Southern Rural Development Center Publication 169. Gainesville: University of Florida, pp. 85–114. Vesterby, Marlow, Ralph E. Heimlich, and Kenneth S. Krupa. 1994. Urbanization of Rural Land in the United States. Agricultural Economics Report 673. Washington, D.C. Waggoner, Paul E. 1994. How Much Land Can Ten Billion People Spare for Nature? Report 121. Ames: Council for Agricultural Science and Technology. ———. 1996. “How much more land can American farmers spare?” in Burton C. English, R. White, and Liu-Hsiung Chuang (eds.), RCA III Symposium on Crop and Livestock Technologies: Proceedings. Washington, D.C.: US Department of Agriculture. Wernick, Iddo K. and Jesse H. Ausubel. 1995. “National materials flows and the environment,” Annual Review of Energy and Environment 20: 462–492. Wernick, Iddo K., Robert Herman, Shekhar S. Govind, and Jesse H. Ausubel. 1996. “Materialization and dematerialization: Measures and trends,” Daedalus 125, no. 3: 171–198.	<urn:uuid:7cc24210-b555-44a7-bef9-716ee3a77398>	CC-MAIN-2017-39	https://phe.rockefeller.edu/docs/Tread%20Light.pdf	2017-09-24T10:22:37Z	crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00345.warc.gz	711,531,629	9,153	eng_Latn	eng_Latn	0.936119	eng_Latn	0.993935	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1763, 4122, 7193, 9030, 11905, 14957, 16676, 19485, 21238, 24140, 27798, 32183, 36306, 39806, 40519 ]	[ 2.8125, 1.34375 ]	2	0
Crazy Crustaceans Across 1. animal without a back bone 2. crab life stage when it is a zooplankton 3. an animal's job in its ecosystem 4. when a crab is growing and gets too big for its shell it_____ 5. the part of the stone crab that people eat Down 1. group of animals with jointed legs and a hard exoskeleton 2. a partially enclosed coastal body of water containing brackish water 3. top part of the crab exoskeleton 4. coloration that allows an animal to blend in with its environment 5. animal that eats dead animals	<urn:uuid:fecbf042-516e-4f49-aabc-8b1d0a7f3355>	CC-MAIN-2020-50	https://rookerybay.org/wp-content/uploads/crustacean-crossword-rookery-bay-research-reserve.pdf	2020-11-25T08:26:55+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00125.warc.gz	450,519,078	137	eng_Latn	eng_Latn	0.997851	eng_Latn	0.997851	[ "eng_Latn" ]	false	rolmOCR	[ 525 ]	[ 3.0625 ]	1	2
What is vitamin D? Vitamin D helps our bodies to absorb calcium and phosphorous from our food. These minerals are needed to keep our bones healthy and strong. Vitamin D is also thought to be important for muscle growth and for general good health. Where does our natural vitamin D come from? Vitamin D is mostly made in our skin by exposing it to sunlight. Very little vitamin D comes from the foods we normally eat, although some foods are fortified (enriched) with it. What happens if I don’t get enough vitamin D? A lack of vitamin D (known as vitamin D deficiency) can cause muscle weakness and painful bones. Children with vitamin D deficiency can experience poor growth, tooth delay and find that their bones start to bend out of shape due to a condition known as Rickets. A lack of vitamin D can cause a general sense of being unwell, feeling tired, perhaps with vague aches and pains. Vitamin D deficiency is not unusual – research shows that just over 1 in 10 people in Europe have vitamin D levels that are considered to be too low for good bone health. These figures are much higher in winter time. What causes vitamin D deficiency? Vitamin D deficiency can happen for a number of reasons: - Our bodies need an increased level of vitamin D at certain times. - Our bodies cannot make enough vitamin D. - We’re not getting enough vitamin D from our food. Who is at risk of vitamin D deficiency? Some people are more at risk of vitamin D deficiency than others. Those most at risk are: - older people, - people with darker skin, - people who don’t get out into the sunlight – for example, people in hospital or nursing homes, - people who cover up their skin with clothes for cultural reasons. Other at-risk groups include people who are obese, children and pregnant or breastfeeding women. If your doctor thinks you might be at risk of developing vitamin D deficiency, you may have been prescribed Altavita® D3 to prevent that from happening. You may also have been prescribed Altavita® D3 because you already have vitamin D deficiency. What is Altavita® D3? Altavita® D3 is a medicine containing the vitamin colecalciferol which is the same as vitamin D3. - Altavita® D3 comes as a single dose liquid or soft gel capsules which should be taken with a meal. It is important to keep taking your medicine as it has been prescribed (see overleaf) – even if you feel healthy and well. You have been prescribed Altavita® D3 Your doctor will use this chart to tell you about the kind of medicine you have been prescribed, how often you have to take it, for how long, and when you need to come back for review. The ‘IU’ in the dosage amount stands for ‘International Units’ which is how vitamins are measured. \| Dosage \| Frequency \| For Weeks \| Review Date \| \|--------\|-----------\|-----------\|-------------\| \| 1,000 IU soft capsule \| 1 capsule a day \| \| \| \| 7,000 IU soft capsule \| 1 capsule a week \| \| \| \| 25,000 IU soft capsule \| 2 capsules a week \| \| \| \| 25,000 IU single dose oral solution \| 2 oral solutions a week \| \| \| \| 25,000 IU oral solution \| \| \| \| Actual size of capsules represented	<urn:uuid:5d595039-129d-4cfa-821e-897858f3445a>	CC-MAIN-2020-50	https://www.altavita.ie/wp-content/uploads/2020/10/Altavita-Tear-Off-Pad-2019-WEB-2-inner-pages.pdf	2020-11-25T07:30:56+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00148.warc.gz	564,685,111	696	eng_Latn	eng_Latn	0.998585	eng_Latn	0.998489	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2409, 3122 ]	[ 3.1875 ]	2	0
Reception Autumn 1 2019 Marvellous Me Physical Development (PD) - I will be playing games - I will be using tools safely - I will be learning about how to be healthy - I will be describing the changes to my body after being active. - I will be moving with control and co-ordination over, under, through various small apparatus. - I will be using a range of small and large equipment. - I will be using a range of malleable materials in my play. Personal Social Emotional Development (PSED) - I will be creating class rules with my friends. - 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 Literacy (L) - I will be learning to recognise and write my name. - I will be learning to write familiar words such as mum and dad - I will be writing about myself and my family. - I will be learning to write for a purpose e.g. making lists, labelling pictures. - I will be reading a range of fiction books - I will be learning different sounds that letters make (phonics) - I will be learning to blend sounds together to make simple words. Understanding the World (UW) - I will be using digital cameras to take photos of my friends - I will be using all five senses to investigate area around them - I will be recognising similarities and differences between each other - I will be going on local walks around the school. - I will be learning about different parts of the body. - In Religious Education I will learn ‘The Creation Story’ Communication and Language (CL) - I will be learning to talk about myself using describing words such as tall, short. - I will be imagining and recreating roles in real life family situations and fictional stories. - I will be asking questions to get to know my friends in my new class. - I will be talking about my family - I will be thinking about sequence of events in stories and saying what happened in the beginning, middle and end. Expressive Arts & Design (EAD) - I will be drawing pictures of myself using mirrors. - I will be drawing pictures of my family - I will be thinking about colours and using them appropriately in my pictures. - I will be using a range of objects to print with e.g. shoes, hands - I will be learning new songs to help me in my learning. - I will be role playing in the home corner. - I will be acting out stories with puppets. - I will be using a range of materials to make collages and models. Mathematics (M) - I will be learning to count, recognise and order numbers to at least 10. - I will be learning to match numbers to quantities of groups to at least 10. - I will be learning to say the number one more/less than a given number up to 10. - I will be learning to name and describe simple 2D. - I will be sorting shapes and objects by colour and size - I will be learning to create repeating patterns. - I will be comparing myself, my friends and family and putting my findings into simple graphs and tables - I will be ordering the events in my day.	<urn:uuid:3add5e6d-dd07-4a76-8251-a8d3197bf679>	CC-MAIN-2020-50	https://benington.herts.sch.uk/download/acorn-class-topic-grid-autumn-1-2019/	2020-11-25T07:17:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00150.warc.gz	202,233,395	732	eng_Latn	eng_Latn	0.998625	eng_Latn	0.998625	[ "eng_Latn" ]	false	rolmOCR	[ 3269 ]	[ 4.1875 ]	4	0
LINCOLN AND THE UNITED STATES SANITARY COMMISSION In the summer of 1780, the women of Philadelphia were aroused to the needs of the poor American soldiers which could not be met by the Commissary Department of the Army. They organized the Soldiers Relief which contributed much to the comfort of those who fought for our independence. The Red Cross of the Civil War period was known as the Sanitary Commission. It was officered by those who received no salary for their services and who often paid their own traveling expenses as they moved about from place to place in their work. It was largely directed by the women of the country. It was claimed that the Commission worked with Five Hands which are designated as follows: 1. "It distributes supplies." 2. "It inspects camps and field hospitals by medical men." 3. "It inspects general hospitals by the same agents." 4. "It organizes special relief with all its agencies, in all its departments." 5. "It keeps an accurate Hospital Directory so that the situation and condition of 500,000 soldiers may be known to their friends throughout the country." The Sanitary Commission not only worked with five hands but it also earned most of the funds with which to carry on the work. Its chief source of income was Sanitary Fairs which it conducted through the entire North. While fairs as a means of raising money for charity and worthy enterprises was not an innovation, they were highly specialized during the period they were operated by the Commission. Lincoln was intensely interested in this branch of civilian service and presented many autograph writings to be sold at these fairs. The full extent to which he contributed to the many exhibitions throughout the country will never be known. Just recently the editor of Lincoln Lore discovered two instances of Lincoln's generosity which add to Lincolniana two more autograph photographs and an autograph letter not found in the published works. The Brooklyn Sanitary Fair held in February and March, 1864, published a daily paper called "The Drum-Beat." In the issue for March 5, this notice is carried: "It appears that the President of the United States has kindly shown an active interest in our Fair. Rev. Mr. Woodruff, of the Hanson Place M. E. Church in this city, during an interview with President Lincoln on Wednesday, obtained an autograph letter to the New England Kitchen, which was handsomely announced yesterday at the dinner-table of the Kitchen, by Mr. Murray, and instantly sold for one hundred dollars to C. H. Mallows, Esq., of Mystic Bridge, Connecticut." This letter presented by Lincoln is printed here for the first time since its early publication in The Drum-Beat: "Executive Mansion, March 2, 1864. "To the New-England Kitchen, connected with the Brooklyn Sanitary Fair: "It is represented to me that my autograph, appended to this note, may somewhat augment, through the means you are so patriotically employing, the contributions for the benefit of our gallant and suffering soldiers, and for such an object I am glad to give it. "Yours, truly, A. Lincoln." The Lincoln National Life Foundation has recently come into possession of two autograph photographs of Abraham Lincoln which he presented along with four others to be sold at the Tazewell County Fair in Illinois. This was in October, 1864. Some of the more important contributions which Lincoln made were the original manuscripts of his most valuable state papers and copies of his Gettysburg Address. The first Sanitary Fair at Chicago was conducted in October and November, 1863, and the committee wrote to the President asking him to send the original draft of the Emancipation Proclamation to be sold. It was purchased by Thomas B. Bryan for $3,000. This copy was burned in the Chicago fire of 1871. Lincoln received in return for his donation a watch, presented to the donor whose contributions brought in the most money and he replied with this word of thanks. "Executive Mansion, "Washington, December 17, 1863. "My Dear Sir "I have received from the Sanitary Commission of Chicago, the watch which you placed at their disposal, and I take the liberty of conveying to you my high appreciation of your humanity and generosity, of which I have unexpectedly become the beneficiary. "I am very truly yours, "James H. Hoes, Esq. A. Lincoln." The ladies in charge of the Army Relief Bazaar at Albany, New York, made an overture to Lincoln for his preliminary copy of the Proclamation Emancipation and it too was forwarded and sold to Jerret Smith for $1,100, which sum found its way into the treasury of the United States Sanitary Commission. This copy is preserved by the state of New York. Several original copies of the Gettysburg Address in Lincoln's own hand were prepared by the President and at least two went to Sanitary Fairs. One went to Mrs. Hamilton Fish, along with Everett's address for the New York Sanitary Fair of March, 1864. Another was placed in an autograph book and it was sold at the Baltimore fair in 1864. Lincoln had an opportunity to visit the Sanitary Fair in Washington in 1864 and it was one of the few instances where he attended a public gathering during the time he was president. On this occasion he delivered a brief speech which gave his reaction to the fairs as well as his appreciation of the women in America who sponsored the work of the Sanitary Commission. "In this extraordinary war extraordinary developments have manifested themselves such as have not been seen in former wars; and among these manifestations nothing has been more remarkable than these fairs for the relief of suffering soldiers and their families, and the chief agents in these fairs are the women of America. I am not accustomed to the use of the language of eulogy; I have never studied the art of paying compliments to women; but I must say that if all that has been said by orators and poets since the creation of the world in praise of women were applied to the women of America, it would not do them justice for their conduct during the war. I will close by saying, God bless the women of America."	<urn:uuid:076a8092-f2bd-4443-9e2a-bec69dec43dc>	CC-MAIN-2020-50	https://www.friendsofthelincolncollection.org/wp-content/uploads/2018/08/LL_1938-08-15_01.pdf	2020-11-25T07:32:39+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00136.warc.gz	677,815,709	1,281	eng_Latn	eng_Latn	0.999324	eng_Latn	0.999324	[ "eng_Latn" ]	false	rolmOCR	[ 6136 ]	[ 2.640625 ]	1	0
CTE TODAY! What is Career and Technical Education? - Encompasses 94 percent of high school students and 15 million postsecondary students$^1$ - Includes high schools, career centers, community and technical colleges, four-year universities and more - Educates students for a range of career options through 16 Career Clusters® and 79+ pathways - Integrates with academics in a rigorous and relevant curriculum - Features high school and postsecondary partnerships, enabling clear pathways to certifications and degrees - Fulfills employer needs in high-skill, high-wage, high-demand areas - Prepares students to be college- and career-ready by providing core academic skills, employability skills and technical, job-specific skills Today’s cutting-edge, rigorous and relevant career and technical education (CTE) prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers. CTE Works for High School Students High school students involved in CTE are more engaged, perform better and graduate at higher rates. - 81 percent of dropouts say relevant, real-world learning opportunities would have kept them in high school.$^2$ - The average high school graduation rate for students concentrating in CTE programs is 93 percent, compared to a national adjusted cohort graduation rate of 80 percent.$^3$ - More than 75 percent of secondary CTE investors pursued postsecondary education shortly after high school.$^4$ CTE Works for College Students and Adults Postsecondary CTE fosters postsecondary completion and prepares students and adults for in-demand careers. - 4 out of 5 secondary CTE graduates who pursued postsecondary education after high school had earned a credential or were still enrolled two years later.$^5$ - A person with a CTE-related associate degree or credential will earn on average between $4,000 and $19,000 more a year than a person with a humanities associate degree.$^6$ - 27 percent of people with less than an associate degree, including licenses and certificates, earn more than the average bachelor’s degree recipient.$^7$ CTE Works for the Economy Investing in CTE yields big returns for state economies. - In Connecticut, every public dollar invested in Connecticut community colleges returns $16.40 over the course of students’ careers. That state’s economy receives $5 billion annually in income from this investment.$^8$ - In Washington, for every dollar invested in secondary CTE programs, the state earns $9 in revenues and benefits.$^9$ - In Tennessee, CTE returns $2 for every $1 invested. At the secondary level, CTE program completers account for more than $13 million in annual tax revenues.$^10$ CTE Works for Business CTE addresses the needs of high-growth industries and helps close the skills gap. - The skilled trades are the hardest jobs to fill in the United States, with recent data citing 806,000 jobs open in the trade, transportation and utilities sector and 293,000 jobs open in manufacturing.$^11$ - Health care occupations, many of which require an associate degree or less, make up 12 of the 20 fastest growing occupations.$^12$ - STEM occupations such as environmental engineering technicians require an associate degree and will experience faster than average job growth.$^13$ - Middle-skill jobs, jobs that require education and training beyond high school but less than a bachelor’s degree, are a significant part of the economy. Of the 55 million job openings created by 2020, 30 percent will require some college or a two-year associate degree.$^14$	<urn:uuid:ef82b08e-8062-4a22-a9b8-b8e66dff3d33>	CC-MAIN-2020-50	https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/58/CTE%20Today.pdf	2020-11-25T09:03:20+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00141.warc.gz	622,756,029	756	eng_Latn	eng_Latn	0.997885	eng_Latn	0.997885	[ "eng_Latn" ]	false	rolmOCR	[ 3580 ]	[ 2.09375 ]	1	0
Shark Activity Sheet Match the numbers below to the letters in the code bar to reveal the shark’s body parts. \| A \| B \| C \| D \| E \| F \| G \| H \| I \| J \| K \| L \| M \| N \| O \| P \| Q \| R \| S \| T \| U \| V \| W \| X \| Y \| Z \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| 9 \| 10 \| 11 \| 12 \| 13 \| 14 \| 15 \| 16 \| 17 \| 18 \| 19 \| 20 \| 21 \| 22 \| 23 \| 24 \| 25 \| 26 \| What kind of animal is a shark? A shark’s skeleton is made of:	<urn:uuid:73cc2b64-cbbd-415b-9430-8b66085dfaed>	CC-MAIN-2020-50	https://rookerybay.org/wp-content/uploads/Shark-CODE-1.pdf	2020-11-25T08:08:13+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00146.warc.gz	466,467,377	223	eng_Latn	eng_Latn	0.998838	eng_Latn	0.998838	[ "eng_Latn" ]	false	rolmOCR	[ 507 ]	[ 3.515625 ]	1	1
Salutations • Excellency, Dr. Riak Machar Teng The Vice President of GoSS and Guest of Honour • Excellencies First Ladies • Excellencies Presidential Advisors, GoSS • Colleague Ministers in the GoSS and States • Chairpersons of Committees in the SSLA & Commissions • Honourable Members of SSLA and State Legislative Assemblies • UN Agencies • International NGOs • Indigenous NGOs • Women Representatives from the States • Civil Societies and Trade Unions • Distinguish Guests • Ladies and Gentlemen On behalf of the Ministry of Gender, Child and Social Welfare [MGC&SW], GoSS and on my own behalf I warmly welcome you all to Nyakuron Cultural Centre to participate in this important day. We thank God that we lived to witness the Day. Special welcome to our distinguished Guests, our elder Sisters, the first Ladies from our neighbouring Countries of Uganda, Kenya, Ethiopia, North and South Sudan. Today marks a milestone in Women’s History together with our sisters in the ten States and worldwide we are celebrating hundred years of women’s struggle for Gender Equality, to fight Women’s marginalization, oppression and sub-ordination by men. Discrimination against women is as old as the humanity and is world wide. The degree various from county to country depending on opportunities given to women to access education to enhance their understanding of socio-economic and political issues employment, health, education etc. Once women are equipped with knowledge they will understand their rights and demands. Distinguished Guests, Hon. Members, Ladies and Gentlemen. Up to 18th Centaury no woman in any country of the world had the right to vote. Thanks to British MP named John Stuart Mills who was gender sensitive. Speech by: H.E Agnes K. Lasuba, Minister of Gender, Child and Social Welfare, GoSS on the IWD, 2011 He stated women are human beings like men; therefore have the right to vote in Parliamentary elections. In 1893 New Zealand became the first country in the world where women exercised the right to vote equal to men. In 1910 the leader of women’s office for the Social Democratic Party of Germany named Clara Zetkin, during International Conference of women held in Copenhagen proposed that every year in every country women should have celebration on the same day not only for their achievements but also to press for their demands. The proposal was unanimously adopted. The women at the Copenhagen Conference spread the resolution, organized women celebrations in 1911, since then it has been celebrated every year. Two years later March 8 was selected to be the International Women’s Day [IWD]. We pay tribute to Clara Zetkin in 1975 the United Nations [UN] officially recognized IWD. The recognition by UN encouraged many countries to declare IWD a National Holiday. We hope the 54th African youngest Country, SS will do the same. Distinguished Guests, Hon. Members, Ladies and Gentlemen. The Theme of the Centenary is: Equal accesses to Education and Science and Technology: Pathway to Decent Work for Women. The theme fits the situation of women in SS. Due to imbalances created by customs and traditions women lagged behind men in education and employment. Women get the low paid jobs, because most jobs need qualification, possibly involving education and science knowledge. The National household survey 2009 revealed literacy rate among 15-24 years as follows: \| Gender \| Can read & write \| Cannot read and write \| \|--------\|------------------\|-----------------------\| \| \| 15-24 years \| \| \| Female \| 28% \| 72% \| \| Male \| 55% \| 45% \| \| \| In school \| Not in school \| \| \| 6 years old \| \| \| Female \| 19% \| 81% \| \| Male \| 38% \| 62% \| This Gap in education must be bridge because these children are the future human resource. We call upon parents to take serious the government policy of all children go to school, with emphasis to girl child education. Parents and guardians to stop early and forced marriage; give the girl child her right to education. Speech by: H.E Agnes K. Lasuba, Minister of Gender, Child and Social Welfare, GoSS on the IWD, 2011 It is through education and training can female get better paid jobs otherwise they will never have pathway to decent work. Distinguished Guests, Hon. Members, Ladies and Gentlemen. As we commemorate the centenary it is time for SS women to evaluate the 55 years of Sudan Independence and women struggle for their rights. Women awareness on social/political activities in the Sudan varies from region to region of the Sudan: East, West, South and North. We understand in the North, the struggle started in early 1930s. The women’s maturity in socio political awareness was reflected when the women came out from their houses to the streets to demonstrate against female genitals mutilation because has negative impact on women’s reproductive health and deforms womanhood. In SS the women social/political activities as I recall came to full swing in early 1970s. To record history it was during the regime of President Gaffer Mohamed Nimeri. The Sudan Socialist Union [SSU], the then ruling party encouraged women participation. For the first time in the history of SS, six [6] women became members of parliament in 1974. Three [3] were in the National Assembly Khartoum and three [3] in Regional Assembly Juba. Each of the then three regions of the South: Bahr El Ghazal, Equatoria and Upper Nile each had two women MPs. Effective mobilization and social political activities of the women in the South was interrupted in 1983 by the uprising of SPLM. Nevertheless women joined the liberation struggle too. Others picked up arms, others cared for the sick and wounded, others headed household single handed, others lobbied for peaceful resolutions to end the war, others cared for orphans and the old, others taken to prison for brewing Woragi to get money for education and livelihood of their children. The list is long suffice to mention the few. Distinguished Guests, Hon. Members, Ladies and Gentlemen - In 1994 at SPLM first convention held in Chukudum, women’s effective contribution was recognized resulted in AA of 25% for women. - After the signing of the CPA followed in 2005 with the establishment of the state organs, women pushed for their demands. E.G when the Intrim National Constitution [INC] was being reviewed women demand that Affirmative Action [AA] of 25% be included to benefit all women in the Sudan. • Convention on the Elimination of all forms of Discrimination Against Women [CEDAW] was adopted and opened for ratification and accession by the UN General Assembly in December, 1979. There are only two countries in Africa which upto date did not ratify CEDAW and these are Somalia and Sudan. We the women in the Sudan have waited for too long nearly 32 years the good news is by 9\textsuperscript{th} July, 2011 we shall have a country, the Republic of SS; we believe the new nation will ratify CEDAW. Finally, we the women shall continue to demand for the Rights of women, equal access to education and science and technology to give the women an opportunity to get better jobs and better living conditions for themselves and their children and communities at large. I wish to take this opportunity to thank all the people and institutions which supported the MGC&SW to make this day possible for us to celebrate. Special thanks go to Mama Mary Ayen Mayardit, the first lady of SS in waiting for her assistance. Similarly thanks to the first ladies from Uganda, Kenya, Ethiopia and North Sudan for sharing this important day with us. In conclusion I say congratulations to you all for being part and parcel of the celebration of 100 years of IWD. The next 100 years let us leave them to generations to come. Thanks you all and God bless us. Speech by: H.E Agnes K. Lasuba, Minister of Gender, Child and Social Welfare, GoSS on the IWD, 2011 Women demanded that Rights of Women should be included in the Constitution, and indeed Article 20 of Intrim Constitution of Southern Sudan [ICSS] covers Rights of Women. 1. Women shall be accorded full and equal dignity of the person with men. 2. Women shall have the right to equal pay for equal work and other related benefits with men. and 3. All levels of GoSS shall a. Promote women participation in public and representative in legislative and executive by at least 25%. b. Enact laws to combat harmful customs and traditions. c. Provide maternity, child care and medical care. - Currently out of 171 Hon. Members of Southern Sudan Legislative Assembly [SSLA] 53 are women, out of 32 Ministers, 7 are women, out of 32 Undersecretaries 8 are women, out of 15 Presidential Advisors only one is woman, out of 10 Governors only one is woman, out of 17 Chairpersons of Commissions three [3] are women. - During the January 2011 referendum, out of the 60% women population 55% registered and 55% voted, that was 100% turnout. The women of SS are determined to get their rights. So far, for a young Nation, women are progressing well though in other institutions not very well, mainly on technical and professional fields. Distinguished Guests, Hon. Members, Ladies and Gentlemen - Despite some of the women’s achievements during the 55 years we are faced with many challenges. Some of the challenges we face are universal. As the Africa’s youngest Nation, we shall always seek advice and support from the old Nations as well as the International Community, to assist us in implementing the 8 Millennium Development Goals [MDGs] 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDs, Malaria and other diseases 7. Ensure environmental sustain 8. Development a Global Partnership for Development Speech by: H.E Agnes K. 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Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. Contents of the Rating Guide For both Part II (thematic) and Part III B (DBQ) essays: • A content-specific rubric • Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. • Commentary explaining the specific score awarded to each paper • Five prescored practice papers For Part III A (scaffold or open-ended questions): • A question-specific rubric Mechanics of Rating The following procedures are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Administering and Scoring Regents Examinations in Global History and United States History and Government. Scoring the Part I Multiple-Choice Questions On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the student answered correctly in Part I. Rating the Essay Questions (1) Follow your school’s procedures for training raters. This process should include: Introduction to the task— - Raters read the task - Raters identify the answers to the task - Raters discuss possible answers and summarize expectations for student responses Introduction to the rubric and anchor papers— - Trainer leads review of specific rubric with reference to the task - Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response to the rubric - Trainer leads review of each anchor paper and commentary Practice scoring individually— - Raters score a set of five papers independently without looking at the scores and commentaries provided - Trainer records scores and leads discussion until the raters feel confident enough to move on to actual rating (2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. Rating the Scaffold (open-ended) Questions (1) Follow a similar procedure for training raters. (2) The scaffold questions need only be scored by one rater. (3) The scores for each scaffold question may be recorded in the student’s examination booklet. The scoring coordinator will be responsible for organizing the movement of papers, calculating a final score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining the student’s final examination score. The chart located at the end of these scoring materials must be used for determining the final examination score. Theme: Influence of Geographic Factors on Governmental Actions Actions taken by the United States government have often been influenced by geographic factors. Some of these factors include location, climate, natural resources, and physical features. Task: Identify two actions taken by the United States government that have been influenced by geographic factors and for each - State one reason the United States took the action - Describe how a geographic factor influenced the action - Discuss the impact of the action on the United States You may use any action taken by the United States government that was influenced by a geographic factor. Some suggestions you might wish to consider include the Lewis and Clark expedition (1804-1806), issuance of the Monroe Doctrine (1823), Mexican War (1846-1848), Commodore Perry's opening of Japan (1853), passage of the Homestead Act (1862), purchase of Alaska (1867), construction of the Panama Canal (1904-1914), entry into World War II (1941), passage of the Interstate Highway Act (1956), and involvement in the Persian Gulf War (1991). Scoring Notes: 1. This thematic essay has a minimum of six components (one reason for two actions taken by the United States government, how geographic factors influenced these two actions, and the impact of these two actions on the United States). 2. A response may combine the influence of the geographic factor with the reason for the action taken by the United States. Likewise, a response may incorporate the influence of the geographic factor into the discussion of the impact of the action. 3. Immediate or long-term impacts of the actions taken by the United States government may be discussed. 4. The same geographic factor may be used to discuss both actions, e.g., strategic location could be used in a discussion of the Monroe Doctrine and in a discussion of the building of the Panama Canal. Score of 5: • Thoroughly develops all aspects of the task in depth by identifying two actions taken by the United States government that were influenced by geographic factors, stating a reason the United States took each action, describing how a geographic factor influenced each action, and discussing the impact of each action on the United States • Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Lewis and Clark expedition: Jefferson justified the purchase of Louisiana with his dream for an “empire of liberty”; added to knowledge of the territory by studying native cultures and performing scientific studies; opened the way for western settlement and strengthened claims to Oregon; showed transcontinental journeys were possible; construction of the Panama Canal: although building the canal through Panama was the ideal geographic location, getting the rights to build a canal was the great challenge; due to its location and size, the isthmus of Panama was a wise choice to place a canal for international use • Richly supports the theme with relevant facts, examples, and details, e.g., Lewis and Clark expedition: President Jefferson in one bold move had doubled the size of the United States; United States wanted to control trade on the Mississippi River by controlling the port of New Orleans; Lewis and Clark kept extensive journals; construction of the Panama Canal: sea route prior to the canal was around the tip of South America through treacherous waters and storms; the United States supported the Panamanians’ revolt against Colombian rule • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 4: • Develops all aspects of the task but may do so unevenly by discussing all aspects for one action more thoroughly than for a second action or by discussing some aspects of the task for both actions more thoroughly than other aspects • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., issuance of the Monroe Doctrine: the protection of Latin America was important to the United States because of Latin America’s close proximity; President Monroe knew that the Monroe Doctrine would be effective because of the implicit backing of the British navy; Mexican War: the United States wanted lands west of Texas and winning a war with Mexico was one means of achieving that goal; the Mexican Cession would cause sectional controversy over slavery and popular sovereignty • Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 3: • Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth • Is more descriptive than analytical (apply, may analyze, and/or evaluates information) • Includes some relevant facts, examples, and details, may include some minor inaccuracies • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Note: If all aspects of the task for one action have been thoroughly developed in depth and if the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. Score of 2: • Minimally develops all aspects of the task or develops at least three aspects of the task in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: • Minimally develops some aspects of the task • Is descriptive; may lack understanding, application, or analysis • Includes few relevant facts, examples, or details; may include inaccuracies • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper Geography has been an influence on the United States in many of its major decisions. There are two that stand out namely the Monroe Doctrine, issued in 1823, and the Mexican American War fought from 1846 to 1848. Being close neighbors with Latin America, the United States had the means and interests to protect it. The United States emphasis on Manifest Destiny also inclined it to go to war for territorial gain. The Monroe Doctrine was a foreign policy statement penned by Secretary of State John Quincy Adams during the Monroe Presidency. Recognizing a threat from Europe on the development and integrity of Latin America, the United States declared that further colonization in the Western Hemisphere would be seen as a militant action and that the US would defend Latin America from foreign invaders. The protection of Latin America was important to the United States as it was close geographically and the recolonization by European powers in Latin America could threaten the United States’ ability to expand and trade effectively in the region. The fact that Europe was across the Atlantic Ocean was also important. Colonization of the Western Hemisphere would require use of the sea, which was largely controlled by the British naval fleet. Great Britain supported the protection of Latin America as long as existing colonies were allowed to remain. In fact, the nation proposed that it and the United States should issue a joint statement, but not wanting to risk political unity of the US and Britain in the eyes of the world, Monroe declined, and instead issued a unilateral doctrine. He knew that with the implicit backing of the British fleet, Europe could do no more than hawk at the Monroe Doctrine. With the United States only controlling a portion of North America, European expansion threatened that of the United States. Dispute over the Oregon territory had already proved apparent as Russia, Britain, Spain, and the United States all staked a claim to it. Spain gave up its claim in 1846 after contention. The Adams-Oliver Treaty and Russia's withdrawal, so contention was mainly between the US and Britain. Without the territories of California and only lands bordering the United States, Monroe feared European intervention in Mexican lands as well. The success of the Monroe Doctrine assured American dominance of Latin American trade and often, policy. The Monroe Doctrine and later, the Roosevelt Corollary allowed the United States to intervene in Cuba during the Spanish-American War and serve as a facilitator in Latin American disputes. Some Americans even became inspired to colonize the region shown in the Ostend Manifesto, a plan under Taylor to colonize Cuba, and the Walker Expedition, in which Nicaragua was briefly controlled by an American-born John Walker. The Mexican-American War was also influenced by geography. The conflict stemmed from the claim of the Mexican government that its border with Texas was at the Nueces River, while the US claimed the Rio Grande to be the true boundary. Pres. James K. Polk sent John Slidell to settle the matter, and then sent troops under the command of Taylor into the disputed region after Slidell failed. Although officially US declaration of war was a result of firing upon the US troops, the prevailing feeling of Manifest Destiny in the US was probably the true reason. "Hawks" called for "spot resolutions," as they doubted US troops were not beyond the Rio Grande River and had not provoked attack. Hawks were quickly dismissed by the pro-war hawks under the lead of President Polk, and they passed a declaration of war in Congress. The United States was geographically "incomplete" and during the war, Polk sent out troops to decisively take over the land of California as well as present day New Mexico, Arizona, Utah, and other western states. The US-Mexican land boundary allowed for an easy campaign against the nation. The war ended with the passage of the Treaty of Guadalupe-Hidalgo. It granted the US lands known as the "Mexican cession," which consisted of California and two other large territories—Utah and New Mexico. The Mexican-Texas border was set at the Rio Grande and the US needed only to pay $20 million to Mexico. The impact of this was far more than territorial gain. The Mexican Cession would cause sectional controversy over slavery and popular sovereignty. They also allowed for the building of a transcontinental railroad after the Gadsden Purchase. In conclusion, geography affected US foreign policy. The response: - Thoroughly develops all aspects of the task in depth for the issuance of the Monroe Doctrine and for fighting the Mexican War by stating a reason the United States took each action, describing how a geographic factor influenced each action, and discussing the impact of each action on the United States - Is more analytical than descriptive (Monroe Doctrine: Europe was across the Atlantic Ocean; colonization of the Western Hemisphere would require the use of the sea, which was largely controlled by the British naval fleet; the protection of Latin America was important to the United States as it was close geographically and the re-colonization by European powers in Latin America could threaten the United States ability to expand and trade effectively in the region; with the implicit backing of the British fleet, Europe could do no more than balk at the Monroe Doctrine; Mexican War: although officially the United States declaration of war was a result of the firing on United States troops, the prevailing feeling of Manifest Destiny in the United States was probably the true reason; the Mexican Cession would cause sectional controversy over slavery and popular sovereignty; allowed for building a transcontinental railroad after the Gadsden Purchase) - Richly supports the theme with relevant facts, examples, and details (Monroe Doctrine: penned by Secretary of State John Quincy Adams; Adams-Onis Treaty; Ostend Manifesto; Walker expedition; Mexican War: “spot resolutions;” John Slidell; Nueces River; Treaty of Guadalupe Hidalgo) - Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a restatement of the theme and a brief conclusion. Conclusion: Overall, the response fits the criteria for Level 5. This response does a particularly fine job of thoroughly developing all aspects of the task, using many analytical statements and specific historical detailed information while remaining focused on the theme of the influence of geographic factors on government actions. These content strengths outweigh the weakness of the conclusion. Since its birth, the influence of geographic factors have influenced some of the actions taken by the United States. Some of these geographic factors include location, natural resources and physical features. The Lewis and Clark Expedition and the construction of the Panama Canal represent two actions taken by the United States through the influence of geographical factors. The Lewis and Clark Expedition represented one of the earlier actions by the United States to do something based on geography. The expedition was a survey of the newly acquired land purchased by the United States from France. President Thomas Jefferson had a dream of a nation of small farmers. He felt that those with land were the most trustworthy in placing the power of the government on. Jefferson felt that the purchase of Louisiana would be the realization of his dream. Louisiana was located right next to the western boundary of the United States (Mississippi River). It contained a vast wilderness of unsettled land and rivers which could be used to transport goods. The purchase of Louisiana did several things for the United States. First it doubled the size of the nation. Secondly, new industries would later be expanded or created due to it. For example, the cattle industry expanded out west because it gave more land for the cattle to graze and insure their health. Another example, is the growth of the railroads because it allowed for connection between different parts of the country. Their importance would be realized after the Civil War when manufactured products and raw materials needed to be moved across the nation. The construction of the Panama Canal represents a more modern example of how geography has influenced actions taken by the United States. Whenever a person wanted to ship a package from New York to California, it would always take about 3-4 months to arrive in California. The reason behind this was that the ship would have to travel all the way down the east coast of the American continents and go around the Southern tip of South America and then travel up north on the west coast of the American continents until it reached California. Many saw this as a problem and felt that a canal was needed. Unfortunately, the Mainland United States had no narrow strip of land that could be converted into a canal connecting the Atlantic and Pacific Oceans. The U.S. had to expand the possibility and decided Panama was the ideal place. Although building the canal through Panama was the ideal geographic location, getting the right to build a canal was the great challenge. At the time, Panama was owned by Colombia. The United States ended up having to support a Panamanian revolt in order to secure Panamanian independence from Colombia because Colombia wouldn't agree to the $10 million offer by the United States. The new independent Panamanian republic quickly agreed to the $10 million deal that Colombia had rejected. After its creation, the speed at which products sent to either west or east coast of the U.S. sped up and saved a lot more time. Insurance rates on ships dropped because when ships traveled the old path they faced the possibility of severe weather at the southern tip of South America. Due to its location and size, Panama was a wise choice to place a canal for international use. It increased trade for the United States. Additionally, this allowed the US to move its naval fleet faster from coast to coast. The actions committed by the United States have been influenced by geographic factors. These actions have managed to help create a stronger economy for the United States. The response: - Thoroughly develops all aspects of the task in depth for the Lewis and Clark expedition and for the construction of the Panama Canal by stating a reason the United States took each action, describing how a geographic factor influenced each action, and discussing the impact of each action on the United States. - Is more analytical than descriptive (Lewis and Clark: Louisiana Purchase contained a vast wilderness of unsettled land and rivers which could be used to transport goods; new industries would later be expanded or created; the growth of the railroads allowed for connection between different parts of the country; railroads’ importance would be realized after the Civil War when manufactured products and raw materials needed to move across the nation; Panama Canal: although building the canal through Panama was the ideal geographic location, getting the rights to build a canal was the great challenge; due to its location and size, Panama was a wise choice to place a canal for international use) - Richly supports the theme with relevant facts, examples, and details (Lewis and Clark: Louisiana was located right next to the western boundary of the United States—the Mississippi River; Jefferson’s dream of a nation of small farmers; doubled the size of the nation; Panama Canal: severe weather at the southern tip of South America; Colombia would not agree to the $10 million offer by the United States) - Demonstrates a logical and clear plan of organization; includes an introduction that restates the theme and a conclusion that goes somewhat beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 5. Much analysis and detailed information is used throughout the response. Although the response does not focus explicitly on the geographic theme, the content reflects a good understanding of how geographic factors have influenced United States government actions. Many actions taken by the United States government have been influenced by geographical factors. Location especially has played a major role in the development of the country. The construction of the Panama Canal and the annexation of Hawaii are two examples of government action due to geographical benefit. The construction of the Panama Canal in the early 20th century was due to a need for speed and travel sufficiency. The United States as well as other nations thought it critical that they find a quicker route to the Pacific. Going around South America was just too long and time consuming. The decision to build a canal in Panama was taken for it was the “thinnest” part of Central America. Because the area was not smaller than anywhere else and the land also contained many lakes and rivers, building a canal there would be more cost effective and easier. The canal turned out to be very reliable for the U.S. Ships, especially war vessels, were able to go from the ocean to ocean in a faster amount of time. This construction would benefit the U.S. Navy in WWI and WWII and eventually all the other nations. The annexation of Hawaii by the U.S. was another action taken by the government because of its geographical location. Because Hawaii was located far into the Pacific Ocean, it would serve as a stopping point between the United States and Asia. Ships could be re-fueled, and other necessities could be obtained there. At the time around the annexation of Hawaii, the U.S had implemented a military base on one of the Hawaiian islands. This allowed for war ships to station their before the call to go to Asia was made in the east. This base was a good addition to the U.S. military, especially since it was closer to Asia than the continental U.S., but it also allowed Japan to be closer to American forces. The Attack on Pearl Harbor in Hawaii was a rough blow to the U.S. military. Because Hawaii was closer than the U.S. land mass, its location allowed Japan to attack more easily. The geographical location of Hawaii, and the government decision to annex them, can be considered to have both a negative and positive effect. The construction of the Panama Canal and the annexation of Hawaii were both actions taken by the U.S. government because of their geographical locations. Both can be considered a positive action made and are still effective today. The Canal is still in use and Hawaii is another addition to United States. Anchor Level 4-A The response: - Develops all aspects of the task for construction of the Panama Canal and for the annexation of Hawaii - Is more analytical than descriptive (Panama Canal: the United States as well as other nations thought it critical that they find a quick route to the Pacific; the decision to build a canal in Panama was taken for it was the “thinnest” part of Central America; the canal turned out to be very reliable for the United States ships, especially war vessels; Hawaii: because Hawaii was located far into the Pacific Ocean, it would serve as a stopping point between the United States and Asia; the government decision to annex them can be considered to have both a negative and positive effect) - Supports the theme with relevant facts, examples, and details (Panama Canal: South America; also contained many lakes and rivers, would benefit the United States navy in World War I and World War II; ocean to ocean; Hawaii: the attack on Pearl Harbor, Pacific Ocean; military base) - Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response best fits the criteria for Level 4. The response contains some good analysis but lacks the amount of detailed historical information that would be found in a level 5 response. Throughout American history, the United States government has made innumerable important decisions, all of which have affected the nation. Actions have been taken for numerous reasons, one being geographic factors. The geography of the world, including the location and natural resources of a place, can be greatly important to a country. For this reason, the United States has made many decisions, including sending out the Lewis and Clark expedition, and building the Panama Canal. Both of these decisions were based upon geographic factors, and have been key in the history of the United States. In 1804, President Thomas Jefferson sent out an expedition led by two men, Lewis and Clark, to explore land west of the Mississippi River. Jefferson had asked Napoleon for the port of New Orleans, but was offered the whole of Louisiana and much land above it. When Jefferson accepted, he doubled the size of the country. At the time, it was clear that a very important event had occurred. The government was suddenly in possession of a wealth of new land full of unlimited possibilities. Jefferson realized though that in order to be able to fully utilize this new land, the nation needed to understand what was there. The expedition of Lewis and Clark was designed to give the US government knowledge of what type of land lay to the west, what people were there, and how the land could be used. Geographically speaking, this expedition helped the country to realize what natural resources it had gained in this purchase. Lewis and Clark also helped make future expansion possible. While on their travels, they drew up maps, and took accounts of Native American tribes they encountered. Another important, geography influenced action taken by the United States was the building of the Panama Canal. Begun by President Theodore Roosevelt, the canal was meant to create a more direct waterway between the Atlantic and Pacific Oceans. The United States government recognized that the construction of the canal would not only facilitate trade, goods shipped from Boston to California no longer needed to go around South America, but it would be a source of revenue for the country. Before the canal, there was no direct waterway to ship goods or people from ocean to ocean. Geographically, the canal provided a new path and helped trade. The United States and other nations have benefited from the canal. Although the canal no longer belongs to the US, and therefore the government receives no taxes from it, the trade route is still used to the benefit of the country. From the country's conception to today, geography has continually affected government actions. The importance of location and natural resources have led not only to Lewis and Clark and the Panama Canal, but to other decisions, exploration, and even war. These decisions and actions continue on, continually affecting the future of America. The response: • Develops all aspects of the task for the Lewis and Clark expedition and for the construction of the Panama Canal • Is both descriptive and analytical (Lewis and Clark: Jefferson realized though that to be able to fully utilize this new land, the nation needed to understand what was there; Lewis and Clark also helped make future expansion possible; Panama Canal: the canal was meant to create a more direct waterway between the Atlantic and Pacific Oceans; the United States government recognized that the construction of the canal would not only facilitate trade, but it would be a source of revenue for the country; the United States and other nations have benefited from the canal) • Supports the theme with relevant facts, examples, and details (Lewis and Clark: to explore land west of the Mississippi River, Jefferson had asked Napoleon for the Port of New Orleans; doubled the size of the country; they drew up maps and took accounts of Native American tribes they encountered; Panama Canal: President Theodore Roosevelt; shipping from Boston to California no longer needed to go around South America; the canal no longer belongs to the United States) • Demonstrates a logical and clear plan of organization, includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. This response does not have the depth of analysis and detailed information that is commonly found in a Level 5 response. While the discussion of the reason the United States took both actions is good, the lack of supporting details in the discussion of the impact of both actions weakens the response. The United States has always had a desire to explore new lands and expand its borders. However, the geographic landscape has often affected the actions the government takes to achieve its goals. The Lewis and Clark Expedition and the building of the Transcontinental Railroad are prime examples of geographic factors influencing governmental decisions and actions. The Lewis and Clark Expedition was supported by government because the government wanted to know more about the land that it had recently acquired in the Louisiana Purchase. Lewis and Clark were instructed to draw maps, document wildlife and record any interactions with Native Americans. Their expedition was designed to help the people east better understand the untamed lands of the west. Jefferson was interested in finding an all water route to the Arctic so he directed them to begin their explorations by following the course of the Missouri River. In order to travel down the Missouri and other rivers, they had to build large boats. They also had to plan on how to travel over the Rocky Mountains to reach the Arctic Ocean. Lewis and Clark had to endure hot summers and cold winters in the Rockies. The work of Lewis and Clark paved the way for future explorers. Their maps and documents helped others to tame the wilderness and also opened the area for future settlement. They met a number of Native American tribes and in some cases they worked out treaties and made The Transcontinental Railroad was built to join this country together. The railroad connected the east coast and the west coast. The government gave the railroads huge land grants because it hoped this railroad would allow for the shipment of people and goods to flow more easily across the country. Also, the government hoped the railroad would open up the west to settlers. Building the railroad proved to be a difficult task due to the geographic landscape of the United States. The railroad companies had to figure out how to blast through the treacherous Rockies and also how to survive while building through the desert. Since this required a great deal of money, the government also gave subsidies as well as the land grants to the railroads. The railroad completion had a great impact on the United States. It improved transportation and did open up western lands for settlement. It began the building of other railroads across the country which only helped to prosper the economy in the United States. Geographic features have influenced government actions throughout history. Physical features, climate, and location all play a part when the government makes decisions. Lewis and Clark and Transcontinental Railroad were examples of landscape affecting governmental actions. The response: • Develops all aspects of the task by discussing the Lewis and Clark expedition and the building of the transcontinental railroad • Is both descriptive and analytical (Lewis and Clark: supported by the government because the government wanted to know more about the land that it had recently acquired; their expedition was designed to help the people in the East better understand the untamed lands of the West; the landscape of the western United States proved to be difficult at times for Lewis and Clark to traverse; transcontinental railroad: it improved transportation and opened up western lands for settlement; the railroad companies had to figure out how to blast through the treacherous Rockies; since building the railroad required a great deal of money, the government gave subsidies) • Supports the theme with relevant facts, examples, and details (Lewis and Clark: Louisiana Purchase; instructed to draw maps, document wildlife, and record any interactions with Native Americans; Missouri River; hot summers and cold winters; transcontinental railroad: government gave railroads huge land grants; the railroad connected the east coast and the west coast) • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are little more than a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. The response includes more analysis than is typically found in a Level 3 response. Some historical facts and details supplement a somewhat surface treatment of the task. Geographical features often influence decisions by nations. Many of the United States' decisions came through geographic problems or features. These geographic features help make the US decide what to do and how to do it. The construction of the Panama Canal and the involvement in the Persian Gulf War were influenced by geographic features and resources. In the early 20th century, the United States had become an industrial powerhouse in the world. The US traded with many countries around the world. When it came to trading with the east, and also trading with the west coast of the US by ships, a problem arose. It took a great amount of time and money to get from the industry on the Eastern Seaboard to the ports in Asia. The problem was they had to go all the way around South America. The US realized they needed some way to cut the travel time and costs down. The United States needed a canal cut somewhere through Central America. Panama was finally selected for the country to have the canal. However, the Panamanian government did not want to cooperate. The US sent in troops to start a coup. They overthrew the current government with a new one that supported the canal. The canal was finished in 1914 and helped greatly with trade to Asia. In the late 1980s, the US had growing interest in the Middle East. This interest was primarily fueled by oil. The Middle East had many oil fields which the US had control of. In 1991, the Iraqis invaded Kuwait. The Iraqis wanted to take over the oil pipeline and the main port where oil was exported from. The US felt this threatened their economy and the oil they needed. The US went in with the military to kick the Iraqis out. The war was very short but very meaningful. The US had defended a nation not because Iraq hurt Kuwait, but that it had harmed the US. They thought their economy was in trouble and might not be able to function without the use of Middle Eastern oil. This decision to go to war was based on a natural resource which the US needed. The United States has based many of its decisions on geographical influences. They try to do what is best for them based on the geographies of a particular area. Anchor Level 3-A The response: - Develops most aspects of the task in some depth for the construction of the Panama Canal and for involvement in the Persian Gulf War, but does not discuss the impact of either action - Is more descriptive than analytical (Panama Canal: in the early 20th century, the United States had become an industrial powerhouse in the world; it took a great amount of time and money to get from the industry on the eastern seaboard to the ports in Asia; the United States realized they needed some way to cut the travel time and costs down; Persian Gulf War: the United States had defended a nation not because Iraq hurt Kuwait but that it had harmed the United States; the Middle East had many oil fields which the United States had control of; the United States thought their economy was in trouble and might not be able to function without the use of Middle Eastern oil; this decision to go to war was based on a natural resource which the United States needed) - Includes some relevant facts, examples, and details (Panama Canal: Central America; overthrew the current government; trade to Asia; Persian Gulf War: Iraqis invaded Kuwait, wanted to take over the oil pipeline and the main port where oil was exported; United States went in with the military to kick the Iraqis out); includes an inaccuracy (Panama Canal: the Panamanian government did not want to cooperate) - Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 3. Most aspects of the task are developed in some depth. The response contains a mix of analysis and descriptive historical information that is typical of a Level 3 response. History cannot be separated from the geographic conditions that surround it. The location, physical features, and resources of the American continent have all had a profound effect on the United States Government. The long-standing U.S. policy of isolationism and the Interstate Highway Act are two very different examples of geography influencing government action. George Washington, in his Farewell Address, warned the then young America about entanglement in European affairs. In keeping with this sentiment, the United States avoided foreign war for the largest part of the 19th century. The geographic location of the United States was the principle factor in making this isolationist stance possible. In other words, was the United States not protected by 3,000 miles of ocean on either side, it surely would have not avoided conflict as well. Indeed, it was only when technology began to "eat away" at our oceans, first in WWI and then in WWII, that the US took an active, more permanent role in world affairs. Another result of this geographic induced isolation was the burgeoning of American industry and economic self-sufficiency. The Interstate Highway Act was passed in 1956 under the Eisenhower administration as a means of bettering the United States' defense capabilities during the Cold War. The bill called for the creation of a new highway system. It was designed to be a network of well-made interstates that traversed the broad nation. It allowed for the fast transportation of defense materials and other goods. Highways were constructed through those natural formations that facilitated travel, namely plains or river valleys. Suburbs grew tremendously as another result of the Act. The average American could now easily travel from home to work. These two government actions demonstrate that, while history is largely made up of government policy, geography often influences and shapes that policy. The response: • Develops all aspects of the task with little depth for the United States policy of isolationism and for the passage of the Interstate Highway Act • Is more descriptive than analytical (isolationism: the United States avoided foreign war for the larger part of the 19th century; was the United States not protected by 3,000 miles of ocean on either side, it surely would have not avoided conflict as well; it was only when technology began to “eat away” at our oceans, first in World War I and then in World War II, that the United States took an active, more permanent role in world affairs; resulted in economic self-sufficiency; Interstate Highway Act: passed as a means of bettering the United States defense capabilities during the Cold War; designed to be a network of well-made interstates that traversed the nation; suburbs grew tremendously as another result of the Act; average American could now travel easily from home to work) • Includes some relevant facts, examples, and details (isolationism: George Washington, in his Farewell Address, warned the then young America about entanglement in European affairs; Interstate Highway Act: Eisenhower administration; highways were constructed through natural formations that facilitated travel, namely plains or river valleys) • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that go beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 3. All aspects of the task are developed with little depth. Some analytical statements of the impact of these actions are included, but these statements are not developed. Throughout American history, decisions have been made based on geographic features. A few examples of this is The Lewis and Clark expedition and the construction of the Panama Canal. Decisions in both of these examples were made with geographic features in mind. Both of those decisions had a huge impact on America. When Europeans first found America, the only inhabitants were Native Americans. When we took the land from them, we didn't have any information on how big the continent was. In order to find out how far America stretched, we needed to send out explorers to map the land. Because we had no idea on what was out west, we needed highly skilled explorers that could handle any geographic features. Lewis and Clarke were sent out in 1804 to map out the entire country of America. They came across many Indian tribes that were friendly and numerous tribes that wanted to kill them. They also had to climb over the Rocky Mountains. Despite all the adversity, Lewis and Clarke reached the Pacific Ocean. They gave us one of America's first accurate maps. Without the bravery of Lewis and Clarke, Western America may have never of been mapped out. One problem facing many traders and explorers was that from the northern part of Canada to the most southern tip of South America there was no route in which ships could go through. If a ship wanted to get to the other side of our continent, they had to sail all the way down under South America and around. Another problem with this is that the water around the southernmost tip of South America is some of the most treacherous water in the world. Many ships are destroyed by horrible weather and massive waves. The United States decided to fix this problem by creating a man-made canal. The U.S. chose Panama because of its extremely thin diameter across and because it is located near the equator. The U.S. began work on this in 1904. The canal first opened up in 1914. With the canal, ships could pass thru faster and easier. This helped economy and trade. Many decisions made by the U.S. government were based on geographic features. The Lewis and Clarke expedition and the Panama Canal are examples of this. Both examples affected the way of life in America positively. Both of these expeditions made great advances for the United States. The response: • Develops most aspects of the task in some depth by discussing the Lewis and Clark expedition and the construction of the Panama Canal without discussing the impact of these two government actions • Is more descriptive than analytical (Lewis and Clark: in order to find out how far America stretched, we needed to send out explorers to map the land, despite all the adversity, Lewis and Clark reached the Pacific Ocean; Panama Canal: if a ship wanted to get to the other side of our continent, they had to sail all the way down under South America and around; this helped economy and trade; conclusion: both examples affected the way of life in America positively; both of these expeditions made great advances for the United States) • Includes some relevant facts, examples, and details (Lewis and Clark: Native Americans, Rocky Mountains; Panama Canal: no route for ships from the northern part of Canada to the southern tip of South America; treacherous water, horrible weather, and massive waves; man-made canal); includes an inaccuracy (Panama chosen for its thin diameter and location near the equator) • Demonstrates a satisfactory plan of organization; includes an introduction that restates the theme and a conclusion that goes somewhat beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 3. The response contains some relevant historical facts and details. An impact of the construction on the Panama Canal is mentioned without being developed. However, the impact of the explorations of Lewis and Clarke is neither mentioned nor implied. The foreign policy of the United States depends highly on geographic conditions within. These may include geography, climate and/or natural resources. Two examples of US action based on these conditions would be the Panama Canal and the recent crises in the Middle East. Beginning in 1904, a project began in a very unstable country, known as Panama. Because of high ship and merchant traffic overseas, there is always the search for a quicker route. To reach the western part of the world, ships would have to travel to the southernmost point of South America. This area of ocean is not the easiest place to navigate through. A solution to this was to build a canal through this great barrier, in Panama. This project took ten years, costed millions of American dollars, and there were a few casualties. Despite all this, the project was considered a success and it is still used today. Critics said this was yet another form of American... intervention. A while after the completion, the canal was given to Panama, along with economic prosperity. Recently, our President has made the decision to intervene in one of his "axis of evil" countries. This country of Iraq was thought to of had "weapons of mass destruction," with nuclear capabilities, and was considered highly dangerous. It turns out that no such weapons were present and now we are fixated on democratizing this once critical nation. Coincidently, Iraq is a major player in the game of global oil control, being a member of OPEC. This highly critical conflict has drawn much resentment to our once respected country. The response: - Minimally develops all aspects of the task for the construction of the Panama Canal and for intervention in Iraq - Is primarily descriptive (Panama Canal: South American area of ocean is not the easiest place to navigate through; cost millions of American dollars and there were a few casualties, it is still used today; Iraq: was considered highly dangerous; no such weapons were present); includes isolated analysis (Panama Canal: there is always the search for a quicker route; despite all this, the project was considered a success; critics said it was another form of American intervention; Iraq: Iraq is a major player in the game of global oil control, being a member of OPEC) - Includes few relevant facts, examples, and details (Panama Canal: high ship and merchant traffic overseas, southernmost part of South America, a while after the completion, the canal was given to Panama along with economic prosperity; Iraq: one of the “axis of evil”; weapons of mass destruction with nuclear capabilities; fixated on democratizing) - Demonstrates a general plan of organization; includes an introduction but lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 2. The response contains some isolated analysis but is mostly descriptive. The response lacks development of the ideas presented. Historical details are mentioned, but not explained. Geography has many influences on the actions taken by a government. Since the beginning America in particular has been affected by geography because it is surrounded by water. Two specific actions taken by the government are, one that has water separating it from all European and Asian threats. Two specific actions the federal government have taken because of geography are the Monroe Doctrine, and the construction of the Panama Canal. The Monroe Doctrine was put into effect in 1823. It stated that no country from the eastern hemisphere could take up land in the western hemisphere too. This was President James Monroe’s way to protect America. It took advantage of America’s location. This was the cause for the Cuban missile crisis. President Kennedy saw Russia’s presence in Cuba as a direct violation of the Monroe Doctrine. The Panama canal was completed in 1914. It was built on the isthmus of Panama because it was one of the narrowest ports of the isthmus. It was built so that American ships could sail from one ocean to the other without traveling all the way around South America. America realized that they either needed two Navy fleets, one for each ocean, or a quick way to get from one ocean to another. The canal has proved worthwhile in both of the World Wars. Geography has many affects on the actions of our country. The Monroe Doctrine and the building of the Panama Canal are just two things that have been benefited the United States. The response: - Minimally develops most aspects of the task for issuance of the Monroe Doctrine and for the construction of the Panama Canal - Is primarily descriptive (Monroe Doctrine: this was President James Monroe’s way to protect America; President Kennedy saw Russia’s presence in Cuba as a direct violation of the Monroe Doctrine; Panama Canal: it was built so that American ships could sail from one ocean to the other without traveling all the way around South America); includes isolated analysis (Panama Canal: was built on the isthmus of Panama because it was one of the narrowest parts of the isthmus; America realized that they either needed two navy fleets or a quick way to get from one ocean to the other; the canal proved worthwhile in both of the world wars); includes faulty analysis (Monroe Doctrine: was the cause for the Cuban missile crisis) - Includes few relevant facts, examples, and details; includes an inaccuracy (Monroe Doctrine: stated that no country from the Eastern Hemisphere could take up land in the Western Hemisphere) - Demonstrates a general plan of organization; includes both an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 2. Although the discussion of the construction of the Panama Canal is more complete, overall, the response is a minimal development of the task. Very limited specific information is provided. The response is primarily descriptive for the issuance of the Monroe Doctrine and somewhat analytical for the construction of the Panama Canal. Actions taken by the United States government have often been influenced by geographic factors. Some of these factors include location, climate, natural resources, and physical features. Two examples of these geographic influences are the Lewis and Clark expedition (1804-1806), which was blocked by mountains and unfamiliar territory, and the construction of the Panama Canal (1904-1914), which was a shorter, cheaper route from the Pacific to the Atlantic Ocean. The Lewis and Clark expedition, funded by George Washington, further increased the popular belief of Manifest Destiny, that it was America's destiny to conquer from East to West. As Maryvother, Lewis and William Clark set off to the west, they encountered mountains and terrain they were unfamiliar with, which held up their expedition. They eventually met an Indian woman willing to help show them the way; Sacajawea. She helped them learn about the land in the west and its native people, which established a better understanding of the Indians for America's later use. Eventually, Lewis and Clark reached the Pacific Ocean, and Americans began moving west accomplishing America's destiny. America wished to trade with as many countries as possible, but travel from the Pacific to Atlantic Ocean was hard if not almost impossible, so we needed a better way than going all the way around South America, so we decided to take it from the Colombians and build a canal. After negotiating with Colombia’s government and, failing we helped liberate Panama and they gave us the rights to build a canal. The canal gave us a quick and safe route from the Pacific to the Atlantic and further fueled our need for imperialism. The response: • Develops some aspects of the task in some depth for the Lewis and Clark expedition and for the construction of the Panama Canal • Is primarily descriptive (Lewis and Clark: they encountered mountains and terrain they were unfamiliar with, which held up their expedition; Sacajawea helped them learn about the land in the west and its native people; Americans began moving west accomplishing American destiny; Panama: they gave us the rights to build a canal); includes faulty analysis (Lewis and Clark: the Lewis and Clark expedition further increased the popular belief of Manifest Destiny); includes some isolated analysis (Lewis and Clark: established a better understanding of the Indians for America’s later use; Panama: the canal gave us a quick and safe route from the Pacific to the Atlantic and further fueled our need for imperialism) • Includes few relevant facts, examples, and details (Lewis and Clark: Meriwether Lewis and William Clark; Indians; Pacific Ocean; Panama: travel from the Pacific to Atlantic Oceans; Colombia; we helped liberate Panama); includes some inaccuracies (Lewis and Clark: funded by George Washington) • Demonstrates a general plan of organization; includes an introduction but lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 2. The response does not provide a reason for the Lewis and Clark expedition nor does it discuss the influence of a geographic factor on the action. However, the impacts of both actions are discussed. Throughout the United States history geographic features have caused many events to occur. Geographic factors have caused many major events. Two major events caused by geographic features are the creation of the Panama Canal and also the expedition of Lewis and Clark both influenced by geographic factors. The creation of the Panama Canal was a huge success to the U.S and other countries around the world. The pan canal was created so traders would not have to go all the way across South America, they were now able to just cut through using the canal. While building the canal the geographic factors were very bad, including heat, mosquitoes and rugged terrain all which caused the creation of the canal a lot more harder on the workers and also caused many people to die. The Expedition of Lewis and Clark was a long journey across america which was less likely men had and to see what was out there. The heat, rugged terrain and animals all caused the expedition to become a lot more Strenuous and also caused it to take a very busy time. The geographic features caused the expedite to take a burden list on Lewis and Clark causing both of them to go through something which was very hard. The United States have geographic factors which can put a lot of pain and stress on someone's body. Both the building of the Panama Canal and Lewis and Clark Expedition were influenced greatly because of geographic features which damaged them when doing what they were told to do. Anchor Level 1-A The response: - Minimally develops some aspects of the task by discussing the construction of the Panama Canal and the Lewis and Clark expedition - Is descriptive (Panama Canal: when building the canal, the geographic features were very bad; Lewis and Clark: the rugged terrain and animals caused the expedition to become a lot more strenuous); lacks understanding and analysis - Includes few relevant facts, examples, and details (Panama Canal: would not have to go all the way around South America, heat, mosquitoes, and rugged terrain; Lewis and Clark: rugged terrain); includes inaccuracies (Lewis and Clark: expedition was for finding new land) - Demonstrates a plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response best fits the criteria for Level 1. In the response, the discussion of the construction of the Panama Canal does not address where Panama is located or the geographic reasons Panama was chosen other than the general statement “so traders would not have to go all the way around South America.” The discussions of the impacts of both actions are minimal and do not clearly address the task. An extremely important action taken by the United States Government in response to a geographical action would be the construction of the Panama Canal from 1904-1914. The United States decided to control the project because of the value the possession of the canal would hold. By constructing the Panama Canal, the U.S. would be able to save money and time by traveling through the canal. The passage of the Interstate Highway Act in 1956 allowed a large development in the geographical connection of the United States. It allowed highways to be built to connect states easier by inter-state highways. Anchor Level 1-B The response: • Minimally develops some aspects of the task by mentioning the Panama Canal and the Interstate Highway Act • Is descriptive (Interstate Highway Act: allowed a large development in the geographical connection of the United States); contains elementary analysis (Panama Canal: the United States decided to control the project because of the value the possession of the canal would hold) • Includes few relevant facts, examples, and details (Panama Canal: construction from 1904 to 1914; the United States would be able to save money and time by traveling through the canal; Interstate Highway Act: connect states easier by interstate highways) • Demonstrates a weakness in organization; lacks an introduction and a conclusion Conclusion: Overall, the response fits the criteria for Level 1. While this response is very limited, it does contain some general factual statements that address the task, making this more than a Level 0 response. Since its creation as a nation, the United States has been greatly affected by many geographic factors. First breaking away from its colonial ruler, England, not only over unfair taxation without representation, it also broke away because it was hard to be ruled from such a distant location. Continuing into today, many of the federal government actions, both domestic as well as foreign, have been influenced by geographic factors. Many times this nation has taken action, or delayed taking action, because of geographic factors involved in the conflict, such as in World War II and the Persian Gulf War. After the horrors of World War I, the United States developed a policy of isolationism. Even when conflicts and tensions began to bubble over in Europe during the late 1930s the United States remained isolated. This remaining state of isolationism is a luxury few countries could enjoy at this time in history. Drawn into the conflict because of the geographic closeness of nations, these countries had no other choice. The United States did. Because of its geographic distance from the conflict, the U.S. could remain isolated for as long as they chose, had it not been for Pearl Harbor on December 7, 1941. With some distance keeping them out of the war, this distance also aided the Americans when they did enter the war. This distance kept the U.S. from getting bombed by Europeans and kept the manufacture of their supplies safe. However, distance from the battle sites also made it difficult to provide a constant flow of supplies once they entered the war. Supplies had to make it past Following the conclusion of World War II, this geographic factor is no longer as important as it was in the 1930s and 1940s. With the invention of new and faster means of communication and transportation, distance is no longer an obstacle, or in the U.S. case, a blessing. The development of nuclear missiles has shortened the distance for attack and has created the problem of radiation contamination which can be carried on the wind. Natural resources have also played a part in shaping the policies of the United States government. With oil being such a sought-after necessity in these times, a threat to cut off this resource can greatly shape the policies of the government. In the early 1990s, this was a threat that was facing the United States. After the invasion of the tiny nation of Kuwait on the Persian Gulf by the Iraqis and their leader, Saddam Hussein, the United States was worried over the control and flow of oil. With the oil and gas shortages of the 1970s still in the memories of the people, President George H.W. Bush, Congress, the American people, and a coalition of several dozen other nations knew that they had to do something. The U.S.-led coalition started off with airstrikes in January of 1991. A ground campaign was launched on February 24, 1991. This coalition managed to push the Iraqis and Hussein out of Kuwait and back into Iraq. During the retreat, the Iraqis burned the oil wells and created another problem. Though successful in their mission of continuing the flow of oil, the Persian Gulf War entrenched the United States even more in Middle Eastern affairs. For the next decade and a half the Persian Gulf War and its aftereffects shaped a great deal of the U.S. foreign policy. One natural resource could have brought this nation to a standstill, and this one resource has a great effect on U.S. policy. Many times the United States has taken action, or delayed taking action, because of geographic factors involved in the conflict, such as in World War II in 1941, and fifty years later with the Persian Gulf War in 1991. From the birth of this nation, the wide-sweeping geography of the country, as well as the world, has affected the policies of the federal government. Geographic factors will always have an affect on governmental policy. Throughout United States History, the U.S. is often influenced by geographic factors which include: location, physical natural resources and climate. Two actions that help make this statement true is the U.S. involvement in the Mexican War, and the involvement in the Persian Gulf War. Here we see how the geographic location and natural resources portion of the geographic factors played a role in the actions taken by the U.S. government. In 1846, the United States was in the midst of a war with Mexico for land. Many states were at stake and the U.S. wanted to get their hands on them. While the climate of these states was different from eastern U.S., the location was more important. Mexico as well as the other states were located in the center of the U.S. as well as near the Persian Gulf helping trade and increasing the size of the U.S. While to Mexico, their loss was very great in the war, the impact on the U.S. gave us reason to be satisfied with war, coming away with about 6 new states which included: Nebraska, New Mexico, Colorado and Arizona, this was seemed to payoff for the U.S. as well as the government. Another action taken by the U.S. government was the involvement into the Persian Gulf War. Here the United States was protecting their own economic interests in that; this area was where most of our oil was being held. So for that matter, the natural resources being the geographic factor here, was most likely the main reason for the U.S. entering into the Persian Gulf War. To many the impact would again be great in that we still have connections over in the Middle East that supply us oil, therefore making the choice by the U.S. government to involve us in the Persian Gulf War, correct. To conclude, in the past, the United States Government has taken many actions and made several decisions. Though what most people don't know is how the Geographic Factors played a major role in those actions and decisions. The Mexican War in 1846 and the involvement into the Persian Gulf War in 1991 are some prime examples of how location, climate and the need for natural resources have influenced governmental decisions. Luckily for the U.S., these actions always seem to pay off. Throughout the years, actions taken by the US Government have been influenced by geographic features. Location, climate, natural resources, and physical features have altered the course of history. The Louisiana purchase, the purchase of Alaska, and the construction of the Panama Canal are all fine instances of actions taken that were influenced by geography. The United States purchased Alaska because it is rich in oil. Oil is a very important natural resource. The Panama Canal was constructed to allow trade ships to pass through quickly without having to go all the way around South America. This opened up new trade routes and greatly benefited many countries economically. In conclusion, geography has a heavy impact on the actions taken by our government. Many circumstances have been swayed by location, climate, natural resources, and physical features. Actions taken by the United States government have often been influenced by geographic factors. Some of these factors include location, climate, natural resources, and physical features. Two examples of actions taken by the United States were the passage of the Homestead Act, and the construction of the Panama Canal. The passage of the Homestead Act was one result of manifest destiny. The United States believed that they had the right to rule and expand from sea to sea. In order to encourage people to settle in the West, the United States passed the Homestead Act, which gave settlers free land, however they were to farm and maintain the land. Geographic factors such as the Great Plains and Pacific Ocean had to farm lands, influenced the passage of the Homestead Act because they were going to let the people themselves make the land suitable for agriculture. The Homestead Act helped the U.S. meet its manifest destiny, more people were attracted to the free land given away, resulting in the settlement of the West and development of the West. The construction of Panama canal... The Panama Canal helped the United States and its neighboring countries. The United States built the canal mainly to provide a shorter route from the Atlantic to the Pacific, which also helped the U.S. because now their navy would be more mobile in protecting the East and West coasts. Geographic factors such as the location, and the relatively thin area compared to other places, influenced the United States in constructing the canal. In the long term, this canal was beneficial to everyone. Since there was no air travel at the time, the Panama Canal made it easy for trade and transportation. Since the beginning, many decisions have been influenced by geographical factors. These factors were evident in the passage of the Homestead Act, and in the construction of Panama canal. Actions taken by the United States government have often been influenced by geographic factors. Some of these factors include location, climate, natural resources, and physical features. Geographic factors have influenced the political, economic, and social aspects during the United States's history. The Lewis and Clark expedition and the construction of the Panama Canal are strong examples of this. The Lewis and Clark expedition early in America's history was a mission to discover the unknown wilderness of the West. The U.S. had just acquired the Louisiana Territory from the French more than doubling the nation's area. The land was recorded, measured, and studied later to be developed and populated for America's use. The role geography plays in economic aspirations is no better exemplified than the construction of the Panama Canal. Cargo traveling between the Atlantic and Pacific Oceans used to be forced far out of its way around the tip of South America. A canal through the geographic center of the Americas cut travel times in half, greatly increasing the amount of goods able to be transported. The mammoth project cost billions of dollars and lost many lives, as well as America’s deep political involvement with Panama and Colombia. Practice Paper A—Score Level 5 The response: • Thoroughly develops all aspects of the task in depth for the United States entry into World War II and for involvement in the Persian Gulf War by stating a reason the United States government took each action, describing how a geographic factor influenced each action, and discussing the impact of each action on the United States • Is more analytical than descriptive (entry into World War II: after the horrors of World War I, the United States developed the policy of isolationism; this remaining state of isolationism was a luxury few countries could enjoy at this time in history; because of its geographic distance from the conflict, the United States could remain isolated; when the United States entered the war, the distance kept the United States from being bombed and kept the manufacture of supplies safe; Persian Gulf War: with the oil and gas shortages of the 1970s still in the memories of people, President George H. W. Bush, Congress, the American people, and a coalition of several dozen other nations knew that they had to do something; though successful in their mission of continuing the flow of oil, the Persian Gulf War entrenched the United States even more in Middle Eastern affairs; the wide sweeping geography of the country, as well as the world, has affected the policies of the federal government) • Richly supports the theme with relevant facts, examples, and details (entry into World War II: Pearl Harbor on December 7, 1941; Axis powers; submarines; nuclear missiles; radiation contamination; Persian Gulf War: invasion of the tiny nation of Kuwait; the Iraqis and their leader Saddam Hussein; air strikes; burning of oil wells) • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 5. This response is primarily analytical and contains the quantity and quality of detailed historical information that should typically be found in a level 5 response. Practice Paper B—Score Level 2 The response: • Minimally develops all aspects of the task for the Mexican War and for intervention in the Persian Gulf War • Is descriptive (Mexican War: in 1846, the United States was in the midst of a war with Mexico for land); includes isolated analysis (Mexican War: while the climate of these states was different from eastern United States, the location was more important; while to Mexico their loss was very great in the war, the impact on the United States gave us reason to be satisfied with war, coming away with about six new states; Persian Gulf War: United States was protecting their own economic interests; the impact would again be great in that we still have connections over in the Middle East that supply us oil) • Includes few relevant facts, examples, and details (Mexican War: new states of New Mexico, Colorado, and Arizona); includes some inaccuracies (Mexican War: refers to “states” instead of “territories”; Mexico as well as the other states were located in the center of the United States as well as near the Persian Gulf; Nebraska as one of the six new states; Persian Gulf War: area was where most of our oil was being held) • Demonstrates a general plan of organization, includes an introduction and a conclusion that are somewhat beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 2. Although the response contains more analysis than is typical of a Level 2 response, much of the analysis is weak. Little relevant historical detail is provided. Practice Paper C—Score Level 1 The response: • Minimally develops some aspects of the task by discussing construction of the Panama Canal and by briefly referring to the purchase of Alaska • Is descriptive (Panama Canal: was constructed to allow trade ships to pass through quickly without having to go all the way around South America); includes isolated analysis (Panama Canal: greatly benefited many countries economically) • Includes few relevant facts, examples, and details (Panama Canal: opened new trade routes); includes inaccuracies (purchase of Alaska: purchased because it is rich in oil) • Demonstrates a plan of organization; contains an introduction and a conclusion that restate the theme Conclusion: Overall, the response best fits the criteria for Level 1. The discussion of the reasons for the purchase of Alaska is faulty. However, the discussion of the Panama Canal contains some general factual statements. Practice Paper D—Score Level 3 The response: • Develops all aspects of the task with little depth for the passage of the Homestead Act and for the construction of the Panama Canal • Is both analytical and descriptive (Homestead Act: the passage of the Homestead Act was one result of Manifest Destiny; more people were attracted to the free land given away, resulting in the settlement and development of the West; Panama Canal: this also helped the United States because now their navy would be more mobile in protecting the east and west coasts; geographic factors such as the location and the relatively thin area compared to other places; in the long term, this canal was beneficial to everyone; since there was no air travel at the time, the Panama Canal made it easy for trade and transportation) • Includes some relevant facts, examples, and details (Homestead Act: free land; Great Plains; agriculture; Panama Canal: Atlantic to the Pacific); includes an overgeneralization (Homestead Act: however they were to farm and maintain the land) • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 3. While the response contains some good analysis, especially for the construction of the Panama Canal, it does not have the quantity and quality of analysis and historical detail that is characteristic of a Level 4 response. Practice Paper E—Score Level 2 The response: • Minimally develops all aspects of the task for the Lewis and Clark expedition and for the construction of the Panama Canal • Is primarily descriptive (Lewis and Clark: the land was recorded, measured, and studied, later to be developed and populated for America’s use; Panama Canal: a canal through the geographic center of the Americas cut travel times in half); includes isolated analysis (Panama Canal: greatly increasing the amount of goods to be transported) • Includes few relevant facts, examples, and details (Lewis and Clark: mission to discover the unknown wilderness of the West; Louisiana Territory acquired from the French and doubled the size of the United States; Panama Canal: Atlantic and Pacific Oceans; tip of South America) • Demonstrates a general plan of organization; includes an introduction that restates the theme; lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 2. All aspects of the task are briefly mentioned with limited development of the ideas, e.g., the mention of America’s deep political involvement with Panama and Colombia is unexplained. 1a According to President Harry Truman, what is one problem when governments are controlled by the will of a minority? Score of 1: - States a problem when governments are controlled by the will of a minority as stated in this document Examples: they rely on terror/oppression; people are oppressed; the press/radio is controlled by a minority; elections are fixed; personal freedoms are suppressed; people have fewer freedoms Score of 0: - Incorrect response Examples: there are free elections; individual liberty is guaranteed; they have representative government - Vague response that does not answer the question Examples: choice is free; it is a second way of life; alternate ways of life are used; attempted subjugation; outside pressures; they are better - No response 1b According to President Truman, what policy must the United States support? Score of 1: - States the policy the United States must support according to President Truman Examples: one that supports free people; assisting people who are working out their destiny; one that supports free peoples who are resisting armed minorities/outside pressures; encouraging majority rule; a policy against political oppression/must oppose political oppression Score of 0: - Incorrect response Examples: one that does not guarantee individual liberty; one that does not support free peoples; denying free elections; suppressing personal freedoms - Vague response that does not answer the question Examples: a way of life; their own destinies; a helping policy - No response Document 2a ... Communist aggression in Korea is a part of the worldwide strategy of the Kremlin to destroy freedom. It has shown men all over the world that Communist imperialism may strike anywhere, anytime. The defense of Korea is part of the worldwide effort of all the free nations to maintain freedom. It has shown free men that if they stand together, and pool their strength, Communist aggression cannot succeed. . . . Source: President Harry Truman, Address at a dinner of the Civil Defense Conference, May 7, 1951 2a According to President Harry Truman, why was it important for the United States to help defend Korea? Score of 1: • States why President Harry Truman thought it was important for the United States to help defend Korea Examples: it was part of the communist worldwide strategy to destroy freedom; communist imperialism could strike nations without warning; to help free nations maintain their freedom; to contain communism; to encourage others to fight against communism; so communism does not take over Score of 0: • Incorrect response Examples: freedom must be destroyed; to promote civil defense; because Korea was against us • Vague response that does not answer the question Examples: imperialism; to pool their strength; a worldwide strategy; so Korea is part of things • No response 2b Based on this cartoon, what problem did the United States face in Asia by 1953? Score 1: - States a problem the United States faced in Asia by 1953 that is shown by this cartoon Examples: communist aggression was spreading in Indochina; communist aggression broke out in Indochina; United States had trouble stopping communist aggression; communism was spreading in Asia; peace efforts were going on in Korea while communism was spreading to Indochina; the dike against communism was leaking in Indochina Score of 0: - Incorrect response Examples: communist aggression had been stopped in Asia; Indochina and Korea were fighting; monsoons threatened our allies; the wall; floods; peace efforts were occurring in Korea - Vague response that does not answer the question Examples: communism; Indochina and Korea; another hole opened in the dike - No response THE NATURE OF THE CONFLICT ... The world as it is in Asia is not a serene or peaceful place. The first reality is that North Viet-Nam has attacked the independent nation of South Viet-Nam. Its object is total conquest. Of course, some of the people of South Viet-Nam are participating in attack on their own government. But trained men and supplies, orders and arms, flow in a constant stream from north to south. This support is the heartbeat of the war. . . . WHY ARE WE IN VIET-NAM? Why are these realities our concern? Why are we in South Viet-Nam? We are there because we have a promise to keep. Since 1954 every American President has offered support to the people of South Viet-Nam. We have helped to build, and we have helped to defend. Thus, over many years, we have made a national pledge to help South Viet-Nam defend its independence. And I intend to keep that promise. . . . Source: President Lyndon B. Johnson, Speech at Johns Hopkins University, April 7, 1965 3 According to President Lyndon B. Johnson, why was the United States involved in Vietnam? Score of 1: • States a reason the United States was involved in Vietnam according to President Lyndon B. Johnson Examples: North Vietnam attacked the independent nation of South Vietnam; North Vietnam wanted to conquer South Vietnam; we made a national pledge to help South Vietnam defend its independence; we promised to support the people of South Vietnam Score of 0: • Incorrect response Examples: we made a national pledge to help North Vietnam; Asia is a serene/peaceful place; South Vietnam attacked North Vietnam; some South Vietnamese attacked their own government • Vague response that does not answer the question Examples: conquest in Vietnam; heartbeat of war; men are trained • No response 4 According to these documents, what were two effects of the Vietnam War on American society? Score of 2 or 1: - Award 1 credit (up to a maximum of 2 credits) for each different effect of the Vietnam War on American society as shown in these documents Examples: the nation was divided; Great Society programs lost tax dollars/most tax dollars were spent on the Southeast Asia crisis; Vietnam received more attention than civil rights/solving African American problems became secondary/the Negro problem was not considered as urgent as the war; Vietnam was taking money away from domestic programs/the Great Society Note: To receive maximum credit, two different effects on America society must be stated. For example, Great Society programs lost tax dollars and most tax dollars were spent on the Southeast Asia crisis are the same effect expressed in different words. In similar cases, award only one credit for this question. Score of 0: - Incorrect response Examples: Great Society programs expanded; it united the nation; taxes rose dramatically - Vague response that does not answer the question Examples: top priority; inescapable impression; first things first; it brought great change - No response 5 Based on these documents, state two ways the Vietnam War affected American society. Score of 2 or 1: • Award 1 credit (up to a maximum of 2 credits) for each different way the Vietnam War affected American society as shown in these documents Examples: protestors marched to end the war/students joined a nationwide protest against the war; students boycotted classes/college educations were disrupted; colleges across the country closed; there were peace parades; there were shootings at Kent State; it divided our society Note: To receive maximum credit, two different effects on American society must be stated. For example, there were shootings at Kent State and college students were shot in Ohio are the same effect expressed in different words. In similar cases, award only one credit for this question. Score of 0: • Incorrect response Examples: students protested peace; government banned protests • Vague response that does not answer the question Examples: students in New York City; student associations; it unified the nation • No response After the Vietnam War ended in 1975, large numbers of Vietnamese refugees settled in Westminster, California. "Little Saigon" in Westminster, California Source: Bailey and Kennedy, The American Pageant, D. C. Heath and Co., 1991 6 According to this photograph, how have Vietnamese immigrants contributed to American society? Score of 1: - Identifies how Vietnamese immigrants contributed to American society as shown in this photograph Examples: they became lawyers/doctors/store owners; they opened businesses; they shared their culture; they made us a more diverse society Score of 0: - Incorrect response Examples: they kept their Vietnamese names; they interacted only with each other - Vague response that does not answer the question Examples: they lived in California; they did nothing - No response Within sixty calendar days after a report is submitted or is required to be submitted pursuant to section 1543(a)(1) of this title, whichever is earlier, the President shall terminate any use of United States Armed Forces with respect to which such report was submitted (or required to be submitted), unless the Congress (1) has declared war or has enacted a specific authorization for such use of United States Armed Forces, (2) has extended by law such sixty-day period, or (3) is physically unable to meet as a result of an armed attack upon the United States. Such sixty-day period shall be extended for not more than an additional thirty days if the President determines and certifies to the Congress in writing that unavoidable military necessity respecting the safety of United States Armed Forces requires the continued use of such armed forces in the course of bringing about a prompt removal of such forces. Source: War Powers Act, 1973 7 Based on this document, state one way in which the War Powers Act could limit United States involvement in foreign conflicts. Score of 1: • States a way in which the War Powers Act could limit United States involvement in foreign conflicts Examples: the president can only send troops for 60 days; the president has to consult with Congress; within 60 days, Congress decides if troops can stay longer; limits the power of the president as commander in chief Score of 0: • Incorrect response Examples: the president can no longer send troops out of the country; only Congress can send troops out of the country; Congress has complete control over the armed forces • Vague response that does not answer the question Examples: Congress decides; sixty calendar days; Congress has declared war; it gave more power • No response ... Fourteen years after the last United States combat units left Vietnam, at least 15 men who were there have made their way into Congress. Each Draws His Own Lesson Some are Republicans, like Representative David O'B. Martin of upstate New York; some are Democrats, like Representatives H. Martin Lancaster of North Carolina and John P. Murtha of Pennsylvania; some are conservatives, and some are liberals. Each has drawn his own lesson from having participated in the war, and each applies the experience in his own way to the issues of foreign policy he confronts as a legislator. Some support military aid to the Nicaraguan rebels, some oppose it. A few favored sending the Marine contingent to Beirut in 1982, though most say they had grave reservations. Some see the Soviet threat in larger terms than others. But the Vietnam experience has given almost all of them a sense of seasoned caution about using American military power without having the broad support of the American people. And this translates into some sober views on the limitations of force, especially in impoverished countries torn by internal strife.... Source: David K. Shipler, "The Vietnam Experience and the Congressman of the 1980's," New York Times, May 28, 1987 8 According to this article, how has the experience of many Congressmen who served in Vietnam affected their views on when to use American military force? Score 1: - States how the experience of many Congressmen who served in Vietnam affected their views on when to use American military force Examples: they are cautious about using American military power; most had reservations about sending the Marines to Beirut in 1982; each applied his own experience when deciding if the United States should use military force; it led them to support some efforts to use force and to oppose others Score of 0: - Incorrect response Examples: they avoid foreign policy issues, they always vote “no” to military aid; they ignore public opinion; most supported the use of force in Beirut - Vague response that does not answer the question Examples: they learned; the Soviets are a threat; they have made their way to Congress; it has changed their view - No response “By God, we’ve kicked the Vietnam syndrome once and for all!” So said President George Bush in a euphoric [joyful] victory statement at the end of the Gulf War, suggesting the extent to which Vietnam continued to prey on the American psyche more than fifteen years after the fall of Saigon. Indeed the Vietnam War was by far the most convulsive and traumatic of America’s three wars in Asia in the 50 years since Pearl Harbor. It set the U.S. economy on a downward spiral. It left America’s foreign policy at least temporarily in disarray, discrediting the postwar policy of containment and undermining the consensus that supported it. It divided the American people as no other event since their own Civil War a century earlier. It battered their collective soul. Such was the lingering impact of the Vietnam War that the Persian Gulf conflict appeared at times as much a struggle with its ghosts as with Saddam Hussein’s Iraq. President Bush’s eulogy for the Vietnam syndrome may therefore be premature. Success in the Gulf War no doubt raised the nation’s confidence in its foreign policy leadership and its military institutions and weakened long-standing inhibitions against intervention abroad. Still it seems doubtful that military victory over a nation with a population less than one-third of Vietnam in a conflict fought under the most favorable circumstances could expunge [erase] deeply encrusted and still painful memories of an earlier and very different kind of war. . . . Source: George C. Herring, “America and Vietnam: The Unending War,” Foreign Affairs, Winter 1991/92 9 According to this document, what was one impact of the Vietnam War on United States foreign policy? Score of 1: • States the impact of the Vietnam War on United States foreign policy as expressed in this document Examples: it discredited the postwar policy of containment/left America’s foreign policy in temporary disarray/undermined the consensus supporting Cold War foreign policy/the Vietnam syndrome led to a more cautious foreign policy; it set the economy on a downward spiral; divided the American people over intervention abroad; the United States avoided military intervention/created the Vietnam syndrome that made Americans wary about committing troops Score of 0: • Incorrect response Examples: it led to the Persian Gulf War; raised the nation’s confidence in its foreign policy leadership; still a painful memory • Vague response that does not answer the question Examples: there was consensus; it was traumatic; participation became important; battered the collective soul of the nation • No response Historical Context: Since World War II, conflicts in Asia have played a major role in the Cold War. One of these conflicts arose in Vietnam. The United States involvement in this conflict was sometimes controversial. The decision to send troops to Vietnam had a major impact on American society and on United States foreign policy. Task: - Explain the reasons for United States involvement in Vietnam - Discuss the impact of the Vietnam War on American society - Discuss the impact of the Vietnam War on United States foreign policy Scoring Notes: 1. This document-based question has a minimum of four components (two reasons for United States involvement in Vietnam, one impact of the Vietnam War on American society, and one impact of the Vietnam War on United States foreign policy). 2. Reasons for United States involvement in Vietnam can be discussed from different points in the chronology of the conflict, i.e., theoretical support (containment policy as outlined in the Truman Doctrine or application of the domino theory); financial support for French efforts (Truman and Eisenhower); role of military advisors (Eisenhower and Kennedy); commitment of military troops (Kennedy, Johnson, and Nixon). 3. The discussion of the impact on United States foreign policy can either be immediate or long-term. 4. The same issue may be used to discuss the impact of the Vietnam War on American society and the impact on United States foreign policy although the historical development of that issue would be different, e.g., the impact of the Tet offensive. 5. As is the case with many historical topics, what constitutes an impact of the Vietnam War is subject to the student’s point of view. The response may discuss the impacts of the Vietnam War from any perspective as long as the position taken is supported by accurate historical facts and examples. 6. For the purposes of meeting the criteria of using at least five documents in the response, documents 2a, 2b, 4a, 4b, 5a, and 5b may be used as separate documents if the response uses specific separate facts from the individual document. Score of 5: - Thoroughly develops all aspects of the task evenly and in depth by discussing reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy - Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., connects the financial support given to the French by the Truman administration to military advisors being sent by the Eisenhower and Kennedy administrations to Johnson’s Americanization of the war and then to Nixon’s Vietnamization - Incorporates relevant information from at least five documents (see Key Ideas Chart) - Incorporates substantial relevant outside information related to the Vietnam War (see Outside Information Chart) - Richly supports the theme with many relevant facts, examples, and details, e.g., Marshall Plan; French Indochina; Truman Doctrine, Eisenhower Doctrine; Gulf of Tonkin Resolution; bombing of Cambodia; Kent State; War Powers Act; Persian Gulf War - Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 4: • Develops all aspects of the task by discussing reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy but may do so somewhat unevenly by discussing one aspect of the task less thoroughly than the other aspects • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., links the Truman Doctrine and the beginning of containment to eventual military participation in Southeast Asia • Incorporates relevant information from at least five documents • Incorporates relevant outside information • Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Note: At score levels 5 and 4, all four components of the task should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1. Score of 3: • Develops all aspects of the task with little depth or develops at least three aspects of the task in some depth • Is more descriptive than analytical (applies, may analyze, and/or evaluate information) • Incorporates some relevant information from some of the documents • Incorporates limited relevant outside information • Includes some relevant facts, examples, and details; may include some minor inaccuracies • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Score of 2: • Minimally develops all aspects of the task or develops at least two aspects of the task in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents • Presents little or no relevant outside information • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: • Minimally develops some aspects of the task • Is descriptive; may lack understanding, application, or analysis • Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents • Presents no relevant outside information • Includes few relevant facts, examples, or details; may include inaccuracies • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper Key Ideas from the Documents Reasons for United States Involvement in Vietnam Doc 1— Assisting free peoples to work out their destinies (representative government, free elections, freedom from political oppression) Supporting free peoples who are resisting control by armed minorities or by outside pressures Belief that will of minority should not be forced upon the majority Doc 2— Fear of communist aggression in Korea as part of a worldwide strategy of Kremlin to destroy freedom Fear of communist imperialism that could strike anywhere, anytime Part of worldwide effort of all free nations to maintain freedom Fear of communist aggression spreading in Indochina Doc 3— Attack by North Vietnam on the independent nation of South Vietnam Stopping North Vietnam’s objective of total conquest of South Vietnam Pledge of the United States to help South Vietnam defend its independence Impact of Vietnam War on American Society Doc 4— Impression that Vietnam was America’s top priority Growing resistance to continued United States fighting in Southeast Asia Shift of tax dollars from Great Society programs to Vietnam War needs Doc 5— Boycott of classes by New York City students Kent State shootings Nationwide college campus protests Closing of State university and college systems by Governor Reagan in California Closing of colleges in Pennsylvania and New York Doc 6— Immigration of many Vietnamese to the United States Contributions of Vietnamese immigrants to American society as doctors, lawyers, business owners More heterogeneous society Doc 9— Downward spiral of economy Division of American people Effect on the American psyche Impact of Vietnam War on United States Foreign Policy Doc 7— Placing of limits on unilateral action of president by War Powers Act Doc 8— Vietnam veterans serving in Congress cautious about using military power Doc 9— Discrediting of containment policy Impact of Vietnam syndrome on military involvement Relevant Outside Information (This list is not all-inclusive.) Reasons for United States Involvement in Vietnam - Post–World War II competition between the United States and the USSR - Fear of the spread of communism (Eastern Europe, China) - Precedents for global containment (Marshall Plan, NATO, Korea, SEATO) - Economic aid to support French efforts against Ho Chi Minh (Truman and Eisenhower) - Interpretation of domino theory (Eisenhower, Kennedy, Johnson) - Instability of the South Vietnamese government - Influence of McCarthyism - North Vietnamese attack on United States destroyer in Gulf of Tonkin - Tonkin Gulf Resolution (1964) - Bombing campaign of 1965 as result of North Vietnamese attacks on Americans - Inability of South Vietnamese army to defeat Vietcong Impact of Vietnam War on American Society - Differences of public opinion (Hawk vs. Dove) - Racial tensions (Black Power, Long Hot Summer, over-drafting of minorities, War on Poverty cutbacks, role of Martin Luther King, Jr., role of Mohammed Ali) versus legislative achievements (Civil Rights Acts, Voting Rights Act) - Deficit spending, higher taxes, and inflationary trends as a result of war expenditures - Alienation of students and middle class parents by draft lottery (draft card burnings, resisters fled United States) - Details of Kent State shootings - Emergence of radical student groups (Students for a Democratic Society [SDS], Weathermen) - Protest marches in Washington, D.C., and other major cities - Widening of credibility gap (Tet offensive) - Influence of television and print journalism on public opinion about war - Contribution of the division in Democratic Party to the Republican victory in 1968 - Influence of musicians on antiwar cause (Bob Dylan, Joan Baez) - Quieting of protests after Vietnamization announced - Increasing violence and student protests after the invasion of Cambodia (Jackson State) - Sentiment building for 18-year-old vote - Erosion of public support for war (Pentagon Papers, My Lai incident, declining morale in armed services) - Reassessment of the use of presidential powers - Difficulty of veterans in readjusting to American society - Issue of military service in Vietnam in political campaigns - Initial poor reception of veterans, then eventual support for Vietnam Veterans Memorial in Washington, D.C. Impact of Vietnam War on United States Foreign Policy - Expansion of presidential war-making power as a result of events in Gulf of Tonkin (“blank check”) - Introduction of Vietnamization strategy - Less national interest in military interventions as reflected in Nixon Doctrine - Questioning of the role of print and television journalists in coverage of future conflicts - Reevaluation of the domino theory as applied in Asia - Impact of the War Powers Act - Critics of Iraq War cited similarities to Vietnam “quagmire” - Recognition of the limitations of technological superiority in fighting less developed countries - Controversial reactions to restoration of diplomatic relations with Vietnam - Continued influence of Vietnam veterans on foreign policy debates (Senator John McCain, Senator John Kerry, Representative John Murtha) Since World War II, conflicts in Asia have played a major role in the Cold War and American foreign policy. One such conflict was the Vietnam War. The effects of this conflict, however, were not simply contained within the region of Southeast Asia. Instead, the repercussions were felt even in the United States, having a great impact on American society and foreign policy alike. There were a variety of reasons for the initial and continued involvement of the United States in Vietnam War. One idea that greatly influenced America's involvement in Southeast Asia was containment. Brought to light by George Kennan, the idea of containment held that the spread of communism must be halted. This would, in turn, eventually defeat the Soviet Union by essentially "cutting off its air!" The United States went about their policy of containment in a variety of ways. The Marshall Plan, for instance, promised economic aid to the war-torn regions of Europe following World War II. The hope was that if these countries' economies were stabilized, they would not fall to communist factions. Areas such as Greece and Turkey were, indeed assisted by America's foreign policies. In addition, the United States lent military aid to regions that were in direct peril of communist take over. This included Korea as evidenced by Document 2a. The United States got involved in the Korean War to contain communism. Furthermore, as depicted by Document 2b, Asia was not understanding communist threats very effectively. As a result, America felt the need to intervene themselves to prevent communism from spreading further in Asia. All of this lead to American involvement in the Vietnam War. When North Vietnam invaded South Vietnam, it posed a threat that the domino theory would affect Southeast Asia. In order to attempt to contain the spread of communism, America involved itself as it did linking the concept of the Truman Doctrine first in Korea and then in Vietnam. Thus, there were a variety of reasons that the United States got involved in Vietnam; all of these reasons related to the policy of containment. Another reason that the United States got involved over time in Vietnam was that it had promised the South Vietnamese government aid. For years before the full-scale amount of American troops were sent to Vietnam, America had been funneling aid first to France and then to South Vietnamese government more directly. South Vietnamese and American cooperation was not enough to stop Ho Chi Minh. The North Vietnamese government was much more organized, for example, and they were able to consistently supply invading troops through the Ho Chi Minh Trail. This is illustrated by Document 3. These reasons all contributed to lead to sustained U.S. involvement in Vietnam. The effects of the Vietnam War were not just felt in Vietnam; it had numerous effects on American society as well. One effect on American society was that it diverted attention away from domestic issues. For instance, President Johnson’s plan for a “Great Society” that would help eradicate poverty was pushed aside. Available funds and attention were concentrated on Vietnam, leaving the Great Society unable to be carried out. Also, the issue of Civil Rights was pushed aside for much of the same reason. Government energy was focused overseas, and, as a result, important domestic issues were ignored. This can be seen in Document 4a and b. Moreover, the war caused deep divisions in American society, leading to widespread antiwar protests. These protests were often found on college campuses, and sometimes, lead to violence. Kent State is one example of this; four students were killed by the National Guard during the protest. This is depicted by Document 5a and b. Thus, the Vietnam War had many effects on American society. Finally, the Vietnam War also impacted America’s foreign policy. This occurred in a variety of ways, and is perfectly highlighted by the War Powers Act. The American military intervention officially began when it appeared that an American ship was attacked in the Gulf of Tonkin. This lead to the passage of the Tonkin Gulf Resolution, in which Congress authorized the president to use all necessary force in Vietnam. However, following the Vietnam War, this legislation was reversed. The president had been given too much power, and the War Powers Act was passed over President Nixon's veto—limiting the president's right to use his force. This is displayed by Document 7. Therefore, the Vietnam War altered American foreign policy. In conclusion, the Vietnam War was an example of American involvement in Asia due to the Cold War. It also is an example of the far-reaching effects of this involvement, both on American society and American foreign policy. The Vietnam War showed America that its activities and conflicts would have many consequences. It left America changed, for better or worse, and will leave a lasting legacy on the country. The response: - Thoroughly develops all aspects of the task evenly and in depth by explaining reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy. - Is more analytical than descriptive (the halt of the spread of communism would defeat the Soviet Union by essentially “cutting off its air”; the hope that if a country’s economy was stabilized it would not fall to communism; Asia did not withstand communist threats very effectively; concept of military aid of the Marshall Plan was utilized first in Korea and then in Vietnam; following the war, the Gulf of Tonkin Resolution was reversed). - Incorporates relevant information from documents 1, 2, 3, 4, 5, and 7. - Incorporates substantial relevant outside information (the idea of containment was brought to light by George Kennan; Marshall Plan promised economic aid to the war-torn nations of Europe following World War II; Greece and Turkey were assisted by America’s foreign policies; invasion of South Vietnam by North Vietnam posed a threat that the domino theory would affect Southeast Asia; America first funneled aid to France and then to the South Vietnamese government more directly; more organized North Vietnamese government was able to consistently supply invading troops through the Ho Chi Minh trail; issue of civil rights was pushed aside; it appeared that an American ship was attacked in the Gulf of Tonkin, which led to the passage of the Tonkin Gulf Resolution; War Powers Act was passed over President Nixon’s veto). - Richly supports the theme with many relevant facts, examples, and details (containment; involvement of the United States in Korea to contain communism; diversion of American attention away from domestic issues because of Vietnam; Johnson’s Great Society; widespread antiwar protests on college campuses; Kent State). - Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that restate the theme. Conclusion: Overall, the response fits the criteria for Level 5. The response effectively uses document information as a starting point for the discussion of the Vietnam War and its impacts. A good understanding of the connection between different facets of the Vietnam War, as exemplified in the discussion of the connection between the Gulf of Tonkin and the War Powers Act needing to be passed over Nixon’s veto, is demonstrated in the response. World War II served as a wake-up call to American foreign and domestic policy after decades of isolationism. In the period after WWII, the US further grew from its tradition of non-intervention policies to embrace its role as a new world superpower. As every superpower has a super-villain, the US had the USSR and its communist agenda to combat. Concerns over communism led to several conflicts, hot spots in a Cold War, primarily within Southeast Asia. The war in Vietnam, perhaps the most publicized Cold War conflict, was a complicated international blunder with devastating repercussions at home. The war also led to several changes in American foreign policy. One of the very first examples of US involvement, mostly in the form of money, came from President Dwight D. "Ike" Eisenhower. Eisenhower and his staff pursued a policy of brinkmanship in response to communism in Eastern Europe. Brinkmanship is defined as pushing an issue until war is imminent. In Southeast Asia, however, US involvement was more cautious. Next president Kennedy sent aid to Vietnam in the form of money and advisors. At this point, few Americans troops were officially involved in combat. As President Johnson expressed in a 1965 speech, Americans were already ininvolved and committed to the Vietnam conflict. The very involvement was initiated because of a difference in ideals. President Truman, the first president in a post-WWII America, spoke in 1947 of two forms of Government. Free and democratic government was ideal for him and continues to be for most of the western world. The other form he described as "relies on terror and oppression..." This totalitarian style of government was threatening Western Europe. Communism and the Soviet Union used this "minority" system when it took over the satellite nations. The first incidence of "hot war" because of Cold War tensions occurred in Korea. In 1950 America, as the major part of the newly formed UN troops were sent to stop North Korea. As Truman described at a Civil Defense dinner in May of 1951, the war was also to contain the spread of Communism. Containment was the policy of stopping the further spread of Communism. Americans worked hard at the Korean War only for a return to status quo at the 38th parallel. By 1953, as the peace efforts neared completion, problems began to bubble over in Vietnam. At this point the conflict was primarily internal and against French colonial presence. A May 1953 political Cartoon amply display the hardships in containment. American military presence exploded under the direction of LBJ. The Gulf of Tonkin Resolution spurred the country into motion. The conflict meant higher taxes. In document 4b, Johnson is depicted at the helm of a tank pumping tax dollars into Vietnam. Johnson #2, the "good twin" with a revolutionary social agenda, has to wait for money. This split in interests was present across the country. A 1967 Newsweek article cries of conflict of interest within the Johnson administration similar to the cartoon. The article also highlights the social climate, as the 1960's were a fast paced bed of change that had to take a back seat to the Vietnam War. Hardcore opposition to the war spiked after the 1968 Tet offensive. A snapshot of the size of the movement is pictured in document 5a. "Hippies" as they were called rallied for peace and love. Hippies and other war protestors could be found throughout the country but were especially prevalent in colleges and universities. Deferment from the draft could be achieved if enrollment in college was the reason. Once in college, students could and did join the Students for a Democratic Society. SDS organized demonstrations on and off campuses. In 1970 Illinois was forced to deploy the National Guard due to violent protest. on campus. As a May 1970 New York Times article mentions, they were not the only school to do so. At Kent State, 4 students were killed during protest and clashed with the National Guard. The aftermath of the Vietnam led to changes in American domestic and foreign policy. As the vets returned home some became public servants serving in the US Congress. David Shipler commented in a 1987 New York Times article that returning veterans had a more somber and mature outlook on the use of force in American foreign policy. This new attitude, as well as experience from fighting an undeclared war, contributed to the passage of the War Powers Act. This 1973 act limits the President's power to run a war without declaring war, which Congress must do. This came also in response to Nixon's bombing of Cambodia. One of the first wars this was enacted with was the Gulf War. This war, as document 9 points out, was the first "winning" experience in a war perhaps pulling the country out of a slump caused by Vietnam. Domestically, immigrants have always contributed to bettering the country and after the war Vietnamese immigrants were no different. An Asian-American female architect, Maya Lin, designed the national monument honoring Americans who fought in Vietnam. The Vietnam War changed many things about US society. After the fall of Communism, more changed. Now as the US faces further into the 21st century, it is essential to learn from the past. Why protests occurred, why the War Powers Act was passed, and why we must support, question, and lead the country into a better position in the world. The response: - Thoroughly develops all aspects of the task by explaining reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy. - Is more analytical than descriptive (World War II served as a wake-up call; after World War II, the United States grew further away from its tradition of nonintervention policies to embrace its role as a superpower; the United States had a super-villain, the USSR and its communist agenda, to combat; the Vietnam War was a complicated international blunder with devastating repercussions; free and democratic government continued to be an ideal for most of the western world; in the 1950s, the conflict was primarily internal and against French colonial presence; American military presence exploded under the direction of Johnson; Johnson’s revolutionary social agenda had to wait for money; the racial climate was a fast-paced bed of change that had to take a back seat to the Vietnam War). - Incorporates relevant information from all the documents. - Incorporates substantial relevant outside information (the first example of United States involvement in Vietnam was in the form of money during the Eisenhower administration; Eisenhower pursued a policy of brinkmanship in response to communism in Eastern Europe; totalitarian government threatened Western Europe; communism and the Soviet Union used their “minority system” when satellite nations were taken over; newly formed United Nations troops were sent to stop North Korea; Americans worked hard at the Korean War only for a return to the status quo at the 38th parallel; Gulf of Tonkin Resolution spurred the country into motion; opposition to the Vietnam War spiked after the 1968 Tet offensive; “Hippies” rallied for peace and love; deferment from the draft could be achieved if college was the reason; students could and did join the Students for a Democratic Society; Vietnam was an undeclared war, War Powers Act was passed in response to Nixon’s bombing of Cambodia; an Asian American, Maya Lin, designed the national Vietnam War monument). - Richly supports the theme with many relevant facts, examples, and details (decades of isolationism; Kennedy sent money and advisors to Vietnam; containment was used to stop the further spread of communism; higher taxes were a result of the Vietnam War; war protestors were prevalent in colleges and universities; Illinois was forced to deploy the National Guard; students were killed at Kent State; some returning Vietnam veterans became public servants; terms of the War Powers Act; after the Vietnam War, Vietnamese immigrants contributed to improving the country). - Demonstrates a logical and clear plan of organization; includes an introduction that discusses insights about changes in American foreign policy after World War II and a conclusion that discusses the impact of the Vietnam War on the 21st century. Conclusion: Overall, the response fits the criteria for Level 5. Analysis and integration of outside information and document information strengthen the response. Sophisticated historical references enhance the narrative. The confidence of all nations is tempered by failure. The United States learned this lesson bitterly after the fall of Saigon and withdrawal of troops from Vietnam. The United States involvement in Vietnam was a result of the policy of containment and the "national pledge" to South Vietnam. The conflict divided American society, and the defeat has had a lasting effect on American foreign policy. Presidents Truman and Eisenhower adhered to a policy of containment that served to slow and even stop some of the Communist expansion. The potential of the spread of communism in Europe after World War II led many politicians and citizens to advocate containment. In keeping with President Truman's plan to support all peoples who resist communist influences, Eisenhower lent American support to the South Vietnamese government as early as 1954 when Vietnam was divided. As such, both Kennedy and Johnson felt that the U.S. had not only the obligation to contain North Vietnam and the Vietcong's communist influence, but also to honor their America's "national pledge" and continue to support the government that they had so unstintingly provided for since 1954. (Doc. 1 x 3) However, America's isolationist tendencies still lived in American society. While containment activities in Korea were classified as a success, Americans mourned their dead soldiers and were wary about sending more troops to Asian hot spots. Once involved in Vietnam, the heavy casualties and especially the Tet offensive served only to rile Americans who disagreed with the war. American society came to be divided; anti-war rallies thrived while many, usually older Americans were shocked at the protests staged by America's youth. Universities were riddled with protests, rallies and disputes. After the tragic Kent State shooting, many colleges were closed while at others, students simply did not show up. As if the government did not have enough to deal with abroad, protests destroyed the national peace and led to discontent and distrust of the government. Sadly for the legacy of Lyndon Johnson, the Vietnam War disrupted the economy, drained funds from his promised "Great Society" programs, and led to his decision not to run for re-election. This distrust of the national government and economic issues involving government spending and inflation would last for decades and contribute to the "Vietnam Syndrome." (Doc. 4 & Doc. 5) After Vietnam, America's morale was weak and its foreign policy was rent asunder. The failed attempt to stop communism in Vietnam has haunted the nation. The containment policy that had seemed so successful in Europe was discredited in Asia. Many people lost faith in the Commander-in-Chief, the military and even the entire national government. The distrust of the President is evidenced by the 1973 War Powers Act which limited his power to send troops abroad. The distrust of the military and its leadership is evidenced by the repurcuation of isolationist attitudes and the nation's caution about military involvement. Thirty years later no one has forgotten what transpired in Vietnam and critics of George W. Bush's War on Terrorism and the war in Iraq fear that he has "involved the U.S. in a military quagmire—just like Vietnam." Even though George H.W. Bush felt that he managed to shake the nation's "Vietnam Syndrome," it lives on in the memories of many Americans and has created many reservations and cautions in America's foreign policy. (Doc. 7, Doc. 8 and Doc. 9) America got involved in Vietnam to protect a weak government and of course, to stop the spread of Communism. America got out of Vietnam many years and casualties later to salvage the nation's collective spirit and American lives. Yet the "Vietnam quagmire" will never be forgotten for the societal divisions and lasting fears that it caused. The response: • Develops all aspects of the task evenly and in depth by explaining reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy • Is more analytical than descriptive (the United States learned the bitter lesson of failure after the fall of Saigon and the withdrawal of troops from Vietnam; potential of the spread of communism in Europe after World War II led many politicians and citizens to advocate containment; Kennedy and Johnson felt that the United States had not only the obligation to contain North Vietnam and the Vietcong’s communist influence but also the obligation to honor America’s pledge; containment activities in Korea were classified as a success; antiwar rallies thrived while many, usually older Americans, were shocked at the protests staged by America’s youth; protests destroyed the national peace and led to discontent and distrust of the government; distrust of the national government and economic issues involving government spending and inflation would last for decades; failed attempt to stop communism in Vietnam has haunted the nation; containment policy that seemed so successful in Europe was discredited in Asia) • Incorporates relevant information from documents 1, 2, 3, 4, 5, 7, 8, and 9 • Incorporates relevant outside information (Truman and Eisenhower’s adherence to the policy of containment served to slow and even stop some of the communist expansion; America’s isolationist tendencies still lived in American society; heavy casualties and especially the Tet offensive served only to rile Americans who disagreed with the war; Johnson’s decision not to run for re-election; rejuvenation of isolationist attitudes and the nation’s caution about military involvement; critics of George W. Bush’s War on Terrorism and the war in Iraq fear that he has involved the United States in a military quagmire) • Supports the theme with relevant facts, examples, and details (Vietnam was the conflict that divided American society; Vietnam was divided in 1954; after the tragic Kent State shooting, many colleges were closed; Vietnam War disrupted the economy; funds were drained from Johnson’s Great Society programs; Vietnam syndrome; War Powers Act limited the president’s power to send troops abroad) • Demonstrates a logical and clear plan of organization; includes an introduction that discusses how the confidence of the United States was affected by failure in Vietnam and a conclusion that discusses reasons for the United States involvement in Vietnam and reasons for its decision to withdraw from the conflict Conclusion: Overall, the response fits the criteria for Level 4. Conclusions that are drawn from both documents and outside information demonstrate a good understanding of the Vietnam War and its effects. The conclusions about Vietnam’s impact on American morale are good; however, the response lacks the supporting historical facts and details characteristic of a level 5 paper. After World War II, President Truman and Josef Stalin became enemies as the Cold War heated up. In order to stop Stalin's communist dictatorship of Russia from spreading to other countries, a containment policy was created. This policy led us into the Korean War and over ten years later, it led us into the Vietnam War. In Vietnam during World War II, Communist guerrilla's led by Ho Chi Minh, fought against the Japanese occupation. When the war was over, the Vietnamese people believed that they should be in charge of their own country, not the French. However, the French did not want to leave their colony, as it was an important country to have, due to its location in Asia. Eventually fighting broke out between the Vietnamese and the French. Since the United States was an ally to France, France asked for military support from the United States. President Eisenhower decided to provide the French with economic aid, but not direct military support. As the fighting continued, France began to lose many troops and eventually, the French would pull out of Vietnam, and United States military forces were sent to Vietnam by President Kennedy and even more were sent under President Johnson. The United States would now be the lead fighting force in Vietnam because the South Vietnamese army was not strong enough to win the battle against the communists. At home in the United States, news of increasing numbers of troops and personnel being sent over to Vietnam troubled many people. The country soon became divided on what kind of foreign policy should be followed in Vietnam. Many believed that communism needed to be stopped so the Domino Theory doesn't come true. Also, many others believed that the United States didn't need to be in Vietnam. Since televisions were now found in almost every home, the war in Vietnam began to be seen as a televised war. Reports and footage would be on the six o'clock news every night, gluing families to the television set. Many people in the U.S. started to dislike the war because of the gruesome footage showing American soldiers dying in a country half a world away. As shown in documents 5a and 5b, protest marches went down the streets of cities, and college students boycotted classes, causing almost 300 colleges to shut down. As public support for the war ended, the United States withdrew men and more troops. When the war finally ended immigration of non-communist Vietnamese people into the United States increased and benefited the economy. Many Americans through church groups And other community groups helped these immigrants assimilate. Vietnamese immigrants helped the economy by building businesses in areas, such as "Little Saigon", which is shown in document 4. The United States foreign policy didn't change too much after the Vietnam War because it had already changed during the war. Since the war was not very well liked by many in the United States, after the Tet offensive, the military did not have the backing and support they should have had from the Vietnamese people. Due to the lack of support, and the determination of the Viet Cong, the military in Vietnam did not do well. Some of the soldiers, who were drafted, did not support the war, and they would fight just for their lives and not for the cause. Many soldiers rebelled and disobeyed orders and deserted. If they returned home, they joined protestors and protested the war. In document 8 it states "...the Vietnam experience has given almost all of them (Veterans) a sense of seasoned caution about using American military power without having the broad support of the American people. This affects the foreign policy of the United States because future Presidents were reluctant to involve the United States in foreign conflicts until problems arose in the Middle East." The Vietnam War affected the United States severely. The nation was split, and the homefront suffered. However, slightly better foreign policy has been created. Communism thought the world is The response: • Develops all aspects of the task but does so somewhat unevenly by explaining reasons for United States involvement in Vietnam and discussing the impact of the Vietnam War on American society more thoroughly than discussing the impact of the Vietnam War on United States foreign policy. • Is both descriptive and analytical (President Truman and Joseph Stalin became enemies as the Cold War heated up; since the United States was an ally to France, France asked for military support; President Eisenhower provided the French with economic aid but not direct military support; after the French pulled out, the United States became the lead fighting force in Vietnam because the South Vietnamese army was not strong enough to win the battle against the Communists; gruesome footage seen on the daily news turned people against a war half a world away; as public support for the war ended, the United States withdrew more and more troops; due to the lack of support from the Vietnamese people and the determination of the Viet Cong, the military in Vietnam did not do well; some of the soldiers who were drafted fought for their lives rather than the cause). • Incorporates relevant information from documents 2, 5, 6, and 8; refers to documents 1, 3, and 9. • Incorporates relevant outside information (during World War II, communist guerillas led by Ho Chi Minh fought against the Japanese occupation; after the war, they fought against the French who tried to re-establish colonial rule; many believed that communism needed to be stopped so the domino theory did not continue while others believed we should not be there; people began to see a televised war; church groups and other community groups helped Vietnamese immigrants assimilate; many in the United States did not like the war after the Tet offensive; many soldiers in Vietnam rebelled and deserted; communism throughout the world is coming to an end). • Supports the theme with relevant facts, examples, and details (containment policy was created and this led us into the Korean and Vietnam wars; Vietnam was located in Asia; college students boycotted classes; United States presidents were reluctant to involve the United States in foreign conflicts after Vietnam until problems arose in the Middle East). • Demonstrates a logical and clear plan of organization; includes an introduction that discusses how efforts to stop Stalin’s spread of communism led us into Korea and Vietnam and a conclusion that discusses how containment worked in the long run. Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is the understanding demonstrated by the discussion of the French efforts to maintain their colony and how that led to United States involvement. Some analytical statements enhance the interpretation of document information. After the allied nations defeated Nazi Germany, it seemed as though the world would now be at peace. But there was a bomb ticking in world peace, waiting to explode. That bomb was Communism. During post World War II to 1990, Communism spread quickly throughout Asian countries. In particular, Vietnam caused great conflict in American foreign policy. The United States wanted peace in the world and democracy, but the rapid spread of Communism was hindering America's chance to spread Democracy. After North Vietnam invaded South Vietnam, it was the United States' promise to come to the aid of the South Vietnamese people (Doc.3). The United States was the leading nation in trying to contain Communism. If South Vietnam fell to Communist control, the United States would have a more difficult time containing the spread of Communism. The United States wanted the South Vietnam to remain free (Doc.2). But to keep South Vietnam free, military aid was needed for the weak South Vietnamese army. America needed to contain Communism in Asia and military intervention became necessary. Many Americans to this day continue to speculate as to reasons why the United States entered the war. Even today, many Americans still do not have a clear understanding of the involvement in Vietnam. The impact the Vietnam War had on American society was great. Much of the nation during the 1960s was immediately divided. Many Americans supported the war, while others protested the war. Also veterans of World War II were greatly upset by the measures taken by those who feared being drafted into the war. The burning of draft cards and moving to Canada to avoid the draft were seen sympathetic to the vets of World War II. Not only was the nation divided over the support of the war, but also soldiers were fighting the war divided. The war also created many protests at home, especially by college students. To many Americans, the involvement in war was unclear. To many, it seemed outrageous and useless to be participating in the war. The unclear reasons for war drove many students to protest the government's decision, especially after the invasion of Cambodia. Protests, such as Kent State, became violent, killing four students. Even when the war ended and when the soldiers returned, there was no parade or applause like those of World War II. There was spitting on soldiers and calling them "baby killers." The Vietnam War was created a negative impact on the American society, which was not short lived. As soon as the troops were pulled from Vietnam, it was a relief. The divided nation was slowly reconnecting. and America was in her recuperating stage. But by the 1970s limitations on United States foreign policy was enforced. In 1973, the War Powers Act was established (Doc. 7). This greatly limited American involvement with foreign affairs. If the president did not report in 60 days and persuade Congress to stay in war, the United States would end any military forces being used. When Richard Nixon came to power, he announced his doctrine informing nations around the world that they could not rely on America for constant military support and must deal with the burden of war by themselves. The Vietnam War caused an immense amount of controversy throughout America. A nation was torn with the involvement of the war and even at home Americans were dealing with war as a declining economy and an unclear reason for the action of war. The war brought limitations in America's involvement in foreign affairs. Though South Vietnam was eventually overrun by the Communists, America's effort to save South Vietnam and help contain the spread of Communism was one of heroism and has a lasting effect on the world. The response: • Develops all aspects of the task by explaining reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy • Is both descriptive and analytical (after World War II, it seemed as though the world would be at peace; communism was hindering America’s chance to spread democracy; if South Vietnam fell to communism, the United States would have a more difficult time containing the spread of communism; many Americans continue to speculate as to the reasons the United States entered the Vietnam War; Vietnam War created a negative impact on American society which was not short-lived; after the war, the divided nation was slowly reconnecting and America was in her recuperating stage) • Incorporates relevant information from documents 1, 3, 4, 5, and 7; refers to documents 2 and 9 • Incorporates relevant outside information (Allied nations defeated Nazi Germany; to keep South Vietnam free, military aid was needed for the weak South Vietnamese army; World War II veterans were greatly upset by the measures taken by those who feared being drafted; burning of draft cards and moving to Canada to avoid the draft were seen as unpatriotic to World War II veterans; many students protested the government decision, especially after the invasion of Cambodia; when soldiers returned, there were no parades or applause like those of World War II; there was spitting on returning soldiers and they were called “baby killers”; when Richard Nixon came to power he announced his doctrine informing nations around the world that they could not rely on America for constant support; South Vietnam was eventually overrun by the Communists) • Supports the theme with relevant facts, examples, and details (after World War II, communism spread quickly throughout Asian countries; North Vietnam invaded South Vietnam; many Americans supported the Vietnam War, while others protested the war; four students were killed at Kent State; by the 1970s, limitations on United States foreign policy were enforced; the War Powers Act was passed) • Demonstrates a logical and clear plan of organization; includes an introduction that discusses how communism was hindering America’s chances to spread democracy and a conclusion that discusses the reasons the Vietnam War was controversial Conclusion: Overall, the response fits the criteria for Level 4. Although the reasons for United States involvement in the Vietnam War are repeated several times, interpretation of document information is used effectively as a bridge to both analyze and discuss the Vietnam conflict. Outside information, especially the specific historical details used to discuss the impact of the war on American society, demonstrates a good knowledge of the issues surrounding the United States involvement in Vietnam. The war in Vietnam occurred in a time of great conflict, not only between nations but also within them. The war drained the American economy and the morale and faith of American citizens. Those who supported the use of troops in Vietnam in the beginning quickly began to question the reasoning and the motives of the American government. The war, which was fought in the name of freedom, took an immense toll on both internal and foreign American affairs, almost destroying the American society and the great power and large presence the U.S. had in the world. After World War II, communism started to spread throughout Europe and Asia. Fearful of the effects, the U.S. began sending troops over in effort to contain the spread of communism. The American public fully supported the government's attempts to stop communism, even in lands far away from home. They supported this due to their fear of communism which was created by the McCarthy trials and many other factors of pop culture of the time. President Truman began to concentrate the U.S. military in Korea, stating that "The defense of Korea is part of the worldwide effort of all the free nations to maintain freedom" (Document 2a). This statement, and others made by U.S. officials, gave reasoning to U.S. involvement in other country's affairs. President Truman believed, and convinced the American public, that in order to stop the spread of communism and to ensure freedom, the U.S. must send military aid to Korea. This motion was the beginning of the long and tedious time of U.S. involvement in Southeast Asia. As efforts in Korea continued, other nations began falling under communist rule. This is depicted in document 2b. As efforts in Korea began to wind down, new problems arose in IndoChina. North Vietnam, which was communist, began to put pressure upon South Vietnam, and a civil war erupted. The U.S. government sent troops to aid South Vietnam, and the Citizens of America were along for the ride. The American government committed many troops and billions of dollars to stop North Vietnam from taking over non-communist South Vietnam. The U.S. was in this solely to fight with the Soviets, and the U.S. government claimed that they owed it to the people of South Vietnam to help them in their struggle. "We are there because we have a promise to keep... Thus, over many years, we have made a national pledge to help South Vietnam defend its independence" (Document 3). These words spoken by President Johnson tried to justify U.S. involvement, and allowed the President to be able to receive billions of dollars and troops from Congress to use in the Vietnam War. As the war waged on, the death toll of American troops began to soar. Those who supported the war, due to their fear of communism, began to not see the point of U.S. involvement. Citizens began questioning the government's need to involve troops in another country's civil war, and the country became deeply divided. Many, especially the youth of America, began protesting the war. Problems, like the civil rights problems were tearing the nation apart, but were being ignored by President Johnson and Congress. Those who opposed the war were being put down, which was talked of in document 4a, and the concentration of U.S. money and troops in Vietnam just kept escalating despite the desperate need for tax money on the home front. In document 4b, the picture illustrates the lack of tax money put into American society, and shows how it was being spent on the Vietnam war. As tensions grew, more and more people became frustrated by the what felt like "the never ending war in Vietnam." The youth, especially, took action and formed many anti-war rallies, like the one seen in document 5a. Old society was being challenged by the baby-boomer generation, and they demanded their rights. People no longer had a blind faith in their government. and wanted a change. Due to violence and protests, colleges began to be closed, and the nation seemed to be falling to pieces. The war had a profound effect on American society which would last for many years following it, maybe even permanent. Not only did it have a long lasting effect on internal American affairs, but also foreign ones. U.S. foreign policy was greatly discredited by the unsuccessful war. It lost momentum and backing, not only by American citizens but also by other countries. "The war set the US economy on a downward spiral. It left America's foreign policy at least temporarily in disarray, discrediting the postwar policy of containment and undermining the consensus that supported it" (Document 9). This statement encapsulates the loss of the great motivation the US foreign policy and military had once received, fueled by fear of communism and complete trust in the American government. This loss was due to the conflict in Vietnam, which would put a large damper on US foreign policies for many years. In conclusion, the war in Vietnam was unlike any other war America had ever seen. It destroyed a unified America, and drastically changed the world. "It divided the American people as no other event since their own civil war a century earlier. It battered their collective soul." (Document 9) In order for the world to gain any good from such a tragic time, it must study the history and prevent any of the same mistakes from reoccurring. The response: - Develops all aspects of the task with little depth - Is both descriptive and analytical (war drained the American economy and the morale and faith of American citizens; those who supported the use of troops in Vietnam in the beginning began to question the reasoning and the motives of the American government; the conflict almost destroyed the great power and large presence the United States had in the world; President Truman convinced the American public that in order to stop the spread of communism and ensure freedom the United States must send military aid to Korea; Truman’s motion was the beginning of the long and tedious time of United States involvement in Southeast Asia; citizens of America were along for the ride when the United States government sent troops to aid South Vietnam; American government committed many troops and billions of dollars to stop North Vietnam; as tensions grew, more and more people became frustrated by what felt like “the never ending war in Vietnam”; people no longer had a blind faith in their government and wanted a change; United States foreign policy was greatly discredited by the unsuccessful war) - Incorporates some relevant information from documents 2, 3, 4, 5, and 9 - Incorporates limited relevant outside information (Americans feared communism because of the McCarthy trials and other factors of pop culture at the time; civil war erupted in Vietnam; old society was being challenged by the baby boomer generation) - Includes some relevant facts, examples, and details (after World War II, communism started to spread throughout Europe and Asia; as efforts in Korea continued, other nations began falling under communist rule; North Vietnam was communist; death toll of Americans increased; the youth of America began protesting the war; concentration of United States money and troops in Vietnam continued to escalate); includes some minor inaccuracies (the United States was in the war solely to fight with the Soviets) - Demonstrates a satisfactory plan of organization; includes an introduction that discusses the toll of the Vietnam War on both internal and foreign affairs and a conclusion that states the Vietnam War was unlike any other war America had ever seen Conclusion: Overall, the response fits the criteria for Level 3. Although analytical statements, which appear throughout the response, demonstrate a depth of understanding that is characteristic of a Level 4 response, they are not supported with specific facts and details. For example, the statements, “civil rights problems were tearing the nation apart” and “baby boomers demanded their rights,” are not explained. With the end of World War II came a new kind of war. It was felt in the hearts and minds of people all over the world, but mostly in the countries involved. The Cold War was a struggle between communism and democracy, and it was anybody's game. Troubles in Asia played a major role in this conflict, most notably the communist expansion in Vietnam. The decision to send American troops to South Vietnam was met with an onslaught of criticism and a clear lack of support, but the decision stood. This decision greatly impacted both American society and foreign policy. When the United States joined the war in Vietnam, society changed dramatically. To the American citizens, it seemed as if their president, Lyndon B. Johnson, had abandoned them in favor of the Vietnamese. Winning the war was clearly his top priority, and everything else fell to the wayside. Despite resistance from his own people, Johnson forged ahead in the foreign conflict. (Doc. 4a) When running for the presidency, he used the platform of the "Great Society" for the Democratic party. He was elected with the mandate to reform, and yet Americans were not reaping any benefits. In fact, their tax dollars were going toward the war effort rather than their own country. (Doc. 4b) Understandably, people were upset by Johnson's one-track mind. "Few question his personal resolve on the Negro problem... But his public posture here projects none of the sense of urgency that marks his Vietnam crusading..." gripes a 1967 article from Newsweek. (Doc. 4a) It stands to reason then, with all this unrest, that the American people would do what they know it is their right to do: protest. In the late 1960s and early 1970s, anti-war rallies, marches, and demonstrations rose up with surprising force. Although the civil rights movement was gaining speed around the same time, the Vietnam protests were actually becoming violent. In early May of 1970, students were shot and killed at Kent State. On May 7, 1970, the New York Times ran an article on a dismaying topic. Schools were actually closing in response to nationwide protest against the war. More than 80 colleges closed their doors for varying periods of time, ranging from a day to the rest of the school year. A spokesman for the National Student Association informed the newspaper that students had not been attending classes at almost 300 campuses in the U.S. (Doc. 5b) America’s young people were actually hindering their education in response to the Vietnam War. Society definitely took a turn for the worse during this period, and Lyndon B. Johnson did not serve a second presidential term. At the beginning of the Cold War, America had a very clear foreign policy. In 1947, President Harry Truman addressed Congress to explain his doctrine. He claimed that it was the duty of the U.S. to support free people who were resisting control by armed minorities or outside pressures. (Doc. 1) Truman supported containment of communism, as he did not want any more countries falling to minority rule. "Communist imperialism may strike anywhere, anytime," he declared four years later, in 1951. For this reason, he justified U.S. involvement in Korea, the first major Asian conflict of the Cold War. (Doc. 2a) America was victorious, and Truman set a precedent that the U.S. should act in the defense of freedom whenever it could. It seemed like a kind-hearted plan, but it became increasingly difficult to pull off as communist aggression spread more rapidly than U.S. peace efforts could contain. Just as one problem was fixed, another would start, or even more dangerous, multiple problems could occur at the same time. (Doc. 2b) It no longer seemed like such a great deal, but the presidents remained steadfast. In 1965, Johnson defended his decision by claiming the need to defend S. Vietnam's independence. (Doc. 3) As support decreased, the U.S. began going back on their policies. In 1973, Congress passed the War Powers Act, which took rights from the president involving foreign affairs by limiting when troops could be sent. (Doc. 7) Nothing was sure anymore. When Saigon fell and the Americans were defeated, soldiers were disrespected. Ever since then, foreign policy has centered around redeeming the importance of U.S. involvement. (Doc. 9) The Vietnam War was a low period for both American society and foreign policy. Without the support of the people, a country falls apart. This is shown very clearly by the downfalls of America during the Vietnam conflict. The response: • Develops all aspects of the task with little depth • Is both descriptive and analytical (Cold War was a struggle between communism and democracy, and it was anybody’s game; to American citizens, it seemed as if President Johnson had abandoned them in favor of the Vietnamese; America’s young people were actually hindering their education in response to the Vietnam War; at the beginning of the Cold War, America had a very clear foreign policy; Truman set a precedent that the United States should act in the defense of freedom whenever it could; it seemed like a kind-hearted plan, but it became increasingly difficult to pull off; as support decreased, the United States began going back on their policies) • Incorporates some relevant information from documents 1, 2, 3, 4, 5, 7, and 9 • Incorporates limited relevant outside information (civil rights movement was gaining speed around the same time, Johnson did not serve a second presidential term) • Includes some relevant facts, examples, and details (antiwar rallies, marches, and demonstrations rose with surprising force; students were shot and killed at Kent State; colleges closed in response to the nationwide protest against the war; Truman supported containment of communism; Korea was one of the first major conflicts of the Cold War; Congress passed the War Powers Act), includes some minor inaccuracies (decision to send American troops to South Vietnam was met with an onslaught of criticism and a clear lack of support; Saigon fell, the Americans were defeated, soldiers were disrespected) • Demonstrates a satisfactory plan of organization; includes an introduction that discusses how the Vietnam War was a new kind of war and a conclusion that demonstrates how the Vietnam War was a low period for American society and foreign policy Conclusion: Overall, the response fits the criteria for Level 3. The core of the response focuses on interpretation of the documents. With the one exception already noted, the chronological development of each aspect of the task is accurate. Scattered analytical statements strengthen the response. After WWII, an increasing number of countries throughout the world fell to communism. This problem was especially visible in Asia. Because of its fear of communism, the United States adopted a policy known as "containment." This policy said that the US would use all its resources to prevent further expansion of communism. First, the US became involved in the Korean conflict in order to prevent South Korea from falling to communism. Later, when South Vietnam received a similar threat, the US became involved. This involvement had a profound impact on the US government, population and psyche. When North Vietnam threatened to invade the dictator ruled, but anti-communist South Vietnam, the US felt an obligation to interfere. As President Johnson said, "We are there because we have a promise to keep... we have made a national pledge to help South Vietnam defend its independence..." The President felt that if the US did not interfere then the communist countries would see it as weak. Therefore, these countries would continue their aggression. Although the President saw this reasoning as justification for involvement in Vietnam, many disagreed. During the Vietnam War, the US became a divided nation. Some, known as war Hawks, supported the war and the use of American force to contain communism. Others saw the war as unnecessary and unjustified. These people, who advocated for peace, rioted throughout the country. Many anti-war protestors marched throughout the country to show their dismay with the American government. One such protest occurred in New York City in 1968 (5a). During another protest in Illinois, other protests, schools and universities were forced to be shut down (5b). The war also affected the domestic activities of the American government. Johnson's "Great Society" program, which he had worked hard to pass, fell onto the back burner during the war (4). Johnson's proposed legislations regarding welfare and civil rights "died" because he shifted his support to the conflict in Vietnam. During the war the domestic culture of the country changed dramatically, due to the divided nature of the population and the new priorities of the federal government. Because the US failed to contain communism in Vietnam, it lost self-confidence in its military abilities. The country as a whole feared future conflicts because it questioned its ability to rise to challenges. This fear came to be known as the "Vietnam Syndrome" (9). The syndrome also affected individuals. Many former soldiers in Vietnam later came to serve in the US Senate. Despite their various party affiliations, the congressmen all were especially hesitant to send troops into foreign countries (8). The failure in Vietnam caused the US to pull back from its formerly prominent role on the international stage. The Vietnam Era and its aftermath had a profound effect on the American psyche. Many Americans began to openly speak out against the government in order to express their beliefs. Also, Americans became divided in their support for the war. Even after, Americans who had been on different sides of the divide resented each other for their previous actions. The war in Vietnam was an important experience in American history which has shaped American culture and policy since. The response: - Develops all aspects of the task with little depth - Is both analytical and descriptive (President Johnson felt that if the United States did not interfere then the communist countries would see it as weak and continue their aggression; many antiwar protestors marched throughout the country to show their dismay with the American government; Johnson’s Great Society program fell onto the back burner; domestic culture of the country changed dramatically due to the divided nature of the population and the new priorities of the federal government; the country as a whole feared future conflicts because it questioned its ability to rise to challenges; failure in Vietnam caused the United States to pull back from its formerly prominent role on the international stage; Americans began to openly speak out against the government in order to express their beliefs) - Incorporates some relevant information from documents 2, 3, 4, 5, 8, and 9 - Incorporates relevant outside information (South Vietnam was dictator-ruled, but anticommunist; War Hawks supported the war and the use of force to contain communism; others saw the war as unnecessary and unjustified; Johnson’s proposed legislation regarding welfare and civil rights “died” because he shifted his support to the conflict in Vietnam) - Includes some relevant facts, examples, and details (after World War II, an increasing number of countries throughout the world fell to communism; United States adopted a policy of containment; schools and universities were forced to shut down; Vietnam syndrome); includes a minor inaccuracy (North Vietnam threatened to invade South Vietnam) - Demonstrates a satisfactory plan of organization; includes an introduction that uses the Korean conflict to introduce United States involvement in Vietnam and a conclusion that discusses how the Vietnam War divided American society but was important in shaping future American culture and policy Conclusion: Overall, the response fits the criteria for Level 3. The response relies extensively on interpretation of document information with limited discussion of factual references. The inclusion of some analytical statements strengthens the discussion. The Cold War was a conflict between the U.S. and the communist Soviet Union. This period of turmoil between the two superpowers was a result of the foreign policy of containment. The ever-growing threat of communism was becoming more realistic as communist ideas began spreading more rapidly around the world. In an effort to contain communism, the U.S. came to Vietnam and sided with the Southern Vietnamese against the invading communists, the Northern Vietnamese. By entering the Vietnam War and becoming involved, the American society was directly affected, as was U.S. foreign policy. The United States became involved in Vietnam mainly to contain communism and sustain Vietnam's independence. As shown in document 2b, by 1953 the U.S. was facing a big problem in Asia. Communism was spreading faster than the United States could keep up. By the time peace efforts could contain communism in Korea, communist aggression was already spreading into Indochina. According to President Johnson in document 3, the U.S. was involved with Vietnam because of a past agreement. Since 1954, American aid has been offered to Southern Vietnam and now that Northern Vietnam had attacked their Southern counterpart, LBJ felt that the U.S. should step up and protect Southern Vietnamese independence. The U.S. aided South Vietnam with supplies, fuel, weapons, ammunition, and troops. Not only was the Vietnamese economy affected by the war, but the American society also felt an impact. Two effects of the war on American Society were that tax dollars were going to the war effort before American needs. Our society as a whole also became divided on their Views of the war (document 4). Based on document 5, thousands of anti-war people demonstrated and protested around the country. Over 300 college campuses closed in protest and students were skipping classes. A common slogan during this time was "Hey Hey LBJ, how many kids did you kill today?" This was referring to the thousands of body bags of loved ones and friends that came home every day. United States foreign policy was also affected by the Vietnam War. At the end of the war, the U.S. went through a time known as the Vietnam Syndrome. According to President Bush (episode 1) in document 9, the Vietnam Syndrome affected U.S. foreign policy. It discredited the policy of containment and undermined any groups that supported the policy. The passing of the War Powers Act in 1973 was also a result of the war. As stated in doc. 7, United States involvement in foreign conflicts could be limited by this act. The War Powers Act basically allowed 60 days for the removal of U.S. Troops once a report was submitted. Only if Congress gave a valid reason such as declaring war, could troops remain. U.S. involvement in the Vietnam War had its impact on all aspects of American society. The foreign policy of containment was looked at again and much of society became unsure of this plan anymore. The response: • Minimally develops all aspects of the task • Is primarily descriptive (ever-growing threat of communism was becoming more realistic as communist ideas began spreading more rapidly around the world; communism was spreading faster than the United States could keep up; not only was the Vietnamese economy affected by the war but the American society also felt an impact; tax dollars were going to the war effort before American needs were met); includes weak application (Vietnam syndrome undermined any groups who supported the containment policy) • Incorporates limited relevant information from documents 2, 3, 4, 5, 7, and 9 • Presents little relevant outside information (a common slogan during this time was “Hey, Hey, LBJ, how many kids did you kill today?” referring to the body bags of loved ones and friends that came home every day) • Includes few relevant facts, examples, and details (the United States sided with South Vietnam against the invading North Vietnamese communists; United States became involved in Vietnam to contain communism and sustain Vietnamese independence; communism was spreading in Indochina; the United States aided South Vietnam with supplies, food, weapons, ammunition, and troops; people demonstrated and protested around the country; Vietnam syndrome affected American foreign policy; terms of the War Powers Act); includes a minor inaccuracy (thousands of body bags came home every day) • Demonstrates a general plan of organization; includes an introduction that discusses that turmoil between the superpowers resulted from containment and a conclusion that states American society became unsure of the policy of containment Conclusion: Overall, the response fits the criteria for Level 2. Although good information is included, it is presented in isolated statements. This document-based response lacks the supporting details and outside information that are characteristic of a Level 3 response. The communist aggression that spread throughout South Vietnam led to America's involvement in the Vietnam War. The reason for America's involvement was because of a national pledge that the United States had made. As stated in Document 3, the U.S pledged to help South Vietnam maintain their independence. U.S involvement also occurred because America did not want communist aggression spreading throughout Asia, as portrayed in the cartoon Document 2b. This led to the Vietnam War, which resulted in an interesting era for American Society. The impact of the Vietnam War on American society was very long lasting. Society went through "Vietnam Syndrome", as stated in Document 9. This syndrome was a stage where Americans could not forget the traumatic experiences of the war, to the extent where Vietnam was constantly on their minds. This syndrome also led to the crash of the American economy. Throughout the war, America's priority was the Vietnam War, as stated on document 4b. However, the war also led to many protest. Both documents, 5a + 5b, describe how much the American people did not want the country to be involved in this war. Document 5b stated that as many as 80 colleges in the United States closed down due to America's involvement in Vietnam. Document 5a discussed the protest that took place along Fifth Avenue. More than 87,000 people marched along New York City, and led to more than 60 arrests. After the Vietnam War, many war veterans have used their experience in Vietnam with today's issues. Document 8 states that these veterans, who are now in Congress, are more careful about using American military power without having the support of the American people. They use their experience in the war to voice their opinion on certain foreign policies. These war veterans have learned a lot through their experience with the Vietnam War. As soon as the war ended, it left America's foreign policy in total confusion, discrediting the post-war policy of containment, as reported in Document 9. The Vietnam War also resulted in the War Powers Act (1973), which was designed to limit United States involvement in foreign affairs. Document 7 describes the certain provisions that were listed in the Act, as ways of preventing United States involvement in foreign affairs. The Vietnam War was a very traumatic experience for many Americans. It was a time where many lives were lost and a time of struggle for society. The war led to many outcomes, both good and bad. It resulted in many Vietnamese immigrants making their way to the United States and helping out the economy by starting their own businesses, as portrayed in Document G. Although the effects are not felt as strong as they were before, the Vietnam War definitely left its mark on American history. The response: • Minimally develops all aspects of the task • Is primarily descriptive (veterans who are now in Congress are more careful about using American military power, the Vietnam War left America’s foreign policy in total confusion; laws were listed in the War Powers Act); includes faulty application (Vietnam syndrome led to the crash of the American economy) • Incorporates limited relevant information from documents 2, 3, 5, 6, 7, 8, and 9 • Presents no relevant outside information • Includes few relevant facts, examples, and details (definition of the Vietnam syndrome; the Vietnam War led to many protests; colleges in the United States closed down due to America’s involvement in Vietnam; War Powers Act limited United States involvement in foreign affairs; Vietnamese immigrants made their way to the United States and helped the economy) • Demonstrates a general plan of organization; includes an introduction that states the reasons for United States involvement in Vietnam and a conclusion that discusses the impact of the Vietnam War on American society Conclusion: Overall, the response fits the criteria for Level 2. The strength of the response is in the use of documents to both introduce and conclude a discussion of the good and bad outcomes of the Vietnam War. While the narrative of the impact of the Vietnam War on American society is satisfactory, the other two aspects of the task are limited. The Vietnam War is known today as one of the largest mistakes the United States has ever made. Despite this accusation, there is still plenty that can be learned by examining and understanding the justification for (at the time), war-time impact, and long-lasting effects of this war. Entry into the war was extremely controversial. The claimed reasons were to help South Vietnam in their fight to preserve freedom as well as maintain a policy of containment (Documents 1 & 3). This containment policy was very difficult to maintain in Asia considering the recent explosion of communism, thereby causing America to put much more money into the war effort than they did at home (Documents 2 & 4). Resentment for the war was obvious at home. Huge protests caused riots on city streets and shut down countless universities (Document 5). Muhammad Ali, once known as the most recognizable man in the world, a famous, extremely well-liked boxer, went to jail as protest to being drafted. Ask any Vietnam vet and he’ll tell you about the horrors of the war (actually, some won’t). The veterans of the war have left them unable to talk about it. The Vietnam War left vets (and many others) with the notion of making extremely cautious decisions about entering a war (Document 6), increreason because of the miscaray in which the Vietnam War left our foreign policy. (Document 9) The Vietnam war was a tough time for America, fact it survived as a nation. In any case, the Vietnam war was an important period that laid down the line for much of America's views on foreign policy today. Anchor Level 2-C The response: • Minimally develops all aspects of the task by mentioning reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and mentioning the impact of the Vietnam War on United States foreign policy • Is primarily descriptive (containment policy was difficult to maintain in Asia considering the recent explosion of communism; America was forced to put more money into the war effort than they did at home; resentment for the war was obvious at home) • Incorporates limited relevant information from documents 1, 2, 3, 4, 5, 8, and 9 • Presents little relevant outside information (Muhammad Ali, once known as the most recognizable man in the world because he was an extremely well-liked boxer, went to jail as a protest to being drafted; ask any Vietnam vet and he will tell you about the horrors of war—actually some will not because the torments of the war have left them unable to talk about it) • Includes few relevant facts, examples, and details (containment policy; protests on the city streets; universities were shut down); includes some overgeneralizations (the Vietnam War is known today as one of the largest mistakes the United States has ever made) • Demonstrates a general plan of organization; does not clearly identify which aspect of the task is being addressed; includes an introduction that refers to how much can be learned from the Vietnam experience and a conclusion that explains why the Vietnam War was a tough but important time for America Conclusion: Overall, the response fits the criteria for Level 2. A few analytical statements and the inclusion of historical references in the discussion of the impact of the Vietnam War on American society demonstrate an understanding of the time period. However, the development of reasons for United States involvement in Vietnam and discussion of the impact of the war on United States foreign policy are limited in scope. Many statements are not supported with specific details. The United States have been involved in many Asian military conflicts since World War II, one of which was the Vietnam Conflict. There have been many reasons for United States involvement in Vietnam. This conflict has also had an impact on U.S. society and foreign policy. There were many reasons for United States involvement in Vietnam. According to document 1, President Truman stated that the United States must support free peoples that are resisting control from a minority government. In document 2a, he stated we must defend Asian nations to maintain freedom throughout the rest of the world. United States involvement in Vietnam impacted both U.S. society and foreign policy. According to President Johnson in document 3, it was unwritten foreign policy to protect South Vietnam because we promised to protect it and its people. In document 4a, it is shown that the author believed that American society was affected because President Johnson's focus was on Vietnam. Document 4b showed that a rise on taxes because of the Vietnam Conflict affected United States economy significantly. Since WWII, The United States has been involved in Asian Military conflicts. The Conflict in Vietnam was one of them. It affected United States foreign policy and society significantly. There were also many reasons for our involvement in this event in our history. The response: • Minimally develops some aspects of the task by explaining reasons for United States involvement in Vietnam and mentioning the impact of the Vietnam War on American society • Is descriptive (the United States has been involved in many Asian military conflicts since World War II; we must defend Asian nations to maintain freedom throughout the rest of the world; we promised to protect South Vietnam and its people); lacks understanding and application (rise in taxes because of the Vietnam conflict affected the United States economy significantly) • Consists primarily of relevant information from documents 1, 2, 3, and 4a, but misinterprets document 4b • Presents no relevant outside information • Includes a relevant detail (terms of the Truman Doctrine) • Demonstrates a general plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 1. An attempt is made to address the task and use the documents. However, the information presented is limited in scope and details. In the years during the Cold War, communist ideas and government was expanding in areas Asia. Because of the theory of containment many conflicts arose in Asia. One such conflict was Vietnam. American involvement in Vietnam created much controversy, and the decision to send troops into Vietnam had a lasting impact on the United States society as well as foreign policy. Communism was seen as a serious threat to the United States. At the time of Vietnam the United State was experiencing a cold war with the Soviet Union (a Communist country). Americans felt the only way to stop communism was to contain it. The Soviet Union was providing aid to countries who have suffered during WWII. This made communism look very appealing, and some countries adopted communism. This action angered many Americans. Some feel the only way to stop communism was to contain it. This is partially what was occurring in Vietnam. Also, as Lyndon Johnson felt has said “we have a promise to keep.” Even since 1954 every American president has offered support to Vietnam. “We have a national pledge to help South Vietnam” (Doc.3) The response: - Minimally develops an aspect of the task by explaining reasons for United States involvement in Vietnam - Is descriptive (communism was seen as a serious threat to the United States; the Soviet Union was providing aid to countries who suffered during World War II; this made communism look appealing, and some countries adopted communism as a result) - Consists primarily of relevant information copied from document 3 - Presents little relevant outside information (way to stop communism was to contain it) - Includes few relevant facts (United States was experiencing a cold war with the Soviet Union; the Soviet Union was a communist country) - Demonstrates a general plan of organization; includes an introduction that restates the theme and lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 1. Most of the response is based on a general discussion of communism. Elements of the discussion demonstrate a limited understanding of the Cold War. Ever since World War II, the United States has not really had a break when it comes to its foreign policy problems. After World War II, the Cold War quickly arose which would cause two additional wars to the United States' history. First came the Korean War, and soon after, the Vietnam crisis broke out in Indochina. Both these wars were related, and the US's involvement in both these wars was similar as well. The US felt it had an obligation to contain the spread of communism. This was the US's main goal in their involvement in the Vietnam War. Although as a result of this war, the United States American society would be hurt greatly and the US's foreign policy reputation for its foreign policy would be demolished. The US government felt obligated to get involved into the action in Vietnam. Like in Korea, the US needed to stop the spread of communism and help maintain a country's freedom. (Doc. 3a) The US felt that if communism took over in a region like Indochina, first starting with Vietnam, then the rest of the surrounding nations would fall to communism. This was known as the Domino Effect. Also President Lyndon Johnson said that we as a nation promised to help South Vietnam, "We have made a national pledge to help South Vietnam defend its independence." (Doc. 3) Along with the nations fear of the spread of communism, they also did not want a country to lose its independence and freedom to another country. The American Society as well was hurt from the war. Lyndon Johnson promised African Americans that he would help solve their problems in society, but that managed to never fall through due to the magnitude of the war. (Doc. 4a) Lyndon Johnson had more priorities during his term as president, so he was unable to follow through on some of his plans that he could have achieved as president. The American Society also was hurt economically as well. All the available resources went to the war effort. The tax money that the citizens paid went to the war effort. (Doc. 4b). This money was supposed to go back into the society to improve it, though instead it was used to build guns and ammunition and vehicles for the war. Students as well were hurt from the war. More than 80 colleges closed their doors for periods ranging from a day to the remainder of the academic year. (Doc. 5b) This hurt thousands and thousands of students nationwide. It brought problems as well. College students were right around the age of the draft. This would bring massive protests nationwide against the war. Up until the war in Vietnam, the US was a world power. Its military was unbeatable, and no one thought that anyone could defeat the force that brought down Hitler. Though after the loss in Vietnam, the world's view towards whether the US was really an international power was questioned. It was an embarrassment that the US lost to small, underdeveloped country like Vietnam. The US had the manpower and certainly the technological superiority over their enemy, so when they lost, it came as a big shock to the world. "It left America's foreign policy at least temporarily maddened disarray, discrediting the postwar policy of containment..." (Doc.9) The US had failed in its goal to prevent the spread of Communism in a country that had once been an independent nation. There was no North Vietnam and South Vietnam any longer, it united as one country, a communist country. The US's involvement in the Vietnam war was questionable. It was a low time in the Nation's history. It was the country's first loss in a war, they failed to contain communism and they failed in their end of the bargain to help a nation in its time of need. Everything that could have gone wrong for the US, did go wrong. The US society and the country's foreign policy was left in the dark. One of the most notorious wars of American history is the Vietnam War. Never before had the United States withdrawn and failed to win a war. The Vietnam War engendered mixed reactions from the American public. In addition, the war maintained a legacy that impacted society and the foreign policy of the United States. The United States had joined the war in Vietnam for various reasons. Prior to the war, the world was shadowed by the spread of communism. Communism, which first took a hold in the Soviet Union in 1917, was on the path of spreading to Asian countries. In the 1940s, China turned communist when the rebel Mao Zedong overthrew the Chinese govt and forced it to move to a nearby island of Taiwan. Hence, the United States, a harbor for democracy and free institutions, saw it as their moral duty to exercise the policy of containment—curbing the spread of communism. The United States saw it as their duty to defend the interests of democracy overseas. Even before the Vietnam War, the United States had participated in the Korean War. In this war, United States fought to contain communism and prevent North Korea from invading and taking over South Korea. Thus, one of the reasons for the United States intervention in the Vietnam War was to curb the spread of communism and defend the principles of democracy. But why would the United States try to curb the spread of communism? This is because communism is almost the exact antithesis of democracy. In an ideal communist government, according to the Communist Manifesto written by Karl Marx and Friedrich Engels, the people will work for their land and the distribution of wealth will be equally allotted to all people. During the 20th century the principles of communism changed dramatically. Communism employed terror and oppression towards the people, limitations of freedom of speech (censorship), fixed elections, and suppression of personal freedoms. Since this is a threat to democracy, the United States saw it as their duty to "contain" communism. Another reason for United States intervention in Vietnam is the pledge to support and defend the independence of South Vietnam. Lyndon B. Johnson argued that since every president since 1954 had vowed to support the South Vietnamese, it is implied that United States had made a national pledge to South Vietnam to help it fight the North Vietnamese in this war. The Vietnam War had mixed responses in the United States at home. Although some Americans supported the war in Vietnam for its effort to defend democracy, there were far more Americans who were opposed to the war. The Americans who opposed the war feared that their loved ones were being killed and fighting a "useless" war. These Americans organized mass protests throughout the nation. One such protest was a large Anti-Vietnam War demonstration in New York City on April 27th, 1968 that led to 60 arrests and affected 87,000 people. In addition, many colleges nationwide had to close due to students who boycotted class and attended protests. According to The New York Times: "More than 80 colleges across the country closed their doors yesterday..." Eventually these protests influenced President Nixon to gradually withdraw troops from Vietnam and leave the South Vietnamese to fight on their own. The war had a devastating effect on the United States economy as well. Taxes paid by the Americans had been "pumped" into the Vietnam War effort. This action contributed to an unstable economic situation because money from taxes was... being directed toward Vietnam and domestic programs suffered. The United States found it difficult to do both. This actually contrasts to previous wars because usually during a war period, the economy of the United States booms, as seen when World War II increased industry production helped sweep the United States out of the Great Depression that occurred during the 1930s. The war finally had an effect on the foreign policy of the United States. The effects on foreign policy was the greatest impact of the Vietnam War on the United States. As a result of the war, Congress has been more cautious of using the United States Armed Forces. Indeed, some of the Vietnam War veterans became Congressmen and learned their lesson from their experience during the war and thought twice about committing the United States to foreign involvement. Congress also passed the War Powers Act. This Act basically stated that Congress had the power to curb the President's power as commander-in-chief. This Act placed some restrictions on the amount of time that the President could commit the US Armed Forces. The Vietnam War was one of the most controversial wars in United States history. The war divided the nation almost as much as the Civil War had back in the 1860s. Usually, United States intervention in wars have resulted in their winning of that war. However, the United States lost the Vietnam War. It failed to prevent the communists from taking over South Vietnam. The effects of the Vietnam War, also known as the "Vietnam syndrome," still brought memories back to the people in future conflicts such as the Persian Gulf War and the Iraqi Conflict with Saddam Hussein. The Vietnam War is considered one of the most controversial wars in American history as well as one of the only wars we have ever lost. Many wonder how a conflict in a little Southeast Asian country could have such a great effect on the strongest nation in the world. When all was said and done, Vietnam left the United States with about 60,000 casualties and as a nation divided. Vietnam was divided into the communist north and democratic south by the 17th parallel. The north was led by a dictator named Ho Chi Minh while the south was led by US backed Ngo Dinh Diem. Diem was a corrupt leader who took money from the Vietnamese people and preached Catholicism to the largely Buddhist population. It got so bad that Buddhist monks began lighting themselves on fire all over Vietnam as a form of protest. Eventually Diem was executed but North Vietnamese communists continued to try to spread communism to the south. The United States increased its involvement to prevent the communist takeover, and stick to their popular policy of containment outlined in the Truman Doctrine (Document 1). At first, American presidents didn't really want to get involved in the conflict, but after a supposed attack on American destroyer ships in the Gulf of Tonkin that opinion changed. American forces entered the war anticipating a victory like they got defending fellow Asian nation South Korea from communism earlier (Document 2). Little did they know how devastating the war would actually be. The war was also taking havoc on the American society. President Lyndon Johnson and General Westmoreland would give weekly updates on American progress in Vietnam. The only problem was that these Document-Based Essay—Practice Paper – C The American people found out that they were being lied to, a state of outrage swept across the nation. There were massive student protests on college campuses around the country. Some were so big that they forced colleges to be shut down for several days (Document 3). People were also upset because domestic issues were being put off while Johnson fought his war in Vietnam. Problems like racial equality and civil rights were ignored in favor of fighting a war in a small Asian nation (Document 4). Johnson became so unpopular that he didn’t get to run for a second term. American involvement in the Vietnam War had a dramatic effect on the United States society and foreign policy. Not only was it considered one of the worst military defeats in the nation’s history, but it also divided the country in two. ********** Document-Based Essay—Practice Paper – D In the early 1960's, North Vietnam became communist and began trying to force these political views on South Vietnam. The United States soon became involved in order to let South Vietnam try to keep its freedom. Many opposed US involvement in Vietnam and during this time period the US became very divided. The United States approached the threat of communism with aggression and determination. The U.S. was determined to suppress communism and implant democratic values throughout the world. After a heroic and successful effort in WW II, the U.S. had an obligation to take a stand as a leading world power and rid the world of communism. With support on the home front, the American government dove into a conflict in Vietnam. Although the intentions of the U.S. government seemed admirable, the U.S. presence in South Vietnam became disastrous and had a significant impact on both American society and foreign policy. The United States presented legitimate reasons for going to war with North Vietnam. The most prominent reason was an increase in communist aggression. North Korea and North Vietnam both posed threats of communist aggression and a deterioration of democracy and freedom. It was the United States belief that halting the spread of communism in these countries would prevent a domino effect; other Asian nations could adopt communist ideas (doc 2b). The United States also had an obligation to protect South Vietnam from the invading Viet Cong. The U.S. Presidents had offered support to the country for many years starting in 1954 and continued to pledge help for South Vietnam (doc 3). The United States defended its presence in South Vietnam by asserting that as a world power the U.S. had an obligation to defend oppressed nations (South being oppressed). The United States has always showed interest in third world countries, not just for resources, but also to better the world. Initially, the war in Vietnam was widely supported, but after a long and grueling battle, the people of the United States became discouraged and urged an end. to the war. U.S. citizens protested under President Johnson. Johnson's primary policies were directed at Vietnam even though he was aiding the Civil Rights Movement (doc 4) and asked Congress to pass Civil Rights legislation. American society had believed for a long time that our presence in Vietnam was a good idea. After increases in troop involvement in the war, Americans' faith in the war effort, protests broke out throughout the country including protests at colleges. College students were the leaders of the anti-war movement (doc 5). Public support also decreased because Americans were bombarded every day with news programs showing the brutality of the war. Foreign policy was significantly changed as a result of the War in Vietnam. One of the results of the malevolent feelings toward the war was that Congress passed a War Powers Act. The Act stated that in order for a president to continue a war effort past 60 days, he must have the consent of Congress. This act put a damper on the president's power because he no longer could decide if a war was legitimate on his own (doc 7). The United States also realized the importance of having full American support on the home front before continuing foreign policies. A government without the support of the people finds it hard to function. When a nation works together for a common goal more can be accomplished (doc 8). The United States also became hesitant in future foreign policies because the people feared another conflict like Vietnam. This hesitation was present as America prepared for a war in the Persian Gulf. The US needed to gain back confidence to carry out foreign missions (doc 9). It is easy to argue that American involvement was not appropriate because the event was a disaster, but America had good intentions. America was significantly affected by the war in Vietnam. The response: • Develops all aspects of the task with little depth • Is both descriptive and analytical (President Johnson was unable to follow through on some of his plans that he could have achieved as President; thousands of students were hurt nationwide when colleges closed; after the loss in Vietnam, the world’s view towards whether the United States was really an international power was questioned; it was an embarrassment that the United States lost to a small, undeveloped country like Vietnam; the United States had failed in its goal to prevent the spread of communism; United States involvement in the Vietnam War was questionable) • Incorporates some relevant information from documents 2, 3, 4, 5, and 9 • Incorporates some relevant outside information (definition of the domino effect; college students protested because they were right around the age of the draft; no one thought that anyone could defeat the force that brought down Hitler; the United States had the manpower and certainly the technological superiority over their enemy, so when they lost, it came as a big shock to the world; there was no longer a North Vietnam and a South Vietnam, rather they were united as a communist country; Vietnam was the country’s first loss in a war) • Includes some relevant facts, examples, and details (the Cold War occurred after World War II; the Vietnam crisis broke out in Indochina; the United States felt it had an obligation to contain the spread of communism); includes some overgeneralizations (all available resources went to the war effort, the United States was a world power up until the war in Vietnam; everything that could have gone wrong for the United States, did go wrong) • Demonstrates a satisfactory plan of organization; includes an introduction that discusses the similarities between the Korean War and the Vietnam War and a conclusion that discusses why the Vietnam War was a low time in our history Conclusion: Overall, the response fits the criteria for Level 3. Some document information is quoted, and good historical conclusions are included in the discussion. Good analytical statements are used in interpretation of document information, especially in the discussion of the impact of the Vietnam War on United States foreign policy. The response: - Thoroughly develops all aspects of the task evenly and in depth by explaining reasons for United States involvement in Vietnam, discussing the impact of the Vietnam War on American society, and discussing the impact of the Vietnam War on United States foreign policy. - Is more analytical than descriptive (never before had the United States withdrawn and failed to win a war; Vietnam War engendered mixed reactions from the American public; United States saw it as their moral duty to defend the interests of democracy overseas; communism is almost the antithesis of democracy; although some Americans supported the war in Vietnam for its effort to defend democracy, there were far more Americans who were opposed to the war; Americans who opposed the war feared that their loved ones were being killed and fighting a “useless” war; usually during a war period, the economy of the United States booms). - Incorporates relevant information from documents 1, 2, 3, 4, 5, 7, 8, and 9. - Incorporates substantial relevant outside information (communism first took hold in the Soviet Union in 1917; China turned communist in the 1940s when the rebel Mao Zedong overthrew the Chinese government and forced it to move to the nearby island of Taiwan; containment was curbing the spread of communism; Communist Manifesto was written by Karl Marx and Friedrich Engels; 20th-century communism employed terror and oppression towards people, censorship, fixed elections, and suppression of personal freedoms; these protests influenced President Nixon to gradually withdraw troops from Vietnam and leave the South Vietnamese to fight on their own; World War II increased industry production and helped sweep the United States out of the Great Depression). - Richly supports the theme with many relevant facts, examples, and details (United States participation in the Korean War to contain communism and prevent North Korea from invading and taking over South Korea; mass protests organized throughout the nation; anti-Vietnam War demonstration in New York City; most money from taxes directed toward Vietnam and domestic programs suffered; some Vietnam veterans became Congressmen; president’s power as commander in chief curbed by War Powers Act; Vietnam syndrome; Persian Gulf War). - Demonstrates a logical and clear plan of organization; includes an introduction that discusses why the Vietnam War was one of the most notorious wars in American history and a conclusion that discusses the links of the Civil War to Vietnam and the links of Vietnam to the Iraqi conflict. Conclusion: Overall, the response fits the criteria for Level 5. The background information employed to explain United States involvement in Asia is both relevant and thorough. The response demonstrates a good understanding of different time periods in United States history and their connection to Vietnam. Practice Paper C—Score Level 3 The response: • Develops most aspects of the task in some depth by explaining reasons for United States involvement in Vietnam and discussing the impact of the Vietnam War on American society • Is both descriptive and analytical (many wonder how a conflict in a little Southeast Asian country could have such a great effect on the strongest nation in the world; the United States increased its involvement to prevent the communist takeover and stick to their popular policy of containment; at first, American presidents did not want to really get involved in the conflict, but after a supposed attack on American ships in the Gulf of Tonkin that opinion changed; when the American people found out they were being lied to, a state of outrage swept across the nation) • Incorporates some relevant information from documents 1, 2, 4, and 5 • Incorporates relevant outside information (Vietnam left the United States with about 60,000 casualties and as a nation divided; Vietnam was divided into the communist north and the democratic south by the 17th parallel; the North was led by a dictator named Ho Chi Minh while the South was led by United States-backed Ngo Dinh Diem; Diem was a corrupt ruler and preached Catholicism to the largely Buddhist population; Buddhist monks lighted themselves on fire all over Vietnam as a form of protest; eventually, Diem was executed but North Vietnamese Communists continued to try to spread communism to the south, problems like racial equality and civil rights were ignored; Johnson became so unpopular that he did not opt to run for a second term) • Includes some relevant facts, examples, and details (policy of containment was outlined in the Truman Doctrine; there were massive student protests on college campuses around the country) • Demonstrates a satisfactory plan of organization; includes an introduction that discusses the controversy of the Vietnam War and a conclusion that discusses the dramatic effect the Vietnam War had on the United States Conclusion: Overall, the response fits the criteria for Level 3. The discussion of reasons for United States involvement in Vietnam is thorough and illustrates a good understanding of the historical background of the Vietnam conflict. However, the failure to discuss the impact of the Vietnam War on United States foreign policy weakens the response. Practice Paper D—Score Level 1 The response: • Minimally develops some aspects of the task by mentioning reasons for United States involvement in Vietnam and mentioning an impact of the Vietnam War on American society • Is descriptive (North Vietnam began trying to force these political views on South Vietnam; United States became involved in order to let South Vietnam try to keep its freedom); lacks application • Makes vague, unclear references to documents 3, 4, and 5 • Presents no relevant outside information • Includes few relevant facts (North Vietnam became communist; many opposed United States involvement in Vietnam; the United States became very divided during this time period) • Demonstrates a weakness in organization; lacks an introduction and a conclusion Conclusion: Overall, the response fits the criteria for Level 1. Despite the brevity of the response, statements are made that address the task. Some attempt is made to use the documents and the response demonstrates a very limited knowledge of the Vietnam conflict. The response: - Develops all aspects of the task but does so somewhat unevenly by addressing the impact of the Vietnam War on American society less thoroughly than the other aspects of the task - Is both descriptive and analytical (the United States approached the threat of communism with aggression and determination; after a heroic and successful effort in World War II, the United States had an obligation to take a stand as a leading world power; with support on the home front, the American government dived into the Vietnam conflict; although the intentions of the United States government seemed admirable, the United States presence in Vietnam became disastrous; North Korea and North Vietnam both posed threats of communist aggression and a deterioration of democracy and freedom; the United States has always shown an interest in third world countries, not just for resources but also to better the world; initially the Vietnam War was widely supported, but a long and grueling battle discouraged the American people; a government without the support of the people finds it hard to function; people feared another conflict like Vietnam) - Incorporates relevant information from documents 1, 2, 3, 4, 5, 7, 8, and 9 - Incorporates relevant outside information (it was the United States belief that halting the spread of communism would prevent a domino effect; President Johnson asked Congress to pass civil rights legislation; daily news programs showed the brutality of the war) - Supports the theme with relevant facts, examples, and details (United States citizens protested the war under President Johnson; President Johnson was aiding in the civil rights movement; college students were the leaders of the antiwar movement; Congress passed the War Powers Act) - Demonstrates a logical and clear plan of organization; includes an introduction that employs good analytical statements to introduce United States involvement in the Vietnam War and a conclusion that briefly summarizes the introduction Conclusion: Overall, the response fits the criteria for Level 4. Repetition of some ideas and minimal outside information detract from the response. However, the inclusion of good analytical statements and an effective introduction demonstrate a strong understanding of United States policies in the post-World War II era. United States History and Government Specifications Grid January 2007 Part I Multiple Choice Questions by Standard \| Standard \| Question Numbers \| \|-----------------------------------------------\|------------------\| \| 1—US and NY History \| 4, 5, 12, 15, 16, 17, 18, 21, 22, 24, 25, 26, 28, 31, 33, 35, 36, 38, 39, 40, 43, 47, 48 \| \| 2—World History \| 37, 50 \| \| 3—Geography \| 1, 2, 27, 49 \| \| 4—Economics \| 14, 19, 20, 29, 32, 42, 45, 46 \| \| 5—Civics, Citizenship, and Government \| 3, 6, 7, 8, 9, 10, 11, 13, 23, 30, 34, 41, 44 \| Parts II and III by Theme and Standard \| Theme \| STANDARDS \| \|--------------------------------------------\|---------------------------------------------------------------------------\| \| Thematic Essay \| Government Actions; Places and Regions Standards 1, 3, and 4: US and NY History; Geography; Economics \| \| Document-based Essay \| Foreign Policy; Presidential Decisions and Actions Standards 1, 2, and 5: US and NY History; World History; Civics, Citizenship, and Government \| The Chart for Determining the Final Examination Score for the January 2007 Regents Examination in United States History and Government will be posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on the day of the examination. Conversion charts provided for the previous administrations of the United States History and Government examination must NOT be used to determine students’ final scores for this administration. Submitting Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to http://www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. 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SPECIES INFORMATION: The Koloa māpu, or northern pintail, is a dabbling duck (Family: Anatidae), common throughout the northern hemisphere, that winters in the main Hawaiian Islands, typically arriving in August, and departing for Siberia, Alaska, or Canada in late March or April. Koloa māpu feed primarily on the seeds and leafy parts of aquatic grasses, as well as aquatic invertebrates such as snails and beetles, with live prey being especially important in the early spring. As with most dabbling ducks, koloa māpu are sexually dichromatic in plumage, but less dramatically so than mallards. Breeding males are dark brown on the head and upper neck, white across the lower throat, and gray about most of the body, while female plumage is mottled light and dark brown. Nonbreeding male plumage is similar to that of females. Being gregarious, koloa māpu form pair bonds but remain promiscuous during breeding. They are known to hybridize with six other North American duck species (mallard, black duck, green-winged teal, American wigeon, Chiloe wigeon, and redhead) and with at least three other species in Eurasia. DISTRIBUTION: Common throughout the southern and western United States and Mexico during the winter, shifting to the northernmost central U.S., west central Canada, and Alaska during the breeding season. Koloa māpu are also common through Eurasia. In Hawaiʻi, koloa māpu have been sighted routinely on all of the MHI, but have not been recorded in the NWHI. ABUNDANCE: Among the most populous of North American ducks, koloa māpu surveys (USFWS) for the region from 1955 through 1995 yield an average breeding population estimate of over three million birds, with populations declining from over six million in the early 1970s to less than three million into the early 1990s. A fairly common visitor to the Main Hawaiian Islands (MHI), koloa māpu are usually present each year in the low hundreds. State Waterbird surveys from 1986 to 2003 provide an average of $190 \pm 29$ (SE) birds per year wintering in the MHI. LOCATION AND CONDITION OF KEY HABITAT: During winter, koloa māpu utilize a variety of shallow inland freshwater and intertidal habitats, typically shallow wetlands with little emergent cover (although at night they prefer emergent stands of food plants). They will also use flooded agricultural habitats (especially rice, corn, wheat, soybeans, and pastures), reservoirs, tidal wetlands, bays, and estuarine habitats. In Mexico, koloa māpu favor areas where excess irrigation water flows into salt flats or tidal basins; also mangrove mud flats, irrigation reservoirs, and ephemeral ponds. Some of these types of areas are already protected; others have been lost to development. THREATS: Primary threats include the following: - Loss of wetland habitat to development, pollution, or habitat-modifying invasive plants. - Avian disease. CONSERVATION ACTIONS: To protect the ability of wintering koloa māpu to survive while in Hawai‘i and to return in good condition to breeding grounds in North America, statewide and island-specific conservation actions should include: - Protection of current habitat. - Protection and restoration of additional wetland habitat, especially where it can be reclaimed from abandoned urban or agricultural uses. MONITORING: Continue surveys of population and distribution in known and likely habitats. RESEARCH PRIORITIES: Only one published study of visiting koloa māpu has been undertaken, probably in part because of their annual presence and numbers are uncertain. Research priorities should include the following: - Better understanding of habitat needs and preferences, including foraging and population limiting factors. - Population reactions to habitat modifications, changes in food availability, and competition with other migrants. - Life-history and population dynamics in wintering areas. - Better understanding of geographic relationship between nesting areas and wintering areas. - Make-up of local populations relative to survival and condition during winter. References: Austin JE, Miller MR. 1995. Northern pintail (Anas acuta). In The Birds of North America, No. 163 (Poole A, Gill F, editors). Philadelphia, (PA): The Academy of Natural Sciences; and Washington DC: The American Ornithologists’ Union. Udvardy MD, Engilis, Jr., A. 2001. Migration of northern pintail across the Pacific with reference to the Hawaiian Islands. Studies in Avian Biology No. 22: 124-132.	<urn:uuid:50b21257-bbc4-4ea2-bf7b-2e3314096fcd>	CC-MAIN-2020-50	https://dlnr.hawaii.gov/wildlife/files/2013/09/Fact-Sheet-Northern_pintail.pdf	2020-11-25T09:06:19+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00167.warc.gz	269,988,441	993	eng_Latn	eng_Latn	0.987933	eng_Latn	0.989371	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2586, 4491 ]	[ 2.984375 ]	2	1
SPECIES INFORMATION: Historically at least five crow species (Family: Corvidae) occurred in Hawai‘i, only the ‘alalā, or Hawaiian crow survives. Like other crows, ‘alalā are raucous, gregarious and vocal; young, captive-raised birds often engage in tug-of-war with sticks. Like many corvids, ‘alalā are long-lived and have a life span of 20 or more years. The species’ diet primarily consists of native and introduced fruits, invertebrates, and eggs and nestlings of other forest birds, as well as nectar, flowers and carrion. Seasonal movements in response to weather and the availability of food plants (e.g., ‘ie‘ie [Freycinetia arborea]) have been noted. Although individuals form long-term pair bonds, extra-pair copulations have been observed. Nests are predominantly constructed in ‘ōhi‘a (Metrosideros polymorpha) trees. Both sexes participate in nest construction, although only females incubate eggs and brood young. Clutch size ranges from two to five, although usually only one or two nestlings fledge. Fledglings typically cannot fly and often remain near the ground for long periods, likely increasing their susceptibility to disease (i.e., toxoplasmosis) and predation. Juveniles depend on their parents for at least eight months and remain with their family group until the following breeding season. Although large flocks characteristic of American crows (C. brachyrhynchos) have not been reported, historical reports suggest that birds associated with smaller, local flocks after the breeding season. DISTRIBUTION: No individuals are known to exist in the wild. Historically, the ‘alalā occurred in high- and low-elevation forests of the western and southeastern regions of the island of Hawai‘i. ABUNDANCE: In 2005, the Keauhou and Maui Bird Conservation Centers housed the world’s entire ‘alalā population: 55 individuals. LOCATION AND CONDITION OF KEY HABITAT: Historically, ‘alalā occupied dry and seasonally wet ‘ōhi’a and ‘ōhi’a/koa (Acacia koa) forests between 300 and 2,500 meters (1,000 – 8,200 feet) elevation. Because the last wild individuals were confined to a small subset of the species’ former range, specific knowledge of key habitat requirements are unknown. Currently, all potential habitat is degraded. The presence of non-native mammalian predators and birds, which can act as disease reservoirs, further reduces habitat quality. Core areas of the species’ former range are now managed by the State of Hawai‘i and the USFWS. THREATS: ‘Alalā are likely susceptible to the same factors that threaten other native Hawaiian forest birds, including: loss and degradation of habitat, predation by introduced mammals, and disease. For ‘alalā populations, the following are of particular concern: - Predation. The small Indian mongoose (Herpestes auropunctatus), rats (Rattus spp.) and feral cats (Felis silvestris) prey on ‘alalā. The ‘io (Buteo solitarius) and presumably pueo (Asio flammeus sandwichensis) also prey on juvenile and adults. ‘Io have been documented killing captive-raised birds released into the wild. Fledglings are unable to fly and this likely contributes to high rates of predation. - Shooting. Many ‘alalā were killed around farms between 1890 and 1930. Despite legal protection in 1931, shooting of individuals occurred into the 1980s. - Disease. Population declines were noted between 1890 and 1910, a period when other native bird populations declined, presumably because of mosquito-borne diseases. Seasonal movement may have increased exposure to diseases. In addition, ‘alalā are susceptible to toxoplasmosis, a condition caused by a protozoan (Tosplasma gondii) carried by feral cats. - Habitat degradation. Habitat conversion by human activity as well as by grazing ungulates has severely degraded former ‘alalā habitat. These changes may have limited food or nesting resources and may have increased the vulnerability of ‘alalā to predation by ‘io. Currently, little suitable habitat exists for the species. - Population size. Small populations are plagued by a variety of potentially irreparable problems which fall into three categories: demographic, stochastic, and genetic; the former are usually most problematic. Demographic factors include skewed sex ratios. - Captive-breeding. There is some evidence that captive-reared birds lack important foraging and predator-avoidance behaviors. CONSERVATION ACTIONS: The ‘alalā has been legally protected by the State of Hawai‘i since 1931 and was listed as federally endangered in 1967. A captive propagation program was established in 1973; crows are now housed at the Keauhou Bird Conservation Center and the Maui Bird Conservation Center. These facilities are currently managed by the Zoological Society of San Diego. Although there has been some success in breeding ‘alalā at these facilities, the species generally does not breed well in captivity. The ‘Alalā Recovery Team was formed to facilitate the species recovery, and a related second group, the ‘Alalā Partnership, was formed to facilitate program implementation on private lands. Between 1993 and 1998, 27 captive-raised juvenile ‘alalā were released at McCandless Ranch. Of these, 21 died in the wild and six were recaptured and returned to the captive flock. Predator control was ongoing during the release program. Intensive field studies of the wild population and released juveniles were conducted between 1992 and 2002. In 1999, the Kona Forest Unit of Hakalau Forest National Wildlife Refuge was acquired, with the goal of restoring habitat in the core of the species’ historic range. To date, legal and operational constraints have impeded this effort. Restoration of future re-introduction sites is ongoing. In addition to the above efforts, ‘alalā likely will benefit from management activities designed to conserve other endangered forest birds on the island of Hawai‘i including fencing, ungulate and small mammal control, forest restoration, habitat monitoring, and studies of disease and disease vectors. In addition to these efforts, future management specific to the ‘alalā will include the following: - Continuation of restoration of future re-introduction areas. - Maintaining and increasing the captive flock without further loss of genetic diversity. - Continue protection and management of wildlife sanctuaries and refuges. MONITORING: The captive flock is monitored. If and when re-introduction occurs, wild populations will be intensively monitored. RESEARCH PRIORITIES: Research priorities for most Hawaiian forest birds include developing improved methods for controlling rats and feral cats in native forests, determining the ecological requirements of Culex mosquitoes at mid- and high-elevation forests, and developing methods to control mosquito populations. Research priorities specific to the ‘alalā include the following: - Review all data from studies on captive and wild populations. - Determine methods to increase the reproductive output of captive individuals. - Conduct field studies to determine if understory restoration will reduce the ability of ‘io to prey on ‘alalā. - Establish a set of habitat criteria that must be met prior to release of birds at a particular site. - Develop methods to habituate captive-raised individuals to respond appropriately to mammalian and avian predators, and sources of toxoplasmosis. - Determine potential re-introduction sites on other islands. References: Banko PC, Ball DL, Banko WE. 2002. Hawaiian crow (Corvus hawaiiensis). In The Birds of North America, No. 648 (Poole A, Gill F, editors.). Philadelphia, (PA): The Academy of Natural Sciences; and Washington DC: The American Ornithologists’ Union. Berger AJ. 1981. Hawaiian birdlife. Honolulu: University of Hawai‘i Press. 260 pp. U.S. Fish and Wildlife Service. 2003. Draft revised recovery plan for the ‘Alala (Corvus hawaiiensis). Portland, (OR): U.S. Fish and Wildlife Service. Xi+78 pp.	<urn:uuid:1dd2fca4-85c0-4878-9c9f-fc461b788215>	CC-MAIN-2020-50	https://dlnr.hawaii.gov/wildlife/files/2013/09/Fact-sheet-alala.pdf	2020-11-25T07:52:39+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00190.warc.gz	270,162,799	1,767	eng_Latn	eng_Latn	0.990838	eng_Latn	0.992412	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1794, 5614, 7993 ]	[ 2.953125 ]	2	1
No other school department poses a higher risk to student safety than the theater department. Because theater classes and programs are not held in regular classrooms, school district safety coordinators and administrators may overlook them during their inspections. When was the last time your district’s safety representative took a walk backstage, through the storage areas, or up on the catwalk? Unlike other areas of the school, theater settings offer many potential hazards: falls, fire, power tools and equipment, storage constraints, poor housekeeping, egress concerns, chemical exposures, and rigging. Students can be seriously injured in these areas of the school. I have visited districts where students have amputated fingers on electric saws; where a construction set collapsed, sending eight students to the emergency room; and where a fall through an open trapdoor left a student a quadriplegic. The theatrical productions themselves can also be risky. District personnel have allowed students to participate in extremely dangerous activities without realizing the potential outcome. Special-effect activities—such as pyrotechnics and “flying” students across the stage in plays such as Peter Pan without the expertise to ensure everyone’s safety—pose unnecessary hazards for the students, as well as the audience. Every school district should have a safety manual with written policies and procedures for every department. Local community organizations that may use your theater should also receive the safety policies and procedures for the theatrical department. Short safety reviews and meetings increase the safety awareness of the students and volunteers. Risk management inspections and documentation should be maintained. Certain points should be considered to ensure a safe environment and a safe production. Supervision The theater and auditorium are not frequented daily by those outside of the theater department. Therefore, they are quite attractive to students who want to “hang out” during lunch or unscheduled classroom time. Students who are involved in theatrical programs also spend a lot of time before and after school working on their productions—sometimes without supervision. I have witnessed students operating saws, climbing ladders, and working up on catwalks without supervision. Allowing students to conduct such activities unsupervised is not only unsafe, it is an invitation for liability claims should an unfortunate incident occur. Student safety remains our first priority and proper supervision is a key component. Theater instructors should have professional training in theatrical operations. They should also be aware of their supervisory responsibilities whenever students are in the area. Falls and Falling Objects The potential for slipping, tripping, and falling exists in almost any area of the theater. Students can fall from ladders, scaffolding, high-reach lifts, and catwalks with missing guardrails; through open trapdoors; and into orchestra pits. All ladders should be examined to ensure stability and general safe condition. Students need to be trained in the proper setup and use of ladders, scaffolding, and high-reach lifts. Sets should be designed with structural integrity and stability. Cover all floor openings and follow Occupational Safety and Health Administration (OSHA) standards and state laws. Student falls are not the only hazard. Loose items can tumble from overhead storage areas, catwalks, or lighting fixtures. Ensure that lighting is secured to the guardrail with a safety cable. Remove all loose materials from the walkway of the catwalk grid so that they cannot be knocked off accidentally. Only a qualified person should operate rigging weights. Weights, cables, and ropes should be inspected regularly as part of the safety policies and procedures. Lock the rigging when not in use to limit horseplay and access by inexperienced users. Chemical Hazards In any science class, the overall risk of using a particular chemical should be the first part of the lesson plan. This is also true in the theater department. Chemicals are often used in creating props and special effects. If necessary, students and staff should use personal protective equipment with particular products and chemicals. They should also learn the hazards of and safety precautions for the materials being used. A safety data sheet should be maintained for every hazardous material and kept in a location that is readily accessible to staff and students. All chemicals and products should be labeled properly to allow quick identification of health, fire, reactivity, or other hazards. Depending on the materials used during the production preparation, an eyewash station and shower may be necessary. Provide metal storage cabinets to store all flammables properly. Woodworking Equipment The wide use of table saws, radial arm saws, band saws, and other machinery for set construction is obviously a great concern for safety professionals. In Wisconsin, students in technical education classes must pass a written exam for each piece of equipment they intend to operate. Generally, this practice does not carry over to our theater departments. --- Student safety remains our first priority and proper supervision is a key component. --- High-powered saws should be inspected to ensure that proper guards are in place according to OSHA standards or state laws. Do not allow parents or community members to donate their personal machinery for the production; it may not be in good working condition or have the proper safety controls and guards. Ensure that the students who will be operating the machinery know how to use it properly. Don’t forget the safety goggles. Storage and Housekeeping Access to catwalks, lighting, and other hazardous areas should be controlled to prevent students from reaching them unnecessarily. These areas are often student “hideaways.” Often, theater directors want to keep more items for a future production than the storage room can safely house. Store costumes, lights, and props on racks suitably designed for their weight and size. Eliminate makeshift pulley systems for raising props and furniture to elevated storage areas. Hoists and other lifts should be properly designed to accommodate the weight of props and other items to be stored. Your local fire department may also want to view these storage areas for fire hazards and emergency evacuation. Maintain cleanliness throughout the entire theater area, storage rooms, and catwalks, not just the auditorium. Clearly designate permanent aisles by painting yellow lines to frame the walkway. Keep aisles clear of obstructions to allow safe access and egress. Fire Prevention Stage curtains must be made from flame-resistant materials and tested and inspected annually by a professional company. Theater instructors and directors should know how to properly use a fire extinguisher in case of an emergency. Given ample notice, your local fire department will likely conduct an inspection before the event. This inspection will help ensure compliance with safety codes and federal and state laws. Students should be trained in the emergency evacuation procedures before each production. Evacuation procedures should always be posted for the attendees of any event in the theater or auditorium. Electrical Issues Power and extension cord inspections should be included in the safety policies and procedures. Only a qualified electrician following the National Electrical Code can make the necessary repairs or changes to equipment and lighting. Resources Theater and auditorium safety for the students, staff, and community members requires commitment from the administration, the theatrical staff, and the students. The show can go on safely if the proper safety policies and procedures are in place and adhered to before the start of the production and throughout the event. If an incident occurs, it should be properly investigated and reported, and corrective action should be taken to prevent a similar future incident. Many resources are available to help ensure that your show goes on safely. For example, the International Secondary Education Theater Safety Association is dedicated to the health and safety of the students, administrators, and instructors who work in secondary private and public schools in the performing arts programs, productions, and activities. A wealth of information is available on their Web site, http://www.isetsa.org. Jodi L. Traas is senior risk management consultant for the Aegis Corporation in Brookfield, Wisconsin. Aegis Corporation specializes in the development and implementation of association and alternative risk-financing programs, as well as providing a full-line of business insurance coverage.	<urn:uuid:f8859606-affc-461b-979e-87a06f848599>	CC-MAIN-2018-05	http://www.jrclancy.com/downloads/SBA-May04.pdf	2018-01-18T23:43:04Z	crawl-data/CC-MAIN-2018-05/segments/1516084887660.30/warc/CC-MAIN-20180118230513-20180119010513-00110.warc.gz	489,335,982	1,616	eng_Latn	eng_Latn	0.998307	eng_Latn	0.998637	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1627, 6762, 8858 ]	[ 2.046875 ]	2	3
Jun Kaneko: An Artist's Artist By Victor M. Cassidy In July and August, Jun Kaneko exhibited ceramic sculptures and paintings at Klein Art Works, Chicago. He showed three large "dangos," which are round-topped, free-standing two-sided clay works roughly six feet tall; three four-foot dangos; a smaller dango on a shelf; four ceramic wall pieces; four huge acrylic paintings; and two clay pedestal pieces. The exhibition was a tour de force by an artist of international reputation. Kaneko can do whatever he wants with clay. His decorative patterns have great depth and subtlety. His art ranges from the dignified large dangos to smaller, less formal works to his stripe paintings, which are vibrating visual knockouts. An Artist and An Industry Kaneko is an artist's artist, mad about form, line, colors, marks, and patterns, but indifferent to narrative and theory. Many of his works are untitled and there is nothing literary about them. Some pieces seem almost identical at first glance, but embody subtle variations. "The bottom line of being a visual artist is to make something visual," Kaneko states. Making art involves the "energy to make the object," which comes from a chain reaction of "intuitive sparks" inside the artist. Craftsmanship helps "construct the ideas." Curiosity is the mainspring of Kaneko's creativity. He sees something in his work, which piques his curiosity and leads him to experiment. This "creates new ideas and thus brings more questions and more curiosity to the original idea," he says. Technique "follows the idea." He views his inevitable mistakes as learning opportunities. Kaneko claims that he does art business—galleries, shows, and commissions—under protest. But he is an industry now, producing 300 to 500 pieces per year, many at large scale. He has a 38,000 square foot studio in Omaha, Nebraska, and another in Nagura, Japan, that he built himself. He employs three full-time assistants, uses a programmable controller to fire his kiln, and makes detailed technical notes on everything he does in the studio. Galleries all over the world show and sell Kaneko's work at prices that start in four figures and rise into six. He could be teaching somewhere today and maintaining a modest studio. Instead he lives on a grand scale, travels widely, and devotes many hours to administering his artistic enterprises. Right Place, Right Time Born in 1942 in Nagoya, Japan, Jun Kaneko was a rebellious, mediocre student, who began to draw compulsively because he was miserable in school. His parents recognized his talent, found him teachers, and got him a studio where he spent most of his time painting. When he was just 17, Jun discovered Antonio Tapies, the Spanish painter, whose work has influenced him ever since. In 1963, by pure luck, Kaneko stumbled into the ideal environment for a budding artist. After barely scraping through high school, he flew to Los Angeles, intending to study painting, even though he spoke no English. A family friend took Jun to stay with Fred Marer, a mathematics professor who had a huge collection of contemporary ceramics. Marer soon went away for three months, leaving Kaneko to sit his apartment. The young artist had nothing to do all day but examine hundreds of clay works and struggle to learn English from food labels in grocery stores. When Marer returned, he took Jun to visit his artist friends—Peter Voulkos, Kenny Price, Billy Al Bengston, Harry Takemoto, John Mason, and others. Jun silently examined the work, but could not ask questions. He had no idea that he was meeting America's top ceramic artists at a time of great creative ferment. These experiences led Jun to ceramics. He made vessels at first, then moved quickly into mixed plate and vessel forms of sculptural scale—several feet tall. He would acknowledge later that his background in painting kept him from thinking in three dimensions. He made two-sided clay pieces with one side becoming his favorite. After six or seven years, he learned to think "more about the whole piece," he says, "like 360 degrees around the piece." There was "a great distance" between the artist and his material when he was just starting out. He had "vague ideas," he says, but was not close enough to the clay to "rescue" them. Today, the artist's understanding of clay triggers his imagination. An "accumulation of experiences" has brought him closer to his material and made him more confident and effective. In 1966, Kaneko became studio assistant to Peter Voulkos, who, along with John Mason, became key influences on his work and career. Kaneko admired the work ethics of these artists and "the way they looked at materials." Since the early 70s, Kaneko has lived as a successful artist, traveling widely, especially to Japan, where he sometimes lives for months at a time. He taught at the Rhode Island School of Design for several years and later at the Cranbrook Academy of Art. Dangos For almost 20 years, dangos have been the best-known forms that Kaneko makes. They originated when he was an art student, learning to wedge clay—rolling it into a ball and squeezing out air bubbles so it does not blow up in the kiln. "I would wedge the clay," he says, "and end up with a round or oval shape. I always liked that shape, but I was too young to leave it alone. I thought art was something you have to think about and work hard at and make..." something different." Eventually, he fired one of these shapes, which he nicknamed "dango" after the Japanese word for dumpling. A "dango" is really anything round, the artist says, and it can exist at any scale. He once built 11 foot tall dangos, firing them in giant kilns used to make sewer pipe. Other dangos fit in the hand like potatoes. The dangos at Klein Art Works are more seed-shaped than completely round and lose much of their power in side view. Flared slightly inward where they touch the floor, they convey a sense of lightness and instability. Large dangos look best from a distance and can be seen as cool and reserved. But Kaneko says that he has a dango storage room in his studio that children may explore when they visit. "Most of the time, they run between the pieces and make cheerful noises," he states, which suggests that they find his sculptures welcoming. The dangos in Kaneko's show are decorated with two layers of colored glaze. Backgrounds are brushed or dripped in white, gray, or black. The second layer is simple, brightly-colored shapes—stripes, squares, and forms that could be clouds or waterfalls. One dango has a wide dark blue line spiraling around it on top of a blue-white background. Smaller dangos are more simply decorated. Silent Conversations Kaneko "almost always" has a need to decorate the surfaces of his works, he says. He has silent "conversations" with his unfinished clay forms. Once he can "hear what a form has to say," he starts to see "marks and colors on the surface." He connects painting with pattern making and believes that the spaces between the marks are "as important as the marks themselves." Painting dangos is "very complicated" with "drips in back and solid in front," Kaneko says. He paints "blind" because glaze changes color, sometimes radically, in the kiln. Light gray becomes intense blue, for example, and dirty yellow changes to intense yellow. Though experience has taught the artist how to adjust for this, he never feels completely in control. He cannot correct colors after a piece comes from the kiln. The wall pieces in the show are flat slabs of clay, decorated and fired, measuring 30 by 22 inches. Kaneko paints marks or simple shapes on a dripped or brushed-in background, adding lines and small areas of color to balance the design of the piece. The wall works are lyrical and Tapiès-like in composition. There is much variety in the glaze. We see smooth transparent surfaces, crackle glaze, air bubbles, areas where the artist may have mixed sand into the glaze, and bare spots. "I apply glaze deliberately and keep everything as simple as possible," says the artist. "I've worked with five or ten glazes for 30 years and don't really know that much about the chemistry. My glazes are as thin as a sheet of paper when I apply them. The drips are thicker." A Kaneko trademark is a small surface decoration, often rectangular, with copper tone or no glaze at the center and a red line around the perimeter. These are made during glazing, but encircled with a black line, which is transformed to copper red by charging the kiln with a smoky reduction atmosphere and briefly creating an oxygen shortage as the ceramic cools after firing. This is virtuoso technique and Kaneko will only say that the red-lined areas are "part of the composition," which he creates by "following my intuition." Two clay pedestal pieces shaped like huge eggs are "new" to his work, the artist says. The first egg, placed in a dark bowl-like form, is preposterously decorated with polka dots and very amusing. The second egg has a rough clinker-like surface and could have been blown from a volcano. Its brown, slip glazed enclosure could be ancient architecture. We hope the artist makes more of these winning pieces. "Amazing Difference" Kaneko's intensely colored horizontal stripe paintings grab the viewer and do not let go. They are Op Art carried to the nth degree. The artist decorates canvas as he does clay and makes no attempt to create an illusion of depth or form. Other paintings have nervous, brushed-in backgrounds, intense colors, and fields of marks and shapes like the large dangos and wall pieces. There's an "amazing difference" between painting and ceramic sculpture, Kaneko says. Clay is stop-and-start work, with long waits between stages in the creative process as the clay dries. With painting, he can be spontaneous and not worry that colors will change in a kiln. Still, he finds it exhausting to paint and says that "it drives you nuts to have complete freedom."	<urn:uuid:a80f1595-b326-4886-b682-7814cb043031>	CC-MAIN-2018-05	http://www.junkaneko.com/images/uploads/2000.09.INTERVIEW-Victor_Cassidy_Artnet.pdf	2018-01-18T23:47:57Z	crawl-data/CC-MAIN-2018-05/segments/1516084887660.30/warc/CC-MAIN-20180118230513-20180119010513-00112.warc.gz	494,908,773	2,156	eng_Latn	eng_Latn	0.999441	eng_Latn	0.999504	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2680, 5410, 8270, 9984 ]	[ 2.4375 ]	2	2
LET'S FEED MR. AND MRS. HUNGRY BIRD By Helen Gere Cruickshank (Reprinted, by permission, from Colliers', January 22, 1949) --Extract-- This is the season of the year when one of man's best friends, the bird, comes upon hard times. In many parts of the northern states, from Maine to the Rocky Mountains, its natural food is buried under snow or encased in a coating of ice too hard for probing bills to penetrate. Thousands of birds will die of starvation before the warm spring sun releases the hibernating insects and uncovers the burgeoning seeds. To survive, birds need help. And they deserve it, because every bird that dies during the winter represents an actual cash loss to American agriculture and a decline in the health of our fields, gardens and forests. Throughout most of the year birds consume astronomical numbers of insects and weed seeds, and cram fabulous quantities into the gaping mouths of their young, which sometimes require almost their own weight in food each day. For example, consider the chickadee, a tiny bird weighing just a few ounces. Scientists have estimated that in Michigan alone the chickadees gobble up eight billion seeds annually. During the laying season for cankerworms, one lone chickadee will destroy 5000 eggs every day. Cankerworms do enormous damage to fruit and shade trees. The Department of Agriculture says that without the birds, the damage to trees and crops by insects each year would be increased by some $400,000,000. This is really a very conservative estimate of the value of birds to mankind. Many scientists go much farther. The famous French historian and naturalist, Jules Michelet, said long ago that "if it were not for birds no human being could live upon the earth, for the insects upon which birds live would destroy all vegetation." There is now a new way, made possible by the Post Office Department, by which birds can be helped through the cold winter months. It is both easy and inexpensive. First, lay in a supply of bird food,- wheat, cracked corn, millet, sunflower seeds and waste sweepings. Divide your bird food into one- or two-pound lots, and make paper packages strong enough for shipping, but not so strong that they cannot be opened easily. Then go through your gazetteer, or atlas, or use your own knowledge, and select a town or city large enough to have a rural delivery service, in a part of the country where there is apt to be snow and ice. Address your package to "Mr. and Mrs. Hungry Bird, R.F.D. No. 1," that place. Mail the package by regular parcel post. The rural mail carrier who receives it for delivery will take it to a place on his route where wild birds congregate. There he will open it and scatter the food. But be sure you address the package plainly so that it does not read something like "Henry Bird" instead of "Hungry Bird." Just because you've sent a parcel-post package of food to birds you'll never see, don't neglect the birds in your own neighborhood. Establish one or more permanent feeding stations and supply them regularly with food. Almost any sort of food a bird can handle is acceptable. Birds like bread crumbs, especially greasy crumbs. They like beef suet and pork fat, chopped meat, bones to which bits of meat are clinging, and nut meats without salt. Many birds are fond of doughnuts. Peanuts, especially if they are chopped, are excellent food for birds. If you'll put up one of your bird feeding stations near a window, but far enough away so that the birds will not be frightened, you'll be well rewarded for your trouble...And the more birds you feed this winter, the more there will be to sing their melodious songs and flash their gay color during the long summer months. THE WESTERN TANAGER Published by the Los Angeles Audubon Soc'y Free to Members. Non-members, 75¢ annually Editor .......... Laura Greeley 904 Kendall Ave., South Pasadena Telephone: Cleveland 7-1349 President-Emeritus . Mrs. Mary B. Salmon President .......... Mrs. Mary V. Hood Executive Secretary. Mrs. Bass M. Hoffman 1112½ S. Orange Dr., Los Angeles 35 Telephone: Walnut 8237 Treasurer .......... Mrs. C. J. Parker 821 N. Garfield Ave., Alhambra Telephone: Atlantic 1-2490 MEMBERSHIP DUES: Student (12 to 16 yrs.), 75¢; Annual, $1.50; Life, $25; Patron, $100. Joint membership, Los Angeles and National Audubon societies, with "Audubon Magazine," $t (minimum). Send membership applications, with dues, to the Treasurer at the above address. Purpose of the Society: "To promote the study and protection of wildlife, plants, soil and water." FRANCIS MARION FULTZ, naturalist, educator and writer, passed away Dec. 7, 1948, at his home, 5352 Alabama Street. He was an honorary member of our society and its very good friend for the past twenty years. To many of us, Mr. Fultz was best known through his books, notably "The Elfin Forest," a story of the chaparral, "The Flyaways," dealing with the dissemination of seeds, and "Lilies, Iris and Orchids of California." A lasting tribute to Mr. Fultz's interest in young people and in conservation is what is known as the Clear Creek conservation project of the Los Angeles city schools, operated in cooperation with the National Forest Service on a 250-acre tract in the Angeles National Forest near the junction of Angeles Crest Highway and the Palmdale cutoff. This was established and for many years directed by Mr. Fultz and William R. Tanner, groups of boys and of girls from the city schools being given instruction there in forestry and camping. The project is still in active operation. The Society extends deepest sympathy to Mrs. Fultz. NEW MEMBERS, WELCOME! Mr. Don Blanding 1154 N. Ogden Dr., Hollywood 46 Miss Luana Chadwick 1803 N. Brighton, Burbank Miss Mariana T. Etchemendy 237 N. Hope St., Los Angeles 12 Mrs. Mabel F. Farrell 4151 Cromwell Ave., Los Angeles 27 Miss Stella B. Wieman 7956 Valmont, Tujunga Mr. Owen M. Palmer 414-B South Bedford Dr., Beverly Hills Mrs. Paul M. Sullivan 5281 Woodlake Ave., Woodland Hills Mrs. Lucile Tornoeher 4910 S. Cimarron St., Los Angeles 37 Mrs. Esther Bohannon 12123 Valley Heart Dr., Studio City Mrs. Pearl Haskins 15302 Daphne Ave., Gardena George Haskins 15302 Daphne Ave., Gardena HIGHLIGHTS of a trailer trip "Down Texas Way," as told by Mrs. J. H. Comby, gave 75 members and guests an enjoyable evening at Central Library Dec. 9. Mrs. Comby described regions rich in bird life and told how she and Mr. Comby tracked down 46 new birds for their life list. Colored motion pictures obtained from the National Audubon Society illustrated the talk. Plans for the annual Christmas bird count were discussed by Mrs. Caroline H. Daugherty and observers were assigned to their various posts. At the evening meeting Jan. 13, Charles Ayres, Jr., a member of the Los Angeles Audubon Society whose home is in Ottumwa, Iowa, gave a stirring conservation talk on the damage to Nature's balance caused by the thoughtless destruction of natural barriers through careless burning, overgrazing, draining of marsh areas, and greedy methods of farming. He illustrated his talk with pictures of the devastating flood in Ottumwa last year. Eighty members and guests were present. ---LOUISE LUCKAN, Evening Program Chairman MRS. ROY L. SERGEANT, a former member of the society, living now in Kalamazoo, Mich., has sent us a charming gift, a John James Audubon print of white-winged crossbills. Gratefully accepted, the picture will be hung on the wall at Headquarters. OBSEVATIONS This winter's freezing nights are causing a drastic cut in the animal food needed by many of our birds. Hummingbirds are especially hard-pressed; no flowers, no nectar, and few tiny insects. NOW is the time for sugar-water feeders to be kept regularly supplied for the hungry little sprites. GEESE, DUCKS: Canvas-backs very abundant on city reservoirs and lakes. Hundreds reported resting nights on the reservoirs, leaving before dawn, knowing they must be gone before the day's systematic shooting-off begins (a Water Dept. ruling, to prevent water contamination). Dr. R. L. Taylor reports, on Hansen Dam, 3 common Canada geese, Nov. 10; 2 lesser snow geese Nov. 14, and 3 whistling swans Dec. 15. Howard L. Cogswell reports 16 whistling swans observed and photographed just offshore from Santa Monica Dec. 23. Dr. Taylor and Ralph Mall found one female old-squaw and one female American scoter off Seal Beach Pier Dec. 29, and another female old-squaw at Recreation Gun Club the same day. H. L. Cogswell found 2 American golden-eye ducks, Playa del Rey area Dec. 25. All very irregular winter visitors this far south. Great rafts of soters, mostly surf, reported just off-shore up and down the coast. WATER BIRDS: The unusually wary Holboell's grebe, commonly found along the Oregon-Washington coast, is visiting our South; last reported on the Recreation Gun Club pond. Dr. Taylor reports the Louisiana heron back in the Mission Bay area, San Diego; also, many ducks and black brant. LAND BIRDS: Large mixed flocks of robins and cedar waxwings noted by Mrs. Ruth McCune, Mt. Washington. Hundreds of robins over Griffith Park golf courses. M. S. Dunlap reports varied thrush in Glendale and Whiting Woods areas. In Altadena, Jan. 5, Wendell Humphreys found a male Arizona hooded oriole wintering over. Townsend's warblers are reported from various areas. WATCH NOW FOR: Horned grebes, flights of wild geese and ducks. Study them on reservoirs and lakes. Wilson's snipe; band-tailed pigeons; nuthatches, varied thrush, purple finch, early migrating hummingbirds. ----CAROLINE H. DAUGHERTY W. DAN QUATTLEBAUM, the Audubon representative on the Arboretum Advisory Committee, reports 6 canvas-backs and two 3-day old baby pied-billed grebes on the Arboretum lake Christmas day. "I wish you could have seen these babies and their parents," writes Mr. Quattlebaum. "While the fathers hunted for and brought food, the mothers either sat on their floating nests, with the babies under their wings or at the side, or else floated near the nest with a baby cuddled under each wing. When the father came with food, the babies slipped to the water to take it, then scrambled back under the mother's wing." THE BIRD STUDY COURSE being conducted at the County Museum by Mrs. Hood and the Society's Committee on Youth Leadership, Mrs. Neil H. Lewis, chairman, got off to a fine start January 8. Following an illustrated lecture by Mrs. Hood, the group had a personally conducted tour of Bird Hall. The course will continue each Saturday until Feb. 12. Then will follow a course for youth leaders, for five consecutive Wednesday nights, beginning at 7 o'clock Feb. 16. This second course will be given in the ground floor lecture hall, at the southeast corner of the Museum. Registration will be open to all over 15 years of age who are actively interested in any form of youth leadership, and there will be a registration fee of $1 to help cover the cost of the materials to be given out. For both courses there will be a field trip at the San Gabriel River Wildlife Sanctuary. A later issue of the Tanager will carry a full report of these courses. THE NATIONAL AUDUBON SOCIETY reminds us that 1949 is the 50th anniversary of "Audubon Magazine." Two of Roger Tory Peterson's new paintings of western birds will be reproduced in full color on the inside spread of each of the six issues of 1949. The first two will appear in the January-February issue and will portray Bullock's Oriole and the Western Tanager. To obtain these twelve reproductions in full color will be more than worth the price of membership, without taking into account the balance of the magazine or the other privileges of membership. Remember that if you live in the Los Angeles district, membership in the National Society carries with it, on request, membership in the Los Angeles Audubon Society without additional dues. CALENDAR FOR FEBRUARY, 1949 THURSDAY, Feb. 3. Field Trip, Chatsworth Reservoir Grounds. Besides geese, ducks and many shore and land birds found there, we shall look especially for Cassin's kingbirds, pipits, grasshopper, vesper and lark sparrows, also found there but seldom hunted out. Special Tanner Motor Bus will leave Los Angeles, 6th and Olive streets (park corner), 8:30 A.M. Will stop for passengers pick-up corner Hollywood and Cahuenga Blvds., at 8:45, and Ventura Blvd. and Laurel Canyon 8:55. Round trip fare, $1.65. Please have exact change. Take lunch. Make reservation EARLY with Miss Edith Crane, 4925½ Cimarron St., Los Angeles 37; Alminster 2-8458. Those driving go out Ventura Blvd. to Topanga Canyon Blvd., right to Roscoe Blvd., left to Fallbrook St., right to Reservoir gate. Please be at Reservoir gate close to 9:30 when gate will open to admit Audubon visitors. All will leave Chatsworth Reservoir grounds by same gate about 3 P.M. Lunch at 11:45 at picnic tables, followed by nature talks. LEADER, Mrs. Caroline H. Daugherty; Charleston 6-1747. TUESDAY, Feb. 8 and again Saturday, Feb. 12. Audubon Screen Tour, "Wild Life Down East," a sparkling color motion picture program, by Carl W. Buchheister, Vice-president of the National Audubon Society. For information, see special bulletin issued by Wm. K. DePue, Business Manager, 6055 Fair Ave., North Hollywood. THURSDAY, Feb. 10, 7 P.M. Los Angeles Central Library, Fifth St. and Grand Ave. First floor. Mrs. Elizabeth B. Gooden, First Vice-President, presiding. Speaker, Walter Scott, who last summer followed Audubon's trails down the Ohio and Mississippi rivers, will give his impressions of what he saw, beginning with Henderson, Ky. on down to Feliciana, Audubon's Louisiana "happyland." The discussion period, led by Miss Louise Luckan, will be devoted to the sparrow family. Bring your Peterson, or Hoffman, or both,—your questions, too, and help work out the answers. THURSDAY, Feb. 17. 1:30 P.M. Los Angeles County Museum, Exposition Park, Mrs. Hood presiding. Mr. and Mrs. Harlan E. Eckler will show kodachromes of Arizona desert birds, taken by them in the Southwest Arboretum, at Superior, and in Madera Canyon, where they spent three months last spring. These are views not only of typical birds of the region, but also of cacti in glorious bloom and other desert plants, such as the saguaro, the giant cactus which grows to a height of fifty feet and lives for two centuries. Kenneth E. Stager, Curator of Ornithology, County Museum, will present "the bird of the month." A vote will be taken on proposed changes in the by-laws, read at the January meeting. THURSDAY, Feb. 24. Study Class, 10 to 12 Noon. Long Hall, Plummer Park, 7377 Santa Monica Blvd., on the Pacific Electric Santa Monica Bird-West Hollywood line. Leader, George T. Hastings. The program, arranged by Thos. F. Parker, will be: First Hour, The Structure of Birds,- skeleton, circulation, bills and feet; Second Hour, Some Families of Monocotyledons,- grasses, palms, lilies, orchids. Bring lunch and spend the afternoon at headquarters. SUNDAY, Feb. 27. Field Trip, Griffith Park, Riverside Drive side. Meet at 8 A.M. in front of the Cafe. Take lunch. LEADER, C. J. Parker; Atlantic 1-2490. THE SAN GABRIEL RIVER WILDLIFE SANCTUARY 2594 South Durfee Ave., El Monte. Telephone: Whittier 6-3748 Mrs. O. M. Stultz, Director. Mrs. M. Gertrude Woods, Assistant Director C. W. Hamilton, Warden Maintained by the National Audubon Society, with the cooperation of its Southern California affiliated societies. Regularly scheduled field trip the second Sunday of each month, starting from the entrance at 9 A.M. Advisory Committee: Chairman, Mrs. J. H. Comby, Southern California Representative, National Audubon Society; 200 Kratt Lane, Whittier. Telephone: Whittier 41-4236.	<urn:uuid:744f33ac-550d-4508-bd60-170c081d7e89>	CC-MAIN-2021-04	https://thewesterntanager.files.wordpress.com/2019/01/Vol.-15-No.-06-February-1949.pdf	2021-01-18T07:09:38+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703514423.60/warc/CC-MAIN-20210118061434-20210118091434-00406.warc.gz	607,140,341	3,803	eng_Latn	eng_Latn	0.988959	eng_Latn	0.995406	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3715, 7486, 11891, 15728 ]	[ 2.609375 ]	2	0
Mary Dutra: A survivor's story Contributed by Olivia H. Miller July 03, 2009 In 1933 Mary Dutra left her home and family in the Azores. She boarded a ship with her new husband, crossed an ocean and arrived in America. She couldn’t speak the language and didn’t know a soul. She was seventeen. Photos courtesy Mary Dutra BACK IN THE AZORES, 1979 – Returning to the Azores for the first time since 1933, Mary Dutra sits with her mother, Maria Alice, with the shoreline visible through the window. In 1933 Mary Dutra left her home and family in the Azores. She boarded a ship with her new husband, crossed an ocean and arrived in America. She couldn’t speak the language and didn’t know a soul. She was seventeen. Mary, now 93, lives in West Barnstable, next to the house where she lived with her husband, Avelino, and his older brother Joe. Eventually she learned to speak English, how to cook and sew, and how to drive a car. She raised two sons, Avelino and John. Her husband, who was nearly twice Mary’s age, died over 30 years ago. She has lived on her own ever since. If you had to choose one word to describe Mary Dutra, you wouldn’t go wrong with “survivor.” As Mary reflects on her life, her stories often focus on hard work, struggles to make a living, and trying to get by -- that kind of thing; a phrase she uses often to sum up something she’d rather not dwell on. The small, determined woman with white hair and clear skin has her opinions and is not reticent about sharing them. You’d do well to listen. She has seen a lot of changes during her nine decades; and doesn’t care for many of them. “I sleep poorly and am awake half the night,” Mary says. “I like to listen to WBZ on the radio. Last night they talked about a museum of toys in New York and described children using a stick as a plaything. They would pick up a stick in the backyard and make a toy out of it. They would use their imagination,” she says, emphasizing the word. “Kids today don’t know how to use their imaginations.” Mary (né Maria Rodrigues) hailed from a small village in the Azores called Ribeirinha. The name, which means “small stream,” described the stream that ran through the village where women would launder clothes, Mary explains. “Today, taking clothes from a washing machine to the dryer is such a big job!” she says, with more than a touch of sarcasm. “We are so lucky. But we take so much for granted.” After the boat docked in New York, the couple boarded a coastal schooner bound for New Bedford. From there, they took a bus to Cape Cod. When they arrived at the house on Route 6A in West Barnstable where Avelino and Joe had lived since the mid-twenties, Mary’s new brother-in-law greeted her by saying, “We’ve already had my breakfast. Go ahead and fix yours.” “I was so lost,” she recalls. “I didn’t know any English and I was very shy. It was a couple of years before I got the courage to go across the street to the grocery store [Peter Fiske & Sons, where Pastiche is now]. I was like a fish out of water.” There were Portuguese families in the area — Mary mentions the Thomases, the Gonsalves, the Amarals. She remembers going with Avelino on Sunday afternoons to visit the Amarals, who lived at the end of Oak Street. “They had a cow and would bring out a nice cold pitcher of milk. We were very welcomed there. But they were my husband’s friends, not mine. I missed having someone my own age. “I did feel lonely until I got it through my head that I had no one except myself to depend on. I had to adopt the attitude that you can’t depend on others. I don’t expect anything from anyone. I appreciate it if I get it but if I don’t get it, so what? I have been told that I’m cynical but I think I do better at the end. We all have different ways of looking at things.” The Cape was quite different when Mary arrived, “from night to day,” she says. “It was very rural. Route 6A was the only road to Provincetown; there was no mid-Cape. There was a deep curve in the road, like an ‘S’ that has been straightened out.” She said her husband, who immigrated in 1912, remembered when Route 132 was a dirt road, but it was paved by the time she arrived. “Avelino used to walk from West Barnstable to Hyannis to get groceries, about five miles. That wouldn’t happen today. Computers have made people lazy. It’s not such a good thing.” Laziness was not an option back then. Her brother-in-law taught her how to bake bread and can vegetables. They grew grapes and made jelly. They kept chickens and pigeons. Money was scarce and like many people in those days, they did everything the hard way. "When I had my first baby (named Avelino Joseph after his father and uncle, respectively), we didn't have nursery gadgets. Avelino slept on a pillow in a clothesbasket. I made our clothes. We managed one way or another. We never went to bed hungry, we had a roof over our heads, and never had debtors at the door. We bought only necessities." Mary did have something not many people in West Barnstable had — electricity. In the 1920s, the West Barnstable Brick Company (located behind the house) had brought in electricity; they installed a pole near Avelino and Joe's house. Joe talked to the company about getting electricity from them. Mary says the brothers paid their electric bill to West Barnstable Brick for a couple of years. "It was a big deal to have electricity! We had two outlets in the house — one in the living room and one in the kitchen. I was so lucky to have a fridge and a radio. But we didn't have a TV until the 1950s. We didn't have the money and wouldn't get on credit. We could live without it. When we had the money, we paid cash. That's the way we did it." For the most part, the brothers did landscaping and handyman work. In 1940, Avelino got a job driving a truck. He made $18 a week, "big money back then." Mary quickly points out. A few years earlier, she began taking in sewing. It started with a woman Joe did work for. He mentioned to her that he knew how to sew and she gave him two pillows for me to do. I was paid fifty cents. It was the beginning of fifty years of doing sewing for others. This reminds her of a family of summer people whose house they would open in the spring. "They had organdy curtains with ruffles, for 46 windows," Mary recalls. "I would bring those curtains home, wash, iron and hang them in the basement. I didn't get a washer until the forties, when I got one secondhand. I don't know how I did it," she says, shaking her head. In 1948, the girl who was once afraid to cross the street learned how to drive. "We had a 1929 Dodge with a floor shift," she recalls. "It was such a nice car, made strong, not like the plastic paper things today that cost so much money. We would drive to Hyannis once a week — if we were lucky — to pay the electric bill, go to the barbershop, little things. We didn't go two, three times a day like people do now. We didn't have the money to ride around." No matter what the generation, though, it appears some things never change. When it came to teaching his wife to drive, Avelino wasn't the most patient instructor. "He expected me to know how to do it the first time," she says, slightly indignant. "So a neighbor took me around a few times." Mary drove for 53 years before voluntarily giving up her license eight years ago. "I'm completely lost without a car but I won't allow myself to feel sorry. It won't get me anywhere and won't accomplish anything. What's the use of complaining? The problems will still be there." Mary remains fiercely independent. "I always thought that after I stopped driving, I would move closer to Hyannis," she says, "but I am not giving up my house for nothing." She often takes the B Bus to the Barnstable Senior Center, walks along 6A when the weather allows, and attends church services regularly. Mary's pragmatic outlook is part work ethic and part strong faith. A constant in her life is the nearby Our Lady of Hope Church. Made from West Barnstable bricks, the church was built in 1917, the year Mary was born. "It's as old as I am," she laughs. "I told the priest the church and I would both celebrate one hundred together!" "I joined the church as soon as I got here. I was trying to get my bearings, trying to survive. The church helped some, but when you don’t understand what people are saying, it’s not so easy. "We went to ten o’clock mass every Sunday. About ten families belonged. The church was heated with a wood furnace and the men from a few families would get up at four in the morning to make a fire. They would take turns cutting the grass in the summer. They did everything for free." Avelino died at 85 in 1979; Mary was 64 and had been married for 46 years. (Joe had died in 1949 at age 62.) She had not returned to the Azores since she left in 1933. Although she was afraid, she made up her mind to do it. Mary flew for the first time in her life so she could visit her mother, Maria Alice, and younger sister Lisa, who was five when Mary left for America. "I was petrified to fly," she admits, "but I had no choice. People said, ‘There’s nothing to it. It’s like sitting in a chair.’ But they never said it was so beautiful, never told me about flying above the clouds and that it’s like white cotton below you." She returned several times over the next decade, visiting with her mother and sister Lisa and her family. Mary continues to live in the house she and Avelino built in 1963, after selling the house next door. With their two sons grown, they wanted a smaller place. "My husband thought we overdid it and that the house might be a little too small," she says. "But now it’s more than I can take care of. That distresses me very much but it’s the way life is. "What’s the use of looking back? You don’t accomplish anything. You just make yourself more unhappy." And then, as always, her characteristic survivor mode kicks in. "Life," Mary announces, "is good."	<urn:uuid:38ed75d2-e10e-4b85-b22a-571fd2e9306c>	CC-MAIN-2015-11	http://www.barnstablepatriot.com/home2/index2.php?option=com_content&do_pdf=1&id=18402	2015-03-05T00:34:46Z	crawl-data/CC-MAIN-2015-11/segments/1424936463676.59/warc/CC-MAIN-20150226074103-00027-ip-10-28-5-156.ec2.internal.warc.gz	321,768,233	2,360	eng_Latn	eng_Latn	0.999178	eng_Latn	0.99977	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 715, 4355, 8190, 9963 ]	[ 2.265625 ]	6	2
Fit kids may get BETTER GRADES Your kids may do better in school if they exercise. Physical fitness in childhood and adolescence appears to play a key role in brain health and academic performance. Cardiorespiratory capacity, muscular strength, and motor ability have all been shown to affect health. Each of those components may have different effects on the brain, and therefore on academic performance. A recent study determined that kids who had lower levels of cardiorespiratory capacity and motor ability had lower grades. Muscular strength was not independently linked to academic performance. SOURCE “Improving Academic Performance with Physical Fitness,” Elsevier Health Services, 6/19/14	<urn:uuid:a1291ee4-8aa1-4ef8-9bd0-6d314879df62>	CC-MAIN-2024-18	https://www.greatneck.k12.ny.us/cms/lib/NY02208059/Centricity/Domain/199/fitkids.pdf	2024-04-13T10:13:51+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00247.warc.gz	738,770,169	133	eng_Latn	eng_Latn	0.98965	eng_Latn	0.98965	[ "eng_Latn" ]	false	rolmOCR	[ 700 ]	[ 2.125 ]	1	0
Build a Better Toy Box From TrueValue.com What are you going to do with all those new Christmas toys? Here’s a great place to put them…and create a family heirloom at the same time. This toy box isn’t the kind we remember from our childhood – you know, a fairly large, single-compartment chest that we endlessly looked through to find a toy, which was usually on the bottom, which meant unloading everything. You may also remember, quite painfully, what it felt like when the lid dropped down on your fingers or head! This project resolves all of those problems by using dividers and lid-support hardware. It also adds functionality: a seat and a playing surface. Tools Checklist - Tape measure and pencil - 48” continuous hinge - Framing square - Hacksaw with metal file - Two, 2” C-clamps or 4d finishing nails - Screwdrivers or drill driver bits - Circular saw or cross-cut handsaw - Wood plugs (buttons) - Finishing sander (random-orbit or pad) - 3 lid supports - 80-, 120- & 220-grit sandpaper - Tack cloth - Four, 24” bar, pipe or quick clamps - Stain, polyurethane or paint (as desired) - Rubber mallet - Finishing brushes, rags & solvent - Drill/driver & #6 combo pilot bit - 1” dense foam & 2/3-yard fabric - Carpenter’s glue - Utility knife or razor - 2” coarse-thread drywall screws - Staple gun & ¼” staples - 6d finishing nails - Adhesive-backed Velcro tape Materials Checklist - 1 x 12 solid or glued-up pine to yield: - 2 pcs. 3/4 x 11-1/4 x 48” (front and back) - 2 pcs. 3/4 x 11-1/4 x 13-1/4” (sides) - 2 pcs. 3/4 x 10 x 13-1/4” (dividers) - 1 x 16 solid or glued-up pine to yield: - 1 pc. 3/4 x 13-1/4 x 46” (bottom) - 3 pcs. 3/4 x 15-1/4 x 15-15/16” (lids) - 1/4” lauan plywood to yield: - 2 pcs. 1/4 x 15 x 15-1/2” (cushion backing) Tip: Keep Toys in Order An educator suggests that, as toddlers and young children try to make sense of the world, they develop a strong need for order. So deep toy boxes are not recommended and suggests that we limit a child’s choices by rotating toys from adult storage areas to the toy box. Step 1. Design the Box We suggest the following approximate size for your box: 16”W x 48”L x 12”H overall. It will have three compartments, each with its own lid. Plan to cushion the two outside lids but leave the center wood so it can serve as a playing surface. While you can make the box entirely with plywood, particleboard, or other panel goods, those materials all require edging and are generally much heavier than wide pine boards, which our materials list calls for. Step 2. Cut and Sand the Parts Using a tape measure, framing square, and pencil, mark the boards for cutting. C-clamp or tack on a wood straightedge to guide your cuts, as they must be straight and square. With all the parts cut, set up and sand them before assembly. Avoid rounding over any corners or edges. Step 3. Assemble the Box Using the framing square, lay out the inside of the bottom, front, and back pieces where the sides and dividers will join them. The sides should be recessed 1-¼-in. in from the ends and the dividers spaced evenly. Lay the bottom on your workbench atop a 1/2-in. spacer, then stand the front, back, and sides on edge around the bottom, using clamps (front to back) to hold them in place. Place dividers in place on your layout lines and clamp again. Use a combination pilot bit to bore the pilot, countersink, counterbore and clearance holes simultaneously. Loosen the clamps a bit and remove one front-to-back member at a time so you can put a bead of glue on the ends before replacing it and installing two screws per member (2-in. down from the top and up from the bottom). Tap the bottom out and turn the box over. Reinstall the bottom with glued edges and secure it with 6d finishing nails. Steps 4 - 6 on back Step 4. Install the Lids Cut a 1-1/2 x 48" continuous hinge in three equal lengths with a hacksaw and file off any rough edges. Attach one leaf of each hinge to the back of the box and the other half to the back edge of each lid. This will automatically give you a 3/4-in. overhang on the front edge. Sand the entire project again to round over edges and make it splinter-free and baby-bottom smooth. Brush wood plugs with glue and tap them in to conceal the recessed screws. Finally, install support hardware in the center of each lid. It will hold the lid in an open position and prevent it from slamming down accidentally. Step 5. Finish the Project Before going on to the final step, finish the project. Clean your work area well. Brush away dust and wipe all surfaces with a tack cloth to remove all dust before applying the finish. Look for neat, easy-to-do decorative ideas. Check out the library for decorative painting techniques such as stamping, sponge painting, combed paint, and more. Adding the child's name to the box is always a nice touch. Step 6. Make the Seat Cushions While you're waiting for the final coat to dry, cut the foam to fit over the plywood backer and cut the fabric at least 4 inches larger. Lay the fabric face-down on a clean work surface or floor, then the foam, and finally the plywood. Kneel on the plywood as you fold the fabric onto the backside and staple it in place. Work from the center of opposing sides out a few staples at a time. Staple four strips of adhesive-backed Velcro a couple inches in from each corner of the plywood and in corresponding locations on the two outer lids. When the finish is dry press the cushions onto the lids. Diagram of Finished Toy Box For more decorating & home improvement projects visit www.truevalue.com before you start!	<urn:uuid:dcefd23e-d360-4edb-be5d-65c2420582d8>	CC-MAIN-2018-05	http://eastfordbuildingsupply.com/pom/Toybox.pdf	2018-01-18T15:27:39Z	crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00066.warc.gz	112,904,903	1,433	eng_Latn	eng_Latn	0.997731	eng_Latn	0.997679	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3795, 5603 ]	[ 2.28125 ]	2	0
Fun Facts about the month of May MAY BIRTH MONTH • Birthstone is the emerald • Flower is the Lily of the Valley • Zodiac signs are Taurus and Gemini SPECIAL DAYS IN MAY 2024 • Wednesday, May 1st: May Day • Saturday, May 4th: Star Wars Day • Friday, May 5th: Cinco de Mayo • Monday, May 6th: National Nurses Day • Tuesday, May 7th: National Teachers’ Day • Sunday, May 12th: Mother’s Day • Wednesday, May 15th: National Peace Officers Memorial Day • Monday, May 27th: Memorial Day WAYS TO HONOR IN MARCH • Skin Cancer Awareness Month • Asian American Heritage Month • Jewish American Heritage Month THE MONTH OF MAY IN HISTORY • May 2, 2011: Special Operations Forces raid the compound of Osama bin Laden eliminating the previously elusive leader of the al-Qaeda terrorist organization. • May 5, 1893: Stock prices plummet in the Wall Street Crash of 1893. • May 7, 1992: The 27th Amendment to the U.S. Constitution is ratified prohibiting Congress from giving itself pay raises. • May 10, 1869: The newly constructed tracks of the Union Pacific and Central Pacific railways are first linked in Utah. • May 17, 1875: The first Kentucky Derby horse race took place at Churchill Down in Louisville, Kentucky. • May 21, 1881: The American Red Cross is founded by Clara Burton. What's in season? Asparagus Cabbage Leafy Greens Radishes Spinach Bitter Greens Cucumbers Plums Rhubarb Strawberries DID YOU KNOW??? The month of May was originally named for the Greek goddess Maia, the goddess of fertility. The Romans had a similar goddess named Bona Dea with a festival being held during the month of May. The Romans called the month Maius. The name has evolved over the years. It was referred to as May in the 1400s near the end of the Middle Ages. Where flowers bloom. So does hope. - Lady Bird Johnson Our office & the County Recorders will be closed Monday, May 27th in observance of Memorial Day Happy Memorial Day! Fidelity National Title	<urn:uuid:2d8628d4-bc7a-4ea8-a300-c79564a71ba1>	CC-MAIN-2024-18	https://fntsocalregion.com/getattachment/Calendar/Calenders/Calendars/May-2024-Fun-Facts.pdf?lang=en-US	2024-04-13T10:34:46+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00245.warc.gz	245,725,970	494	eng_Latn	eng_Latn	0.984688	eng_Latn	0.984688	[ "eng_Latn" ]	false	rolmOCR	[ 1947 ]	[ 2.234375 ]	1	0
Road to Emmaus EJ14 Bible Verses: Mark 16:12-13, Luke 24:13-35. In this session, we’ll see Jesus’ encounter with the two on the road to Emmaus and see that our hearts know when we’ve met Jesus - even if our head takes a while to catch up. Journeying Across Warming Up 10 mins Activity Line all the children up along one wall. Ask them to cross the room in whatever way you say. You can make up other ways, but here are some to get you started: - Walking - Skipping - Galloping - Hopping - Bunny hopping - Dancing - Rolling - Crawling - Sliding The Point: Just for fun – tenuous link to travelling somewhere! Equipment None. Expect The Unexpected! Warming Up 10 mins Activity In small groups, ask the children to come up with unexpected outcomes to the situations suggested below. The more outrageous, the better! Let everyone chip in to build up more and more unexpected stories. You could go round in a circle, adding a new ridiculous story with each person, or do this randomly. - Pouring cereal into a bowl. - Opening a letter. Diving into a pool. Opening the front door. Going to the supermarket. Opening your eyes first thing in the morning. So, for example: When I started to pour cereal into my bowl this morning, I was expecting cheerios to come out. But, instead, teeny tiny pigs poured out into the bowl. And they were real pigs! They all clambered over each other and jumped down onto the table and then onto the floor. There were so many of them that they lifted my chair up and carried it (and me) out of the door and down the street - still in my pyjamas. A fairy godmother appeared and offered to transform my PJs into clothes but she got the spell wrong and instead I ended up in a giant piggy outfit... You get the idea! The Point: Just for fun, idea of something unexpected happening. --- Equipment None. --- An Unexpected Meeting Teaching Time 15 mins Visual And Audio Clips Summary of clip: In this clip, Jesus comes alongside two of his followers on the road to Emmaus. Start of clip: 1:17:50 End of clip: 1:20:53 Length of clip: 3:03 There is a link to a YouTube clip here https://www.youtube.com/watch?v=wR4xhA4Mb6A stop the clip at 4 minutes when the animation ends Ask the children how the disciples must have been feeling at the beginning of the video clip. Why were the two going to another town? Why do you think Jesus didn’t tell them who he was straight away? What does Jesus tell them on the walk? How do the two recognise him in the end? What do they do as soon as they recognise him? How do they feel at the end of the clip? Are these two disciples changed by meeting Jesus on the road? Why? Why is this meeting more important than Jesus just having a chat with two of his friends? (It is one of the things that changes everything because it was proof that Jesus really did rise from the dead!) The Point: To tell the story. Equipment DVD of The Miracle Maker and the means to play it. --- Breaking News! EAH Teaching Time 20 mins Activity Begin by reading the account of the road to Emmaus from Luke 24:13-35. Use a simple translation like the CEV or Good News Bible. Say that this is quite a dramatic story and that today it might be reported on the news - Jesus had been very well known and the story of his death would have been known by everyone. Ask the children to get into small groups and make a news report about what happened. They should include interviews with the two disciples who met Jesus on the road. Try and get them to articulate how they felt meeting Jesus again and what they did next. The children can either make a big newspaper front page to tell the story (you might like to have some newspapers to give them an idea what it looks like) - some can draw pictures, others can write the story, others can do the layout. Alternatively, the children can do a dramatic sketch of a news report of the story - with someone in the studio, an outside reporter and the eye witnesses. If you have the tech, they can video their pieces. The Point: To tell the story and get the children to explore it a bit creatively. --- Equipment Simple translation of the Bible (CEV), optional: big sheets of paper and felt tip pens. --- Together On The Road Take Away 15 mins Craft Ideas This activity will work well with the following Teaching Time activities: all. You can either have the salt dough ready-made for this activity or you can make making it part of it. SALT DOUGH RECIPE: 2 cups of Plain Flour, 1 cup of table salt, 1 cup of water. OPTIONAL: 1 tablespoon of vegetable oil (makes it a little easier to knead), 1 tablespoon of wallpaper paste (gives the mixture more elasticity), 1 tablespoon of lemon juice (makes the finished product harder). METHOD: Put plain flour, salt and any, or all, of the optional ingredients into a mixing bowl and gradually add the water, mixing to soft dough. This should be neither too sticky, in which case add more flour, nor too dry, in which case add more water. When mixed remove from the bowl, place on a flat surface and knead for 10 minutes to help create a smooth texture. Give each child enough salt dough to be bigger than their foot and about 2 inches thick. Get them to press their bare foot into it to create a footprint. Scrape initials into the back to save confusion. The salt dough will dry over the course of 2 days, or you can help it along by putting it in a very cool oven (max 100c, 200f, gas mark ½) for a few hours. You can make different coloured dough by adding food colouring at the mixing stage, or add glitter to make a sparkly alternative. Tell the children that the footprint reminds them of Jesus walking alongside the disciples on the road to Emmaus. The Point: Reminds them of the story. Equipment Salt dough (recipe below), protective table covering. Warmed Hearts Take Away 10 mins Craft Ideas This item can be shared with your group using the QR code: This activity will work well with the following Teaching Time activities: all. Say that the two disciples on the road said that their hearts felt warmed when Jesus was speaking to them. Ask them what they think that means. Say that the disciples’ hearts’ were recognising Jesus before their heads did! Give everyone some dough or clay and let them make it into a nice chunky heart shape. Get them to push the tea light into the middle to make a hole for it. They can use a pencil or spreading knife to mark patterns on if they want to. Scratch initials onto the bottom and let dry. The Point: To remind the children of the disciples’ hearts’ being warmed when they talked to Jesus. Equipment Salt dough (see previous activity) or air drying clay, tea light candles. Warming Hearts This activity will work well with the following Teaching Time activities: all. Say that the two disciples on the road said that their hearts felt warmed when Jesus was speaking to them. Ask them what they think that means. Say that the disciples’ hearts were recognising Jesus before their heads did! You’re going to make gingerbread hearts to remind you of this. Makes: 25 biscuits Ingredients: 125 g unsalted butter 100 g dark muscovado sugar 4 tbsp golden syrup 325 g plain flour 1 tsp bicarbonate of soda 2 tsp ground ginger Writing Icing (optional) Method: 1. Preheat the oven to 170°C, gas mark 3. Line baking trays with baking parchment. Melt the butter, sugar and syrup in a medium saucepan, stirring occasionally, then remove from the heat. 2. Sieve the flour, bicarbonate of soda and ginger into a bowl and stir the melted ingredients into the dry ingredients to make a stiff dough. 3. Turn out onto a lightly floured surface and roll to a thickness of about 5 mm. Dip biscuit cutters into flour before cutting the dough. Place the heart shapes onto the lined baking trays and bake, in batches, for 9-10 minutes until light golden brown. 4. Remove from the oven. 5. When completely cool, decorate with the icing. The gingerbread biscuits can be stored in an airtight container for up to two weeks. The Point: A reminder that Jesus can warm our hearts. Equipment Ingredients as detailed in the main description, rolling pins, heart cutters, baking trays, oven, baking paper. This is an activity that you can do with every story every week or you can choose to dip in and out as you see fit. Ask the children to lie down comfortably with their eyes closed and use their minds to imagine the story. Read the following fairly slowly allowing time for the children to respond. "Imagine that you have been with Jesus as one of his disciples. Imagine that you have seen him die on the cross and now you are scared and going to hide out in another town. You are walking along the road - it feels like a long way! How are you feeling inside? Imagine that suddenly a stranger comes alongside you and starts asking why you look so sad. What do you tell him? Now imagine that the stranger starts to explain all sorts of things about Jesus to you. What he’s saying makes lots of sense and your heart feels all funny inside of you. Imagine that you get to the place where you’re staying and you invite the man in to have some tea with you. Before the meal, the man says thank you to God for the food and suddenly you know that it’s Jesus! How do you know? What does he look like? How does your heart feel now? Jesus disappears. What do you do? How do you feel inside?" Give the children some time and then encourage them to come back into here and now. If you are using the Meeting Jesus books, it would be a great idea for them to write or draw what they experienced in there. The Point: To have an encounter with Jesus. --- Equipment None. --- On The Road With Jesus 14 Response 10 mins Craft Ideas This is an activity that can be built on every week in the series. Before the session, prepare a board or wall by putting a large winding road or pathway on it. Ideally you want to make it huge! There are quite a lot of people to meet on the journey… You could title it ‘On the road with Jesus’. You can use it in two ways. Either ask the children to draw a small picture of the two followers on the road that you’ll stick at the on the pathway (so you’ll have lots of wee men). Or ask the children to create the whole scene of today’s story at the next point on the path. You’ll need to put in landscape details, etc as well as the people to let everyone make a contribution. This will be easier if your group isn’t enormous. Remember that you want to be able to add to this every week so don’t take up the whole space! If your display is very full now, you could start to take some of the earlier encounters down. The Point: To build up a picture of Jesus’ encounters. --- Equipment Paper and pens/pencils, scissors, wall fixings. --- Warm! Response 10 mins Memory Verse “When Jesus talked with us along the road… didn’t it warm our hearts?” Luke 24:32 Sit the children in a circle and choose one child. Send that child out of the room for a moment while you hide the heart object and the card with the verse on it. Everyone else should know where it’s hidden. Call the child back in and have them hunt for the heart. Everyone else should call out whether they are warm (close to the object) or cold (far away from it). You can have degrees of it - ie freezing is as far away as you can get; burning up would be pretty much on top of it. When they find it, they should read the verse out. Play several times with different children hunting. The Point: To learn scripture. --- Equipment Heart shaped object, card with the verse on.	<urn:uuid:95627b9f-846d-48cd-b966-f77e2064949b>	CC-MAIN-2020-45	https://www.cairnsroad.org/wp-content/uploads/2020/04/road-to-Emmaus.pdf	2020-10-29T05:37:22+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107902745.75/warc/CC-MAIN-20201029040021-20201029070021-00700.warc.gz	634,449,688	2,654	eng_Latn	eng_Latn	0.997754	eng_Latn	0.998276	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1044, 2917, 4812, 6771, 8280, 10661, 11712 ]	[ 3.53125 ]	1	0
Negative Numbers The number line can also continue on past 0: These new numbers are negative numbers. We can think of numbers being on a number line: These numbers are all positive numbers. We can use our number lines to work out the sums which include negative numbers. What is -3 plus 5? First we locate -3 on the number line. We can use our number lines to work out the sums which include negative numbers. What is -3 plus 5? Next we count on 5 places to the right. After 5 jumps we arrive at 2 Now try this one: What is -1 plus 3	<urn:uuid:68514ee0-b4b3-483b-addf-a9462ba534e7>	CC-MAIN-2020-45	https://www.depedkabankalancity.com/uploads/7/4/2/6/74269293/output.pdf	2020-10-29T04:54:05+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107902745.75/warc/CC-MAIN-20201029040021-20201029070021-00698.warc.gz	683,231,428	134	eng_Latn	eng_Latn	0.999463	eng_Latn	0.999323	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 335, 552 ]	[ 3.9375 ]	2	0
OneSight and Walking Shield Provide 1,500 Eye Exams to Students and Community Members TWO RIVERS TRIBUNE A sixth grade boy was nearly legally blind when the OneSight program visited his school several years ago. After going through various steps of the complete vision exam provided by OneSight, he received new glasses. While looking at the white board in his classroom he pushed the new glasses above his nose and said, “blind.” Then pushed them back on and said, “clear.” He repeated the motion several times, “blind, clear. Blind, clear. Blind, clear.” The boy looked out the window of his classroom in awe and the optometrist asked him to walk outside with him to get a better look. “Wow! I never realized how beautiful the world is,” the boy said. Impaired vision can severely inhibit a child’s ability to learn in school. Needing glasses, and not having them, can cause eyestrain resulting in headaches, inability to focus, double vision, higher risk of accidents and injuries and other symptoms which can make it even more difficult to see. “Sometimes the class clown is goofing off and not paying attention because they have bad eyesight,” John Castillo, the executive director of Walking Shield Inc. said. Walking Shield and the OneSight Program have teamed up to bring vision services to Indian Reservations throughout the Nation since 1996. They are in Hoopa this week and plan to provide more than 1,500 eye exams and nearly as many pairs of glasses to children and adults in the community. Castillo said Walking Shield, the Klamath-Trinity Unified School District and Kimaw Medical Center have collaborated to provide the logistical support to bring the clinic to Hoopa every three years for the past nine years. “On average 71 percent of students and 95 percent of adults who use the service need glasses,” Castillo said. “Some people break or misplace their glasses and don’t have insurance or access to optometry care. This program really helps them out.” Although the clinic is set up at Hoopa Valley High School, it is accessible by all students within the district. Students who attend outlying schools within the district will be provided transportation to the clinic throughout the week. The clinic is also available to pre-school aged children who will be in kindergarten next school year. On Monday, one adult patient, “Roxanne”, was overjoyed as she selected a set of frames for her new glasses. She said her lack of insurance and money prevented her from getting glasses sooner. All of the exams and glasses are free of charge to the patient. Each clinic event can cost between $240,000-$400,000. OneSight’s Doctors, technicians and specialists come together from all over the world. During this clinic, there are people from the U.S., Italy, Spain and England who walk patients through check-in, exams, eye dilation, an ophthalmologic exam, and, if needed, the selection of frames. The prescription is then taken to another room where the lenses are cut to fit the frames selected. Patients usually receive their new glasses within two-to-three days. Sponsored by the Luxottica Group Foundation, the OneSight Program is based on the premise that clear vision is a basic human right. To date, OneSight projects coordinated by Walking Shield have provided more than 35,000 eye exams, distributed more than 27,000 pairs of glasses and provided services valued at more than $14 million. Because of health insurance barriers, Roxanne waited several years for an opportunity to see clearly again. The OneSight program and Walking Shield Inc. made it possible for her to get a complete vision exam on Monday, April 9. She will have a new pair of glasses by the end of the week./Photo by Allie Hostler, Two Rivers Tribune.	<urn:uuid:ee1ebb9b-4004-4528-82f8-48eabb2b64a7>	CC-MAIN-2019-26	https://walkingshield.org/wp-content/uploads/2019/04/TWO-RIVERS-TRIBUNE-April-10-2018-LS.pdf	2019-06-18T08:31:10Z	crawl-data/CC-MAIN-2019-26/segments/1560627998690.87/warc/CC-MAIN-20190618063322-20190618085322-00407.warc.gz	653,602,600	789	eng_Latn	eng_Latn	0.999393	eng_Latn	0.999393	[ "eng_Latn" ]	false	rolmOCR	[ 3756 ]	[ 2.546875 ]	1	1
(1) A boat which is anchored in deep water is observed to rise and fall 15 times in a minute due to the passage of a progressive surface wave. Show that the phase speed of this wave is about 14 mph. (2) Consider a progressive surface wave in water of depth 4 m with $\eta_0 = 1.25 \times 10^{-1}$ m (using the notation in the Notes) and wavelength $\lambda = 10$ m. The lateral extent $L$ of the wave is 50 m, the density $\rho$ of the water is $10^3$ kg m$^{-3}$ and $g \approx 9.8$ m s$^{-2}$. Show that the mean energy per unit length in the direction of propagation is $\rho g \eta_0^2 L/2$, and evaluate this. Find the phase speed $c$ of this wave. A Ford Fiesta has mass $1.2 \times 10^3$ kg and length 3 m. Find its kinetic energy per unit length when travelling at speed $c$. (3) In this question we look for standing waves with $\eta = \eta_0 \sin kx \cos \omega t$. The velocity potential $\phi$ must again satisfy Eqs. (4.8), (4.9), (4.10) and (4.11). Show that an appropriate form for $\phi$ is $$\phi = f(z) \sin kx \sin \omega t,$$ and find $f(z)$. Show also that the dispersion relations Eq. (4.16) still hold. Find the particle paths, and verify that each particle moves in a straight line. (4) Short surface waves are affected by a phenomenon known as surface tension. This results in the pressure at the free surface not being continuous; Eq. (4.11) is consequently replaced by $$\frac{\partial \phi}{\partial t} + g \eta = \frac{T}{\rho} \frac{\partial^2 \eta}{\partial x^2} \quad \text{at} \quad z = 0,$$ where $T$ is the magnitude of the surface tension. Show that for progressive waves on water of depth $h$ with $\eta = \eta_0 \sin(kx - \omega t)$, $\phi = f(z) \cos(kx - \omega t)$, Eqs. (4.8), (4.9), (4.10) and Eq. (A) give the dispersion relation $$\omega^2 = gk \tanh kh \left(1 + \frac{Tk^2}{\rho g}\right).$$ In the remainder of this question, suppose $kh$ is large enough so that $\tanh kh \approx 1$, and $$\omega^2 = gk \left(1 + \frac{Tk^2}{\rho g}\right).$$ Show that the phase velocity $c$ and the group velocity $c_g$ satisfy $$c = \left(\frac{gT}{\rho}\right)^{\frac{1}{4}} \left(\frac{1 + x^2}{x}\right)^{\frac{1}{2}}, \quad c_g = \frac{1}{2}c \left(\frac{1 + 3x^2}{1 + x^2}\right) \quad \text{with} \quad x^2 = \frac{Tk^2}{\rho g}.$$ Deduce that $c$ has a minimum $c_m$ when $x = 1$. Show that $c_g > c$ for $x > 1$ and that $c_g < c$ for $x < 1$. Sketch the graph of $c$ against $x$. Evaluate $c_m$ for water with $T \approx 7.4 \times 10^{-2}$ kg s$^{-2}$, $\rho \approx 10^3$ kg m$^{-3}$, $g \approx 9.8$ m s$^{-2}$. (5) Consider a fixed obstacle in a stream of constant speed $U$. The obstacle penetrates the surface and generates waves of the type investigated in the second part of Q. 4 to which reference shall be made. (i) Explain why the phase speed $c = c(k)$ of waves that appear steady when viewed from the obstacle must satisfy $c(k) = U$. (ii) Provided $U > c_{\text{min}}$, there are two possible values of $k$. By considering the group velocity $c_g$ show that the shorter waves (or ripples or capillary waves) are observed upstream of the obstacle. (iii) What happens if $U < c_{\text{min}}$? (6) An observer is moving with velocity $v$ away from a stationary source of sound waves. By imposing a velocity $-v$ on the whole motion (observer, source, waves), show that when the source generates waves of frequency $\nu$, they are registered by the observer as having frequency $\nu(c - v)/c$. Obtain the corresponding result when both source and observer are moving in the same direction with velocities $u$ and $v$ respectively. An observer at rest notices that the frequency of the sound waves from a car appears to drop from 272 to 256 per second as the car passes her. Show that the speed of the car is $c/33$. How fast must she travel towards the car for the apparent frequency to rise to 280 per second?	<urn:uuid:8719b2ea-26a3-4be6-ad81-85717bf4d5c1>	CC-MAIN-2017-30	http://robertus.staff.shef.ac.uk/gian/exe4.pdf	2017-07-26T00:45:08Z	crawl-data/CC-MAIN-2017-30/segments/1500549425737.60/warc/CC-MAIN-20170726002333-20170726022333-00108.warc.gz	274,404,479	1,188	eng_Latn	eng_Latn	0.971687	eng_Latn	0.984594	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2289, 3892 ]	[ 2.796875 ]	2	1
Jesus told His disciples something special. Match the shapes. peace give you." "I "My "My peace I give you." Jesus Promises the Holy Spirit Jesus taught His disciples. Find and count how many 4 or 5 3 or 4. Houghton Wesleyan Church 9712 Route 19 in Houghton NY Enter your SECRET CODE to unlock games @ games.childrensbulletins.com SECRET CODE FEG782 Jesus said, “Anyone who loves Me will obey My teaching.” Circle the pictures of people showing love and doing good for others. Jesus told them that the Holy Spirit would remind them of all He had said. Circle these words Jesus said: OBEY GOD LOVE PEACE \| C \| O \| B \| E \| Y \| D \| \|---\|---\|---\|---\|---\|---\| \| E \| G \| G \| O \| D \| H \| \| L \| O \| V \| E \| J \| K \| \| M \| P \| E \| A \| C \| E \|	<urn:uuid:e90b7f86-350e-4103-8cf3-41144e82843d>	CC-MAIN-2022-40	https://hwchurch.org/wp-content/uploads/2022/05/Younger0522.pdf	2022-10-04T09:41:48+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337490.6/warc/CC-MAIN-20221004085909-20221004115909-00257.warc.gz	352,088,699	219	eng_Latn	eng_Latn	0.98342	eng_Latn	0.993272	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 362, 753 ]	[ 2.65625 ]	2	0
LESSON TITLE: BRINGING UP BIRDY GRADE LEVEL: 2 -3 TIME ALLOTMENT: One to two 45-minute class periods OVERVIEW: Students learn that living things experience diverse life cycles. For example, baby birds go through distinct stages as they grow up into adult birds. This lesson uses the eagle to model universal avian life stages: from egg, to chick, to fledgling juvenile, to adult. Students begin by creating a collage of bird images, discussing the characteristics that all birds share. A well-known story, The Ugly Duckling, is then read to introduce the concept of change over the life span. Students then use segments from the NATURE film American Eagle to learn how eagles look and act in different stages of their life cycle. At the conclusion of the lesson, students diagram the eagle life cycle, and may enhance their science learning with vocabulary and math activities. SUBJECT MATTER: Science, Language Arts LEARNING OBJECTIVES: Students will be able to: - Describe the characteristics of birds; - Understand that different kinds of birds display a wide variety of similarities and differences; - Identify the stages in the life cycle of birds; - Understand vocabulary associated with the life cycle of birds; - Diagram the life cycle of the American Bald Eagle. STANDARDS: From the [National Science Standards for Science Content](http://www.nsta.org/publications/nses.aspx), Grades K–4. CONTENT STANDARD C: Life Science As a result of activities in grades K-4, all students should develop understanding of: LIFE CYCLES OF ORGANISMS • Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. • Plants and animals closely resemble their parents. • Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual’s interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. MEDIA COMPONENTS Video: NATURE: American Eagle, selected segments Clip 1: "Challenges of Incubation" Eagles must protect their eggs from cold, snow and predators. Clip 2: "Hatching" For eagles, getting the hang of parenting takes practice. Clip 3: "Fledglings" Fledglings begin to fly. Clip 4: "Growing Independent" Young eagles learn to catch food. MATERIALS: For the class: - Nature and wildlife magazines (or pictures of birds from other sources) - Scissors and glue - Oaktag, posterboard or construction paper - Feathers (optional) - Hans Christian Andersen's The Ugly Duckling (or any other storybook demonstrating changes in the bird life cycle) - Photo of an American Bald Eagle - Computer and projection system for class viewing of video segments For each student: - Eagle life cycle student organizer, or 4 sheets of paper to complete life cycle drawings - Pencil and crayons or markers Prep for Teachers: Prior to teaching this lesson, you will need to: Ask students to bring in nature and wildlife magazines from home. Preview all of the video segments used in the lesson. Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom's Internet connection. If desired, make a word wall of any of the following vocabulary words your students do not yet know: Egg, chick, eagle, eaglet, incubate, fledgling, hatch, instinct, endangered species. Introductory Activity: 1) Have students cut out and paste images of birds onto a collective class collage or individual collages. Students may decorate the collage with additional bird feathers, if available. 2) Ask them to observe the different kinds of birds on the collage. What are the differences? What are the similarities? Use this brainstorming activity to make a list of the characteristics of birds on a blackboard or flip chart. (Contribute any information with which students are not yet familiar.) Students will understand that all birds are warm-blooded animals with feathers, two wings, two legs and a beak -- also, that birds give birth by laying eggs in nests. 3) Ask students if they have ever had a baby sister or brother. Is he or she still a baby? Why not? (He/she grew up.) Ask if they have ever seen a photo of mom or dad as a child. Do they look the same now? (Of course not, they are grown-ups now. They grew up.) Ask students to think about what they looked like in kindergarten. Ask, “Have you changed since then? How?” Ask students to raise their hands if they’ve had a puppy or a kitten. Is the pet still a baby? Why not? (It grew up.) Just as people change as they grow up, baby animals change as they become adults. The different stages in an animal’s life make up what is called a life cycle. (You might choose to discuss the fact that some animals go through big changes as they go through the stages of their life cycle. Some animals, like frogs and butterflies go through complete changes, called metamorphosis, as they pass through each life cycle stage. ) Let students know that today they are going to learn about the life cycle of birds. Learning Activity 1: 1) Read Hans Christian Anderson’s story The Ugly Duckling. Discuss the “ugly duckling’s” life cycle from egg, to cygnet, to swan. Compare the stages in the life cycle. Discuss how the bird looked at each stage. Learning Activity 2: PRE-VIEWING DISCUSSION: 1) Tell students you are now going to watch some video about another kind of bird, a bird that is the national symbol for the United States of America. Does anyone know what kind of bird this is? Show class a photo of an American Bald Eagle and see if they recognize the bird now. Discuss the places where the symbolic eagle can be found, e.g., on our currency, and that the bird has recently been an endangered species. Discuss what we mean by an “endangered species.” (In the 1960s, the bald eagle was on the brink of extinction caused by the pesticide DDT and other human pressures). Following their protection as an endangered species, bald eagles have come roaring back. 2) Tell the class that in the video you are going to watch American Bald Eagles go from egg, to chick or eaglet, to fledgling. You are going to see how an eagle couple (male and female) prepare for and take care of their eggs. Tell them to watch for: - How the eagle parents take care of the eggs - The challenges the eagles face in trying to take care of the eggs and later, the chicks - How the baby eagle gets out of the egg (hatching) - The differences between the young chick eaglet and the older fledgling eaglet - Things the birds know to do by instinct and things they need to learn. 3) Frame the first video segment. This segment will show the very beginning of the eagle’s life cycle – the egg. Provide the students with a focus, asking them to find out how the eagle parents take care of the egg. 4) PLAY video segment #1, “Challenges of Incubation.” After watching the segment, discuss how the eagle parents take care of the egg. Questions to ask include: - What dangers does the egg face? (Cold, predators, and getting broken) - What do the eagle parents need to do to keep the eggs safe? (They must carefully sit on the egg to protect it from the cold, and protect it from predators) - Who does the work? (The parents take turns) Learn more at www.pbs.org/nature. • How long is incubation? (35 days) 5) Ask the students what happens when the baby eagle is ready to come out of the egg? (It hatches!). When it hatches from the egg, the baby eagle is called a chick, or eaglet. Frame the next video segment, telling the students that they will see a mother eagle and her just-hatched eaglet. Provide the students with a focus, asking them to figure out who is the more experienced parent – the mother eagle or the father eagle? 6) PLAY Video Segment #2, “Hatching.” After the segment, discuss: - Who was the more experienced parent, the mother eagle or the father eagle? (The father eagle. This was the mother eagle’s first attempt at parenting; the father was older and had already successfully raised many baby eagles in the past.) - What “mistakes” did the young mother eagle make in the beginning? (She had trouble feeding the eaglet, stepped on the eaglet, faced the wrong way into the wind when trying to protect the eaglet and was blown upside down). - Does it seem like good parenting, eagle-style, comes automatically? (No – while some aspects of parenting are automatic, the ability to parent well improves with experience). - What did the eaglet look like when it hatched? (grayish white, wobbly, covered in fuzzy down) How do you think it felt? 7) Explain that the eaglets spend the first ten to thirteen weeks of their lives without leaving the nest, eating and growing. At about six weeks of age, they start to lose their fuzzy down, and black feathers start to grow in. Soon, the eaglets are as big as their parents. In the next video segment, the students will see a ten-week-old eaglet named “Underdog” who is getting ready to take his first flight (called his “maiden flight” in the film). Explain that a bird who has reached the age of taking his or her first flight is called a fledgling. Provide the students with a focus, asking them to look for how the fledgling gets ready to fly. Learn more at www.pbs.org/nature. 8) PLAY Video Segment #3, “Fledglings.” After video segment #3, discuss: - How did Underdog get ready to fly? (Jumped up and down on the nest flapping his wings in little “flights to nowhere”) - What part of flying is “the tricky part”? (the landing) - What is meant when we say for birds flying is completely instinctive? (The birds do not have to be taught how to fly – they fly naturally when they are old enough.) - What did these eaglets look like? How do they differ from hatchlings? How do they differ from adult eagles? (Fledglings are covered in black feathers rather than fuzzy down. While fledglings are the same size as adult eagles, adults have white heads and white tails while fledglings have black feathers head to tail, sometimes with splotches of white feathers here and there.) 9) Frame the next video segment: as the eagles grow up further, they must learn more skills. Provide a focus, asking the students what the next “big test” is for the fledglings. 10) PLAY Video Segment #4, “Growing Independent.” Follow up by asking the students: - What must an eaglet learn to do before he/she becomes an adult? (Learn to hunt successfully, in this case catching a waterbird called a coot) - Could you tell the difference between the fledglings and the adult eagles? How? (Adult eagles had white heads and tails while fledglings were black all over) - Who was “playing with the food,” fledglings or adults? (Everyone!) Culminating Activity: 1) Distribute the Eagle Life Cycle student organizer to each student. The students will sketch the four stages of the eagle life cycle that they have learned about: egg, chick, fledgling, and adult (if the squares on the organizer are too small for student drawings, this exercise can be completed on four separate pieces of paper). The students should label each stage appropriately and place them in the correct order. Help students with their life cycle drawings and collect them as an assessment or to make a classroom display. Cross-Curricular Extensions: LANGUAGE ARTS EXTENSION: Using an experience chart, define the following words by using them each in a sentence: hatch, hatching, eaglet, cygnet, nest, fledgling, incubate, endangered species. Where possible, use sentences contributed by class members. For example: - Birds incubate the eggs by sitting on them to keep them warm before they hatch. - A fledgling is a young bird just learning to fly. When discussing the noun ‘eaglet,’ you may also want to look at other words using the suffix –let to denote young animals or something small, e.g., piglet, cutlet, owlet, booklet. MATH EXTENSION: The incubation period of bird eggs varies from species to species. (There are also temperature variables.) Students can research and make up a table or graph indicating the varying lengths of different birds’ incubations periods. For example: \| Bird \| Incubation Period \| \|----------\|-------------------\| \| Chickens \| 20-22 days \| \| Ostrich \| 42-50 days \| \| Budgies \| 27-28 days \| \| Pigeon \| 14-18 days \| \| Swan \| 30 days \| \| Eagles \| 35 days \| Learn more at [www.pbs.org/nature](http://www.pbs.org/nature). Life Cycle of the American Bald Eagle 1. 2. 3. 4. 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1. Avoid alcoholic beverages and drinks with caffeine, such as coffee and soft drinks. 술과, 커피나 소프트 드링크같이 카페인이 함유된 음료를 피한다. 2. Eat foods that contain calcium every day. These include milk, cheese, yogurt, fish with bones, and some dark green vegetables. 매일 칼슘 함유된 식품을 섭취한다. 우유, 치즈, 요구르트, 뼈째먹는 생선, 진한 녹색 채소는 칼슘이 풍부한 음식이다. 3. Eat 2 to 3 servings of meat, fish, eggs, or dried beans every day for protein. 단백질 섭취를 위해 매일 2내지 3 교환단위의 육류, 생선, 계란 또는 마른 콩을 먹는다. 4. Eat at least 5 servings of fruit and vegetables every day for vitamins and minerals. For example, slice a banana over your morning cereal and choose an apple as an afternoon snack. Also, have carrot or celery sticks with lunch and broccoli and salad with dinner. 비타민과 미네랄을 섭취하기 위해 매일 적어도 5 교환단위의 과일류나 채소류를 먹는다. 예를 들어 아침씨리얼에 넣어먹는 바나나 한조각, 오후 간식으로 사과 한 개, 점심에 당근이나 셀러리 스틱, 그리고 저녁에 부로컬리와 샐러드를 먹는다. 5. Eat 6 to 11 small servings of whole grains, which are important for health and energy. These include whole wheat bread and brown rice. 건강과 열량공급에 중요한 곡류는 6 내지 11 교환단위를 먹는다. 이그룹에는 통밀빵과 현미가 있다. 6. See your doctor early in your pregnancy. 임신 초기 부터 의사의 검진을 받는다. 7. Make sure you gain the right amount of weight during your pregnancy. For most women, this will be 25 to 35 pounds. Ask your doctor for help. 임신중 체중이 정상적으로 증가 하는지 확인한다. 대부분의 산모는 증가량이 25에서 30 파운드 이다. 의사의 도움을 받는다. Korean Language Version These materials were developed by the Nutrition Education for New Americans Project of the Department of Anthropology and Geography at Georgia State University, Atlanta, Georgia. Funded by the USDA Food and Consumer Service. For more information, call (404) 651-2542.	<urn:uuid:05b4dd0a-ecd4-48a3-98d6-507a8b087cb2>	CC-MAIN-2017-13	http://refugeewomensclinic.org/uploads/sites/22/Better_Health_for_Mother_and_Baby-Korean.pdf	2017-03-26T01:37:08Z	crawl-data/CC-MAIN-2017-13/segments/1490218189090.69/warc/CC-MAIN-20170322212949-00347-ip-10-233-31-227.ec2.internal.warc.gz	311,574,915	564	eng_Latn	eng_Latn	0.893886	eng_Latn	0.893886	[ "eng_Latn" ]	false	rolmOCR	[ 1630 ]	[ 2.84375 ]	1	1
The Very Hungry Caterpillar 1. Apple 2. Pear 3. Blueberry 4. Strawberry 5. Ice cream cone 6. Cake 7. Orange 8. Cheese 9. Sausage 10. Watermelon 11. Cupcake 12. Lollipop 13. Carrot 14. Caterpillar The Very Hungry Caterpillar by Eric Carle is a classic children's book that follows the life cycle of a caterpillar as it grows and changes into a butterfly. The book is known for its vibrant illustrations and simple, repetitive text that makes it easy for young readers to follow along. It's a great way to introduce children to the concept of metamorphosis and the different stages of growth.	<urn:uuid:b87a1a83-1aa4-4348-96b8-3e4ac4bc8f58>	CC-MAIN-2020-50	https://www.jufleonie.com/wp-content/uploads/2020/09/gezelschapsspel-rupsje-nooit-genoeg.pdf	2020-11-25T07:44:24+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00133.warc.gz	726,934,804	153	eng_Latn	eng_Latn	0.996971	eng_Latn	0.996971	[ "eng_Latn" ]	false	rolmOCR	[ 592 ]	[ 2.96875 ]	1	0
Fantastic Fruit Fruits are super with meals or as a snack; they taste great and are power packed. Instructions: Unscramble the words using the letters and clues. I were a o t n m ____________________________ I am green on the outside, but red or yellow on the inside! g a m o n ____________________________ I am a unique orangy treat! a a b n a n s ____________________________ Rich in potassium, fiber and vitamin C, just peel and eat! i w k i ____________________________ I am fuzzy on the outside, but soft and sweet on the inside. e r u b e i s l r b ____________________________ We are round and blue and great for you! Now list as many fruits as you can think of that would be the following colors: \| Red \| Orange or Yellow \| White \| Green \| Blue or Purple \| \|-----\|------------------\|-------\|-------\|----------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Answers: Watermelon, mango, bananas, kiwi and blueberries Duplication without permission is prohibited.	<urn:uuid:d3bd48ee-e790-483c-9842-396c42b33add>	CC-MAIN-2020-16	https://www.dcrhome.org/download.php?src=CK4.pdf	2020-04-07T22:04:51+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00360.warc.gz	858,301,382	256	eng_Latn	eng_Latn	0.998875	eng_Latn	0.998875	[ "eng_Latn" ]	false	rolmOCR	[ 1179 ]	[ 2.640625 ]	1	2
Reef reality It’s no secret that we could lose the Great Barrier Reef to climate change. Our correspondent puts on a snorkel to report on the state of the reef that attracts a million visitors a year. Will it last? The majesty of Hook and Hardy Reefs on the Great Barrier Reef. Channelling Mick Jagger was the last thing I’d imagined I’d be doing when I eagerly signed up for four days cruising the Great Barrier Reef. But life, while not necessarily like a box of chocolates, is indeed full of surprises. Standing on the lower deck of the 35m expedition ship Coral Princess 2, we, a group of 20, prepare for our induction on ocean etiquette. Having presented themselves as quiet personalities, our onboard marine biologist Josh and dive instructor Alice transform during snorkel training. With the water glowing a brilliant blue just metres away, the two guides use serious-looking hand signals and entertaining improvisation in the name of equipping us to navigate the World Heritage-listed environment with mask, flippers and snorkel. Like most people who have snorkelled since they were children, I’m sceptical about the need for training, but it’s an international crowd and many of my fellow snorkellers are novices. Happily, listening pays off. I learn my mask should be tight enough to stay on without a strap (some gentle head shaking reveals mine is not) and, as a Mick Jagger-esque purse of the lips should stop water entering my snorkel, I work on developing the big, blubbery lip movements Josh and Alice perform with ease. Over the next four days, we visit remote reefs and unspoiled islands and travel from Cairns to Cooktown in our quest to enjoy the delicate marine environment that is one of Australia’s major tourist attractions. Mentally, I’ve been preparing for very little physical activity on my reef ‘wander’, distracted by the prospect of good food, a bar with a view and the spa on the top deck. So it’s no wonder that my lips purse for real as I read my snorkellers’ indemnity form, which alerts swimmers (more than once) that “snorkelling is a strenuous activity”. “The reef is 2300 kilometres long,” Josh reminds us, “so just swim slowly — you’ll see what you can.” Secretly, I wonder what I will see. With growing awareness of climate change, it’s no secret that scientists, environmentalists and the average Australian are all concerned about the future of the reef. Of our marine environments, reefs harbour the world’s highest concentrations of marine biodiversity. The complex ecosystem of the Great Barrier Reef is no exception, with 1500 species of fish, 350 coral species and around 800 types of echinoderms (starfish, sea urchins etc) coexisting with marine mammals, seabirds, molluscs and, of course, 1 million divers and snorkellers a year. Preparing to enter the tropical waters, I’m most interested in the coral. Coral bleaching is the most visible of the reef’s concerns and, as the issue is given so much press, I wonder if I’m about to plunge into a field of white rather than the vivid colours most visitors hope to see. Ten years ago, marine biologist Dr Ove Hoegh-Guldberg predicted we would lose the Great Barrier Reef to climate change far sooner than we thought. As reported recently on ABC TV’s Australian Story, he was howled down by many of his peers. “It’s fair to say he was met by a lot of scepticism and not believed at first,” Dr Charlie Veron, former chief scientist of the Australian Institute of Marine Sciences, told Australian Story. “He was 100 per cent right. The Great Barrier Reef is just hanging on by its fingernails.” WITH 16 PER CENT OF THE WORLD’S CORAL REEFS ALREADY LOST FROM BLEACHING, THE ISSUE IS OF GLOBAL CONCERN. Given the facts, I’m surprised by what I see. Floating slowly around the secluded ribbon reefs Coral Princess visits regularly, the ocean delivers a playground as impressive as promised in the brochures. I pass happy hours observing parrot fish, marvelling at the coral and nervously keeping an eye out for (harmless yet frightening) reef sharks. But the experts are right: coral bleaching is a serious threat. This stress response occurs when the symbiotic relationship between the coral and the algae that live on it (zooxanthellae) breaks down. Zooxanthellae may be microscopic but their presence within the coral’s tissue provides it with both food and colour. The breakdown is usually associated with heat, but low water salinity, pollutants and high light intensity can also provoke bleaching. “When algae get ejected, the coral still has tissue but not colour, which is why it looks so white,” says Dr Ray Berkelmans, a research scientist with the Australian Institute of Marine Science’s climate change group. With 16 per cent of the world’s coral reefs already lost to bleaching, the issue is of global concern. The Seychelles and the Maldives lost 70 per cent of their corals in 1998, when every reef in the world was affected. Since then the impacts have been more regional: the Caribbean had a terrible year last year, with 30–40 per cent dying off, while in Australia, 2002 saw the reef’s worst bleaching to date. Berkelmans, while conducting aerial surveys on the impact of bleaching on the reef, has flown over the area I’ve been snorkelling in and agrees that this section still looks fantastic. Like others I speak to after my trip, he feels the Great Barrier Reef’s current healthy state, compared with others worldwide, is due to its size, good management and old-fashioned luck. “The Great Barrier Reef is huge, so patches of warm water may span tens of kilometres but not necessarily hundreds of kilometres,” he says. “In 2002, there were some areas where it wasn’t bleached much at all and others where it was badly bleached.” Both the day-to-day and ongoing management of the area falls to the Great Barrier Reef Marine Park Authority. The authority’s Climate Change Director, Dr Paul Marshall, says that despite three serious bleachings (including the two reef-wide bleachings in 1998 and 2002) recovery has been good. “We’ve been lucky that in those events most coral survived,” he says. “If temperatures cool soon enough, corals can get their zooxanthellae back and continue to live. They struggle a bit and won’t reproduce as much for a few years, which is bad news, but it’s much better news than dying.” It’s certainly appreciated by visitors, although I have to wonder where the rest of the Australians are. While Tourism Queensland reports that of the 1 million visitors who dive or snorkel on the reef each year, 600,000 are Australian, they’re in the minority on my boat. Germans, Canadians, Italians and Scandinavians make up a big percentage of my travel companions and they’re not the only internationals interested in the reef. Many tour operators, including Coral Princess, are accredited by Ecotourism Australia, a fact that visitors apparently do appreciate. “International travellers are starting to worry about their impact in travelling here,” says Jill Brown, a manager with the Great Barrier Reef Marine Park Authority’s partnerships team. “So the industry is working hard to offer a climate-friendly experience once they’re here.” With a new climate change certification program for reef operators garnering plenty of interest, and many operators now holding advanced ecotourism accreditations, the Great Barrier Reef Marine Park Authority says most operators (and visitors) generally do the right thing. If that remains the case, the near future involves simply keeping the reef healthy enough to continue delivering world-class experiences for visitors. While the issue of bleaching is as serious as scientists such as Hoegh-Guldberg report, it’s only one of the threats the reef faces under the predicted conditions of climate change. “The coral bleaching story is important, but we’ve found that almost every other part of the ecosystem is being affected,” says Marshall. “Climate change is much more than global warming and that’s particularly apparent when you look at marine ecosystems,” he adds, pointing out that stressors such as overfishing and land pollution from rivers leading into the reef can have big impacts on a system under strain. Imogen Zethoven is an activist who’s been concerned about the reef for many years. She has spent a great deal of time campaigning for protection of threatened species and addressing water quality issues. “It’s difficult to feel optimistic about the future of the reef because of the threat of climate change, as the action around the world doesn’t currently inspire hope,” says Zethoven, now with Pew Environment Group. “But I feel more optimistic about some of the other issues around the reef because they’re in our hands, like commercial and recreational fishing and pollution from agricultural lands.” While Zethoven believes the water quality issue “is not going to be turned around quickly”, she says the Great Barrier Reef Marine Park’s zoning laws have already begun to make a positive difference in the reef. “The reef used to be extraordinarily abundant in all life,” Zethoven says. “We have reduced this, but the new zoning plans resulted in a resurgence of some commercially caught species such as coral trout. Although it’s not working for all species, it’s a good news story that shows zoning can make a difference.” Of course, zoning laws can’t protect animals from a world that’s getting hotter. “A lot of sea birds nest on islands in the Great Barrier Reef,” says Marshall. “We’ve recently seen islands covered in dead chicks. We initially thought they were suffering from the heat, but it turned out the parents couldn’t find enough food for their chicks as the small fish they rely on are going further offshore for cooler water.” Sea turtles, too, are already suffering: “In really hot summers, we’ve seen that the beaches they use for nesting get so hot the eggs have cooked in the nest. Those things have occurred before, but climate change will make these things happen more often.” For Marshall, one of the reef’s biggest concerns is ocean acidification. “Not only are the oceans going to get warmer, they are going to get more acidic,” he says. “About one-third of the carbon dioxide we leak into the atmosphere is absorbed by the oceans. Acidification sets in, that balance will tip the other direction.” While all of this may sound a bit ominous to the average nature lover, as Hoegh-Guldburg pointed out on Australian Story, it’s not over yet. “There are solutions out there, but we’ve got to get behind them,” he says. “This really does take action from grass roots to the top of government. We need to decarbonise our economies. I don’t think we should be accepting targets that make no sense scientifically. Those targets are fanciful because they make Australia unliveable.” Now is the time to act, says Zethoven, adding, “Where we have capacity locally and federally, we need to drive that change.” Marshall agrees that, for the individual, the prospect of where to start can feel slightly overwhelming: “We do find that people feel a bit daunted about what they can do. But, even though we can’t stop climate change individually, we can avoid putting extra pressure on the reef. “Whether it’s taking too many fish or putting the wrong things down the drain that end up on the reef, all those things make it harder for it to cope with the stress that climate change brings.” Pulling up on a ribbon reef on my last day at sea, I’m grateful to see it as it is today and find it heartbreaking to imagine the reef may not be part of our future unless we reduce our complacency about climate change. Of course, as a visitor, the “way” I see the reef also counts, so I’m pleased I ventured out with an ecotourism-accredited operator. As with all tourism entities using the Marine Park, Coral Princess has specific sites it can use. While it seems random — there’s not another boat or person to be seen in any direction — the area is tightly managed and moorings are used extensively to ensure that anchors don’t disturb the marine environment (in fact, anchoring is an offence in many areas of the Great Barrier Reef Marine Park). Coral Princess has private use of this mooring, so today, the only things lying between me and another fantastic snorkelling experience are the dozens of (harmless) jellyfish that have chosen to swim between me and the coral, just metres away. Pausing on the back of the boat, I	<urn:uuid:34c75c79-e0c4-4bca-9e2d-f2b07637f203>	CC-MAIN-2017-30	http://www.suewhite.com.au/documents/ABCLife_ReefReality.pdf	2017-07-28T10:40:15Z	crawl-data/CC-MAIN-2017-30/segments/1500549448198.69/warc/CC-MAIN-20170728103510-20170728123510-00698.warc.gz	584,367,644	2,637	eng_Latn	eng_Latn	0.997735	eng_Latn	0.997941	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 279, 4520, 8390, 12490 ]	[ 2.0625 ]	2	0
Warmup: 1. Discuss the meaning of: power series, power series centered at $a$, radius of convergence, interval of convergence. 2. Find the value of the following power series at the given $x$. (a) $\sum_{n=0}^{\infty} x^n, x = \frac{1}{2}$ (b) $\sum_{n=0}^{\infty} \frac{(x-2)^n}{3^n}, x = 1$ What would happen if you tried to evaluate the series at an $x$ not in the interval of convergence? 3. One of these is not a possible interval of convergence for a power series centered at $a$. Which is it? (If $R$ appears, it’s the radius of convergence.) \[ (-\infty, \infty) \quad \{a\} \] \[ (a-R, a+R] \quad [0, \infty) \] Are there other possible intervals of convergence not listed above? Problems: 1. Find the radius and interval of convergence: (a) $\sum_{n=0}^{\infty} \frac{(x-2)^n}{n3^n}$ (b) $\sum_{n=0}^{\infty} \frac{x^n}{n!}$ (c) $\sum_{n=0}^{\infty} \frac{n!(x+4)^n}{\sqrt{n}}$ (d) $\sum_{n=0}^{\infty} \frac{n(x+1)^n}{4^n}$ 2. Find a series whose interval of convergence is $[4,6)$, one whose interval is $(4,6]$, and one whose interval is $[4,6]$. 3. Find the radius of convergence: (a) \[ \sum_{n=1}^{\infty} \frac{x^n}{1 \cdot 3 \cdot 5 \cdot 7 \cdots \cdots (2n-1)} \] (b) \[ \sum_{n=1}^{\infty} \frac{n!x^n}{1 \cdot 3 \cdot 5 \cdot 7 \cdots \cdots (2n-1)} \] 4. Suppose $ \sum_{n=0}^{\infty} c_n 4^n $ converges. Can we assume $ \sum_{n=0}^{\infty} c_n (-4)^n $ converges? How about $ \sum_{n=0}^{\infty} c_n (-2)^n $?	<urn:uuid:f67a1bfd-e67c-4dc9-b170-a4f292f94eff>	CC-MAIN-2022-27	https://courses.math.rochester.edu/current/143/recitations/7-power-series.pdf	2022-07-06T18:57:53+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104676086.90/warc/CC-MAIN-20220706182237-20220706212237-00058.warc.gz	214,642,415	575	eng_Latn	eng_Latn	0.554773	eng_Latn	0.890667	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1108, 1493 ]	[ 2.859375 ]	1	0