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Did you know that the first job women could have on the railroad was in the telegraph office? They had to know a special code called “Morse code.” See if you can crack the code and solve the messages from the B&O!
1. IDRLAROA
2. SRTNIA
3. RNIGNEEE
4. OONCDCUTR
5. ERTIOLAMB
6. BIDUL
7. SRLIA
8. KCRTSA
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Suggestions for Management of Upland Game in Illinois
Leave These Spots—Ideal Game Bird Cover
REPRINT OF BIOLOGICAL NOTES NO. 5
Department of Registration and Education
NATURAL HISTORY SURVEY DIVISION
Issued by
DEPARTMENT OF CONSERVATION
C. F. THOMPSON, Director
To produce a permanent population of upland game it is obvious that farmlands must possess (1) adequate cover for protection at all times of the year, (2) places for nesting and rearing young, (3) a year-round food supply. The great majority of Illinois farms are lacking in one or more of these requirements and therefore possess a minimum of game and other wildlife.
**FOOD AND COVER**
Proper distribution of food and cover is necessary. For the less mobile species the winter food supply on the farm may be too far distant from cover to be available. Even pheasants or other game that ranges widely suffer undue losses if they have to go too far for food in winter.
Farmers and other landowners who desire to increase the amount of useful wildlife on their lands may usually do so by making available weed seed or grain food during the critical winter and early spring periods, and by plantings of thorny shrubs, or by allowing woodlots, corners, roadsides, ditch banks and fence rows or eroded areas to produce grass and brush cover.
**COVER.**—Dense brushy cover is important to farm game as a means of escaping enemies. Furthermore, it promotes a feeling of security which keeps game from wandering away.
Although this type of cover is most important for quails, it is also used by other kinds of game, including the field-inhabiting Hungarian partridge. Very small and isolated cover areas may not always be used but *dense, tangled* cover areas, not too far apart, are more important than one or two large thickets. Brushy areas that are too thin may become good cover if burnings and grazing are prevented, or where interplanted with evergreens or other shrubs. Brush piles, standing corn and grain plantings for food patches may also be provided to supplement existing cover.
The common trees and shrubs most useful for game protection and food in Illinois include black locust, willows, pines, spruces, mulberries,
haws, plums, wild grapes, wild roses, wild honeysuckle, blackberries, raspberries, hazel and buckbrush. Mulberries and most of the shrubs also produce attractive summer or autumn food. Many of these can be secured locally by going to the wooded areas for them. The forestry section of the Illinois Natural History Survey will advise as to sources of reasonably priced tree planting stock.
FOOD.—Food patches should be located not more than one hundred yards from good cover, and for best results should be at least one-quarter to one-half acre in extent. Experiments at the University of Wisconsin indicate that food patches should contain two types of grains with respect to the ability to stand up during the winter. (1) Stiff-stemmed varieties including wheatland milo, kalo sorghum, feterita, kafir corn and field corn or sweet corn; (2) Grains which lodge under snow but last over winter and provide food in early spring. The cane sorghums, especially Black Amber and Red Amber, are outstanding in this respect. These grains are planted from May 15 to June 15, and ordinarily should be planted in separate rows—not mixed. Plant not over 10 pounds to the acre to insure seeding. Where it is possible to devote as much as one acre to a food patch half of the area should be planted the first spring, and the other half the following spring, while allowing the first to lie fallow. This plan provides an additional supply of weed seeds and also provides excellent nesting cover.
NESTING COVER.—Provision of undisturbed nesting cover is essential to successful game management. Avoid unnecessary burning of wide fence rows and roadsides at any time of the year. Fence off and plant or allow natural growth of brush and grass of all eroded areas. Leave field corners and strips of ungrazed grass along ditch banks. Grassy strips should be eight feet or more wide to minimize danger from nest-robbing enemies.
In fields the majority of game-bird nests lie within the first 25 or 30 feet from the edge. By making three or four trips on foot around hay fields ahead of the mowing machine, these nests may be located and an "island" of vegetation left around them during mowing.
Flushing bars attached to mowing machines work well under some conditions, but have not yet been tried out sufficiently in Illinois to enable us to state which type is best suited to our conditions.
Although the native species—quails, rabbits and squirrels—thrive everywhere in the state where favorable conditions are provided, pheasants and Hungarian partridges appear not to be well adapted to latitudes of southern Illinois, probably because of unfavorable influences associated with climate.
MANAGEMENT SUGGESTIONS
Quails, pheasants, partridges and rabbits are the more common kinds of farm game in Illinois.
QUAIL.—(1) For a maximum population establish as many dense brushy tangles as possible. Ungrazed woodlots, plum and hawthorn thickets, especially where wild grapes are present, thick hedges, plantings of locusts, buckbrush and honeysuckle in gulleys are the type of cover necessary for quail. Remember that well-distributed coverts of good quality are more effective than a single large thicket. Two areas of evergreens and brambles each 50 feet long or more per 40 rods of fence line may be nearly as effective as a continuous hedge.
(2) Supplement brushy areas that are too thin with brush piles and corn shocks open at the bottom. An artificial shelter may easily be made by encircling a wigwam-shaped frame of poles with several turns of barbed wire and training around it a grapevine that is growing on the fence or ground nearby.
(3) Insure a winter food area of ungrazed standing corn or a patch of small grain and weeds within 75 yards of each good brushy area.
(4) For nesting cover, protect wide roadsides and other grassy places from burning or pasturing in autumn or spring. Allow corners, ditchbanks, old orchards and gulleys or other waste areas to grow up to grass and vines.
PHEASANTS. — (1) Ungrazed standing corn, marshlands or weedy fields are the most important pheasant cover in Illinois. Cover of this type is most effective when brush or hedge cover is also present. Hedges, dense willow patches along streams, and brushy gulleys are important for travel lanes and for headquarters for the male birds during the nesting season.
(2) Dense herbaceous growth, grass or food patches along ditches are attractive hiding places.
(3) To insure adequate winter food, leave several rows of ungrazed standing corn, preferably weedy, with part of the ears unhusked until spring, or plant food patches along ditches, marshlands or close to brushy cover.
(4) The majority of nests are made in hay or grass fields in most sections of Illinois. Look for nests in the outside 25 or 30 feet of hay fields.
(5) Prevent dogs and cats from ranging the fields during the nesting season.
HUNGARIAN PARTRIDGES.—(1) Brushy cover is not necessary for Hungarian partridges if ungrazed standing corn fields are present during the winter. Several rows should be protected from grazing to provide winter cover and food for each covey of birds.
(2) In small grain sections stubble should be cut high to provide cover for young in summer. Strips of weedy stubble should be left unplowed along hedges until spring.
(3) For winter food leave a few rows of unhusked standing corn, or plant small grain or sweet corn food patches near hedges or corn fields.
(4) The tendency to nest in hay fields or in exposed locations where nesting cover is inadequate calls for special attention to nesting cover. Protect wide ditch banks and roadsides from burning and do not mow weedy areas or roadsides until after July 15. Pastures that are not grazed too hard in May and June may provide safe nesting places. Look for nests in the outside 30 feet of the alfalfa fields. Populations of Hungarian partridges can be built up by attention to winter foods and nesting grounds.
RABBITS.—(1) Rabbits thrive best in regions where a variety of cover is present. Hedges are useful for hiding places and for travel lanes. Brush piles, thickets of plum, raspberry and buckbrush are important refuge covers. Cord wood piled on poles, old farm machinery and rolls of old wire are used extensively. Old tiles and hollow limbs along hedges provide considerable protection.
(2) Food patches, clover fields, standing corn, sumac, berry vines and piles of pruned apple limbs are important sources of food. Corn fields are important winter feeding and ranging grounds if adjacent to woodlots or thickets.
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Try to do some of these problems each day; don’t wait until the last minute. Be sure your name and ECE box appear legibly on each page. Show all work, and keep your work neat and organized. Whenever appropriate, use *words* to explain what you are doing, not just mathematical symbols. Be sure to justify your answers so the grader can be confident that you aren’t just guessing.
**An Introduction to Matlab:** One of the goals of ECE 2311 is for you to get acquainted with signal-processing computer applications including MATLAB, SIMULINK, and MAPLE. This assignment will provide an introduction to some of the capabilities and syntax of MATLAB.
MATLAB can be run on any WPI computer simply by selecting the “Matlab” icon from the desktop or the Windows start menu. There is also a free open-source alternative to MATLAB called OCTAVE that you can download from [http://www.gnu.org/software/octave/](http://www.gnu.org/software/octave/) and run on your own computer. OCTAVE syntax is 99% identical to MATLAB and can be used to complete all of the exercises in this assignment.
After starting MATLAB (or OCTAVE), you should see a command prompt that looks like this: `>>`. Most of what you will want to do in MATLAB is accomplished from the creation of a scripted program file, called an “m-file”. For now, though, we can work strictly from the MATLAB command prompt, so you won’t have to worry about things like saving and running files until later.
As with most computer applications, getting started in MATLAB requires a little help. One good place to start would be with the MATLAB “Getting Started” tutorial, which can be found at The MathWorks website. You can also get it from the Matlab Help Desk, which is accessed from the MATLAB prompt using the `helpdesk` command (a web browser, such as Netscape, should begin to run). You could also start with the tutorial on page 53 of your textbook. Note that Lathi has MATLAB sections sprinkled throughout the book; there is one “Session” at the end of each chapter.
Although getting better at MATLAB is not difficult, it *does* require the constant effort of learning the proper use and syntax of new commands. Luckily, you can get help on any of MATLAB’s hundreds of commands by typing `help`, followed by a space and the name of the command, at the prompt. Also, you may search for command help in either the MATLAB Help Window (type `helpwin`), or at the Help Desk (which usually provides greater detail, and visual examples of usage).
With all that out of the way, let’s begin.
1. The ability to shift, scale, and otherwise manipulate functions is invaluable to the study of continuous-time signals. Consider a function $x(t)$, defined by
$$x(t) = \begin{cases}
4 - t^2, & \text{if } -3 < t < 2 \\
0, & \text{otherwise.}
\end{cases}$$
First, sketch this function by hand over the range $-5 < t < 5$. Now, let’s plot it using MATLAB. Since MATLAB is a computer application, it can’t “draw” a graph in the intuitive way that we do—it can only calculate values for $x(t)$, given a finite set of values for $t$. Thus, we have to define an *array* to store the range of time values at which $x(t)$ will be evaluated. One way to do this is to type
```matlab
t = -5:0.01:5;
```
where \( t \) is the array name. This command will create an array of values starting with -5, incremented by 0.01 until it reaches 5. Next, to create the function \( x(t) \), we can use the following commands:
\[
x1 = 4-t.^2; \\
x2 = (t>-3)&(t<2); \\
x = x1.*x2;
\]
Although it might look a little messy, this code is actually quite straightforward. Let’s walk through it, step-by-step. In the first line, we create an array \( x1 \) with elements calculated according to the expression for \( x(t) \). Note that MATLAB evaluates all of the elements in the array in one line of code. Unlike other languages like C, a for loop is not necessary here. Also note the period before the \( ^2 \) operator. This tells MATLAB to perform the squaring operation element-by-element on the array \( t \). Try this command without the period, i.e. try \( x1 = 4-t^2 \);. In this case, MATLAB thinks you want to perform a matrix/vector squaring of the array \( t \), which doesn’t make any sense and will result in an error.
The difference between element-by-element and vector/matrix operations in MATLAB is very important. In ECE2311, you will almost always be using element-by-element operations.
The next line computes another array with elements equal to one when \(-3 < t < 2\) and equal to zero otherwise. This is an important part of the function \( x(t) \), since \( x(t) \) is nonzero only between -3 and 2 and is equal to zero otherwise. MATLAB automatically computes all of the elements in this array without any for loops.
The third line performs an element-by-element multiplication of \( x1 \) and \( x2 \) to generate the desired function \( x(t) \). Again, note the period before the \( * \) operator. Try this command without the period and MATLAB will generate an error. Note also that you can use either “*” or “.*” for the scalar multiplication of a constant times an array, but we must use the element-by-element operator to multiply the respective elements of two arrays. In other words, the logical construction in this statement merely serves to set our piecewise function \( 2 - |t| \) to zero outside the range \(-3 < t < 2\).
To graph the function \( x(t) \), we simply have MATLAB plot the values in array \( f \) against the values in array \( t \). This can be done by typing
\[
plot(t,x);
xlabel('time (seconds)');
ylabel('x(t)');
\]
You should always apply axis labels to your figures. You may also want to apply a title, legend, or other features to your figures. You can learn all about the extensive plotting features MATLAB by typing doc plot on the MATLAB command line.
Print your MATLAB figure by selecting “File” and then “Print…” from the figure window that appears (or try the print command from the MATLAB command line). It’s that easy!
2. Each of the functions \( y_n(t) \) below is some transformation of the function \( x(t) \) from Problem 1. First sketch each function by hand, showing your work. Then plot the function using MATLAB, over the range \([-5, 5]\). For these problems, keep in mind how MATLAB’s arrays work. In part (a), for instance, if we were to do something like “\( t = t+1; \)”, and then re-store and re-plot \( x \), we would get the right function, but the range will have shifted (that is, we will have plotted \( y_1(t) \) over the range \([-4, 6]\), not \([-5, 5]\)). Change the function, but not the range.
Just use MATLAB to check your answer; be sure you know how to create each new signal by hand. Also, state what transformations you use (shift, time scale, etc.), and in what order. Be sure to print out your graphs, and attach them to your homework.
(a) \( y_1(t) = x(t + 1) \)
(b) \( y_2(t) = x(\frac{t}{2}) \)
(c) \( y_3(t) = x(1 - t) \)
(d) \( y_4(t) = x(3t + 3) + 2x(t^2) \)
3. Sketch
\[
x_1(t) = \cos(2\pi t + \pi/6)
\]
\[
x_2(t) = \sin(2\pi t)
\]
over the range \(-2 \leq t \leq 2\) and describe the relationship between \(x_1(t)\) and \(x_2(t)\) in terms of one signal leading or lagging the other.
4. Given the periodic signal \(x(t)\) shown in Figure 1, determine the fundamental period, the fundamental frequency in Hertz, and the fundamental frequency in radians/sec.
5. Lathi, problem 1.7-9.
6. Lathi, problem 1.7-11 (b), (c), (d), (e). | <urn:uuid:6050e872-b22f-4258-86da-74ea18ae67c5> | CC-MAIN-2019-18 | http://spinlab.wpi.edu/courses/ece2311_2010/hw1.pdf | 2019-04-19T07:29:00Z | crawl-data/CC-MAIN-2019-18/segments/1555578527148.46/warc/CC-MAIN-20190419061412-20190419083412-00349.warc.gz | 167,120,226 | 1,907 | eng_Latn | eng_Latn | 0.919348 | eng_Latn | 0.996097 | [
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A BIG STINK
By Brod Bagert
Stinky! Stinky! School at home!
Reading! Science! Math!
stinky! Stinky! School at home!
And some one needs a bath!
Did a chicken poop in my closet?
Is a skunk hiding under my bed?
Did someone scramble rotten eggs
and pour it on my head?
“What’s that disgusting smell?” I said.
“It’s stinky as can be!”
And that is when I realized,
that stinky smell was me.
stinky! Stinky! School at home!
Reading! Science! Math!
Stinky! Stinky! School at home!
It’s time to take a bath! | <urn:uuid:0b37eb8e-b464-405a-aaa2-7b989ab6b57c> | CC-MAIN-2020-40 | https://www.brodbagertsheartofscience.com/wp-content/uploads/2020/04/A-Big-Stink-1.pdf | 2020-09-18T15:54:13+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400188049.8/warc/CC-MAIN-20200918155203-20200918185203-00546.warc.gz | 798,995,787 | 140 | eng_Latn | eng_Latn | 0.999459 | eng_Latn | 0.999459 | [
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It's every business-owners nightmare — one of your employees is stealing money from you. You never think it's going to happen to you — especially in a small company, where you think that you're treating your employees like your family. But, it happens more than you think. Employee theft and embezzlement can ruin an entrepreneur or small business owner. According to the 2008 Report to the Nation from the Association of Certified Fraud Examiners, U.S. businesses lose 7% of their annual revenues to fraud. That translates to approximately $994 billion in fraud losses. Small businesses are especially vulnerable.
The most common things to look out for: employees living beyond their apparent means or experiencing financial difficulties at the time of the frauds. What does this mean in today's economy where so many people may be facing financial difficulties? Even more reason to be vigilant!
Jay Myers learned his lesson the hard way. In 2003, Jay Myers was the founder of a successful Memphis-based video-conferencing firm Interactive Solutions, Inc. He had 16 employees and sales of over $5 million. He had made the Inc. list of fastest growing companies in the country and business was going well. But, personally, he was recovering from a crisis — his beloved older brother, who had been a mentor to him (and headed up the Memphis Better Business Bureau, ironically!) had died very unexpectedly. Myers took his eyes off the ball for a bit. By the time he woke up, he realized that his bookkeeper had embezzled over $250,000. How did it happen? He did a lot of the right things, but missed a few key checks and balances. He also was a little less careful and more trusting when he was getting over the loss of his brother — he thought that his employees were looking out for him. The good news is that the bookkeeper ended up in jail, he got a portion of the money back and he maintained the loyalty and support of his other employees. But, he was still out a lot of money and it did a lot to affect his trust
Written by Liz Hamburg, Contributor President & CEO Taproot Foundation.
1/ The text is:
a- Argumentative b- Expository c- Narrative
2/ Are the following statements true or false?
a) Employee theft and embezzlement might affect small business owner.
b) U.S. businesses lose most of their annual revenues due to fraud.
c) Myers' bookkeeper had embezzled over $250,000.
d) The bookkeeper was imprisoned.
3/ In which paragraph is the name of the embezzler mentioned?
4. Answer the following questions according to the text.
a) Could Employee theft and embezzlement affect small business owner?
b) What are the most common things to look out for at the time of the frauds?
c) What happened to Jay Myers?
d) Was the bookkeeper sentenced?
5/ what or who do the underlined words refer to in the text?
your §1 That §1 he §3
B/ Text Exploration
-Find in the text words that are closest in meaning to:
a) damage §1 b steal §3 c) influence §4
-Complete the chart as shown in the example
| VERB | NOUN | ADJECTIVE |
|------------|--------------|--------------|
| To smuggle | Smuggling | Smuggled |
| To embezzle| ...............| ..................|
| ............| loss | ..................|
| ............| ..............| financial |
Rewrite these sentences using the given structure
1/ Could Employee theft and embezzlement affect small business owner?
Could ..........................................................
2/ He thought that his employees were looking out for him
He thought :”.................................................................”.
3/ Jay Myers was a little less careful and more trusting
It’s about time ..................................................................
4/ Jay Myers regretted having treated his employees like his family
Jay Myers wishes ..................................................................
Classify the following words according to their number of syllables
portion maintained loyalty support professional bookkeeper
| One syllable | Two syllables | Three syllables | Four syllables |
|--------------|---------------|-----------------|----------------|
| | | | |
PART TWO: WRITING (5points) Choose one topic only:
*Topic 01
It has been said that one in three business failures is due to employee theft and nearly 80 percent of workers admit they have stolen. In no more than 120 words write a composition stating the main reasons of theft; use the following hints:
The worker feels poorly treated / the opportunity is there / The business is making heaps of profit and I’m only taking what’s really due to me for my hard work.” / their employer has wronged them or underpays them / They believe the employer is insured for such losses and is not affected
Topic 02: Write a composition on the following topic:
What is responsible business?
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Kenneth Martin & Mary Martin: Constructed Works
John Wells: Centenary Display
Jonty Lees: Artist in Residence
Winter 2007
6 October 2007 – 13 January 2008
Notes for Teachers
Contents
Introduction 3
Kenneth Martin & Marty Martin: Constructed Works 4
John Wells: Centenary Display 11
Jonty Lees: Artist in Residence 14
Bernard Leach and his Circle 17
Ways of Looking – Questions to Ask of Any Artwork 19
Suggested Activities 20
Tate Resources & Contacts 22
Further Reading 22
Key Art Terms 24
Introduction
The Winter 2007 displays present:
**Kenneth Martin and Mary Martin: Constructed Works (Gallery 1, 3, 4, and the Apse)**
This exhibition shows the work of two of Britain’s key post-war abstract artists, Kenneth Martin and Mary Martin. The exhibition includes nearly 50 works and focuses on Kenneth Martin’s mobiles and his later *Chance and Order* series of abstract paintings, alongside Mary Martin’s relief sculptures.
**Modernism and St Ives from 1940 (Lower Gallery 2)**
This display of artists associated with St Ives from the Tate Collection is designed to complement the Kenneth Martin and Mary Martin exhibition. It includes work by Mary Martin, Victor Pasmore, Anthony Hill and Adrian Heath alongside St Ives artists such as Peter Lanyon, Terry Frost and Ben Nicholson.
**John Wells: Centenary Display (The Studio)**
A small display of paintings and relief constructions by John Wells, designed to celebrate the centenary of his birth.
**Bernard Leach and his Circle (Upper Gallery 2)**
Ceramics by Bernard Leach and key studio potters who worked alongside him. These works form part of the Wingfield-Digby Collection, recently gifted to Tate St Ives.
**Jonty Lees: Artist in Residence (Gallery 5)**
New works by Jonty Lees, completed during his residency.
How to use this pack and structure your visit
The aim of this pack is to provide information about the artists whose work is exhibited, an exploration of key themes and suggested activities. Also included are information on resources and key art terms. The pack should help you create an introductory discussion about some of the issues raised by the current displays. It can be used to help focus work in small groups in the exhibition, and to allow follow-up within the classroom.
Kenneth Martin and Mary Martin: Constructed Works
This exhibition shows the work of two of Britain’s key post-war abstract artists, Kenneth Martin and Mary Martin. Part of a generation of British artists who ‘rediscovered’ abstraction in the 1940s, the exhibition highlights the correspondences and differences between their working practices. The exhibition includes nearly 50 works and focuses on Kenneth Martin’s mobiles and his later *Chance and Order* series of abstract paintings, alongside Mary Martin’s relief sculptures.
This exhibition is the first joint public exhibition of their work in Britain since 1971. Living and working together, they were constantly exchanging ideas, although they rarely made direct collaborations. They had their first joint exhibition in 1954 and on only two other occasions did they collaborate - *Environment* produced with the architect John Weeks for the exhibition ‘This is Tomorrow’ at the Whitechapel Art Gallery, 1956 and on the joint exhibition ‘Essays in Movement’ at the Institute for Contemporary Arts in 1960.
**Mary Martin** (1907 – 69) was born in Folkestone. She studied painting at Goldsmiths College and at the Royal College of Art where she met Kenneth. In the 1930s she focused on still-life and landscape and also worked as a textile designer teaching at Chelmsford School of Art 1941-4. She painted her first abstract picture in 1950 and made her first relief in 1951. Mary made numerous public commissions and collaborations with architects including a Wall Screen for Musgrave Hospital Belfast (1957) and Wall Construction for the University of Stirling.
**Kenneth Martin** (1905-84) was born in Sheffield. He studied painting at Sheffield School of Art and worked as a graphic artist in the 1920s before studying fine art at the Royal College of Art where he met Mary in 1929. Kenneth made his first abstract paintings in the late 1940s and his first three-dimensional construction in 1951. He worked primarily in three-dimensions making kinetic mobiles, constructions and public commissions until the late 1960s. He also taught at Camberwell School of Art and Goldsmiths College. In 1969 he began a group of paintings known as the *Chance and Order* series, which he worked on until his death in 1984.
**Key works**
**Mary Martin**
*Columbarium* 1951 (Gallery 1)
Plaster
Estate of Mary Martin. Courtesy of Annely Juda Fine Art.
This was Mary’s first experiment with relief. Encouraged by the sculptor Eduardo Paolozzi, Mary used a baking tin to cast a plaster relief. She then cut triangular, rectangular and square shapes into the plaster creating niches and areas of empty space. This was her first real experiment with positive and negative areas within composition and she quickly realised that plaster was an unreliable and unsuitable material for her interests. All subsequent works were constructed reliefs in the true sense of being built up from the flat picture plane (see, for example, *Spiral* 1951 close by).
In *Columbarium* you can see Mary experimenting with her characteristic ‘tilt’, which receives light in a very particular way and which encourages one to feel a sense of movement ‘up and over’. This is the last time...
Mary gave her work a title suggestive of something else. Later works have titles that provide only an objective description of the process and materials used.
**First Maquette for Wall Screen, Musgrave Park Hospital, Belfast 1957 (Gallery 1)**
Wood, aluminium and paint
Private collection
This is one of two maquettes on display here made in relation to her first public commission to design a Wall Screen for Musgrave Park Hospital (note the first is very much a sculptor’s maquette, whereas the second is for the architects). This was a collaboration with the architect John Weeks and, as the maquettes demonstrate, Mary was keen to create a work completely embedded with the building’s construction. She chose to use the same materials what those used to construct the building (brick, cement and stainless steel) and the piece was actually fabricated by the site builders. The screen was therefore linked to the plan and design of the overall building but also served to direct the flow of visitors, perhaps one reason why she chose to include holes to provide views through from one side to the other. Mary said ‘This is intended to be a symbol, on the personal scale, of the building, its architecture and function, and the lives of the people who work in it’.
Mary’s design creates a serpentine composition and she also called it *The Waterfall* describing it as a symbol of life. The pattern of apertures and metal surfaces encourages the idea of movement or of water falling down. Despite being an example of a successful architectural collaboration, in more recent years the screen has been removed and placed as a free-standing work in the hospital grounds.
**Inversion 1966 (Lower Gallery 2)**
Metal, oil and wood
Tate
This large work dominates the display in Lower Gallery 2 contrasting with the works around it but also interacting with the light, shadow and space of the building and landscape beyond. This work, which is 6 foot high by 24 foot long, is made of aluminium plates mounted on hardboard on baseboards of black painted plywood. There are 96 plates in four rows of 24 and Mary has permuted the planes, which are placed in four different directions in vertical columns of four.
For the first time in her work Mary used open half cubes (only the diagonal side is used) and the play of light and reflections across the surface creates an extraordinary sense of movement and surprising partial images. She described her device as a ‘moving format of cubism combined with a system of positive and negative spaces’. The ‘moving format’ was a geometrical device identified by J.W. Power in his book *Elements of Pictorial Construction* (1933) in which he describes the movement of a unit across a plane through a motion of sliding and rotating, with each stage determining the location of other related elements within a composition.
The grand scale of this work reflects Mary’s ambition to create architectural works that interact with their environment and must be linked to her later commission to create a *Wall Construction* at the University of Stirling. Rarely shown in complete form, this work has recently been restored with the help of the Tate St Ives Members.
Kenneth Martin
Mobile Reflector 1953 (Gallery 1)
Painted and anodised aluminium and wood
For this mobile Kenneth Martin has suspended metal rods with circular coloured discs. If you stand directly below it you can see the play of colour reflections (red, blue and green) in the polished aluminium surfaces. It is an example of Kenneth's earliest mobiles, which he describes as 'lessons in balance' where he constructs using commercial materials and suspends with nylon (a new material, strong but invisible).
This mobile moves according to air temperature and movement in the room. Kenneth saw movement as a way of linking space with time. He maintained his mobiles were resolutely abstract composed of what he called 'primitive forms' such as lines, circles and ellipses. In contrast to the mobiles of Alexander Calder, who undoubtedly inspired Kenneth (they were exhibited in London in 1951), these mobiles do not directly reference nature.
Construction for the Nuffield Foundation 1967-8 (Gallery 4)
Brass
Zoological Society of London
This brass screw mobile, which is powered by a motor, creates different shapes and patterns as it slowly turns. A cage, a spiral staircase, butterfly wings are all suggested as it moves. This mobile was commissioned for the Nuffield Institute of Comparative Medicine at London Zoo. It is Kenneth's largest mobile and it took six years to complete.
Kenneth's screw mobiles were a development of his earlier reflector mobiles. He used three basic elements – the parabola, the circle and the vertical line and constructed them from mass produced brass bars, rings and rods. They were made through the ordering of fundamental movements such as rotations and twists and by using bars of various sizes he was able to programme their positions on the vertical rod. He also introduced a whole range of further permutations by having, for example, parabolas or rings related to the Fibonacci sequence.
As can be seen with this work, the position and lighting of these mobiles is important. The unpredictable play of light on the surface of the mobiles, casting dramatic shadows on the wall behind introduces an element of chance into these 'constructed' objects.
Chance and Order 23 (Yellow) 1978 (Gallery 3)
Oil on canvas
Estate of Kenneth Martin. Courtesy of Annely Juda Fine Art.
In the late 1960s Kenneth returned to using oil paint on canvas producing a series of over 40 paintings based on variations of a particular working process. Each canvas was carefully 'gridded-up' and then pairs of numbers chosen by chance were used to determine the sequence of orientation of lines corresponding to the coordinates of the grid. This process enabled Kenneth to work in a very structured way, but also a way where he could not determine or foresee the final outcome.
Here you can see how Kenneth has built up his composition using a sequence of yellow lines based on this system. The bold pure yellow pigment contrasts with the sensuous heavily worked white paint surface. The stark geometry of the lines creates a sense of space and energy within the painting; at the same time the intensely worked physical surface suggests a feeling of contained or muffled stillness.
For discussion
- How good are you at describing Kenneth’s mobiles or Mary’s reliefs? Explore the exhibition and find a work that catches your eye – look at it closely. Trace its shape in the air with your finger. Can you find words to describe it?
- Now glance around the whole exhibition again. What sorts of things are these artists interested in? Make a list.
- Mary and Kenneth often used sequences and permutations for the basis of their work. Can you find a work where you can see the exact permutation used? Can you ‘break the code’?
- Mary often used a half cube form, which she called a ‘tilt’. Can you think why?
- What colours do Mary and Kenneth prefer? Why?
- What materials and processes did they use to make their work?
- Why do you think they like reflective surfaces?
- The exhibition creates some striking ‘conversations’ between two and three-dimensional works. Choose two works that you feel speak to each other in some way (they might share characteristics or they might be strongly contrasting) and explain to the group why.
Key themes
Constructions
The idea of ‘construction’, of building forms using individual elements through the application of mathematical rules, was central to the work of both artists. Kenneth and Mary developed their constructions through relationships of simple, repeated formal forms using mathematical progression, sequences and permutations and rules of proportion.
Abstraction
Kenneth Martin and Mary Martin looked to a particular type of abstract art – they looked to the earlier proponents of pure geometric abstraction for both formal and philosophical foundations and in particular to the earlier Constructivists such as Vladimir Tatlin and Alexander Rodchenko. They formed a group, which included Victor Pasmore, Anthony Hill and Adrian Heath that were concerned with establishing a new wave of constructed abstract art in Britain. They used geometric forms according to proportional systems and numerical mathematical sequences, with the intention of giving a visual form to the laws and systems on which nature is founded (note: this is different to abstracting from nature).
Materials
They rejected traditional artists’ materials as being too closely associated with traditional values. They turned to readily available materials such as sheet metals, hardboard, plywood, formica and perspex. They loved to experiment with the contrasting qualities of materials such as smooth versus textured, matt versus shiny and absorbing versus glowing. Their use of modern industrial materials also distanced their art from the traditional, private, unique work of art and imbued their work with a sense of optimism for the future.
Movement and stillness
In each gallery you will find works that convey an extraordinary sense of both movement and stillness – of both change and constancy. Kenneth Martin’s mobiles use what he described as ‘primary kinds of movement’ – some sort of rhythmic sequence which may be reliant simply on air current but sometimes an actual motor. Mary Martin does not use actual movement in her relief work but it is invoked in the play of light over the projecting and reflective surfaces. You could say that the energy of the spiral was developed in planar composition by Mary but in linear composition by Kenneth.
Shadow
Consider what role shadows and reflections play in their work. The dramatic shadows cast by a spotlight in Kenneth’s mobiles add another dimension and place the work in the environment around it. Shadow was the
‘fifth element’ according to Mary and the ‘tilts’ and angles of her cubes, half cubes and planes create new spaces and complexities of colour.
**Chance and order, sequence and pattern**
It is important to understand the role of both chance and order in their work. This is perhaps best understood in relation to Kenneth’s *Chance and Order* paintings where lines were painted according to numbers that corresponded to coordinates on a grid chosen by chance. Mary described her own working method as ‘nuclear building’ and a logical process of growth, starting from a unit and subjecting it to a logic or sequence and accepting the result without any interference by the artist and without foreknowledge of the final outcome.
**Colour**
The predominance of black and white and occasionally red is noticeable in the early reliefs and constructions. It was only in the late 1950s that Mary began to add painted colours to the side surfaces of some of the reliefs, eventually experimenting with bold coloured Perspex. Kenneth Martin tended to use pure unmixed colours pitched against a deeply textured white in his later paintings.
**The active line**
Kenneth Martin was influenced by Paul Klee’s idea of the ‘active line’ and the idea of ‘taking a line for a walk’ to describe the combination of rules and chance that underpin his drawing. For Kenneth everything began with line. His constructions and mobiles are drawings in space – their lines embody both dynamism and controlled energy.
**Art of the environment**
Both artists were interested in the relationship between art and architecture. They wanted their work to be fully integrated within the environment and both were involved in architectural commissions. Mary, who collaborated with the architect John Weeks on a number of occasions, argued that working in an exhibition context was only a ‘makeshift for reality’. In 1958 she wrote ‘is the artist to remain the ‘chamber architect’, a ‘backroom boy’ or is there a real place for the constructive artist in architecture?
**Social role of art**
Mary and Kenneth’s ideas about art and architecture reflect their optimism and genuine belief in a social role for art. They believed art could and should be part of the fabric of life. Such a belief was inextricably linked to a particular movement advocating for a politicised abstract art in post-war Britain and contrasts sharply with the interest in pop and commercial art that also emerged in this period. They believed their pure abstraction, based on a rigorous scientific, mathematical and systemic approach, had a moral and intellectual authority that could play a real role in the public realm. Such views must be seen in the context of a Post-War Utopianism. This after all, was the period that saw the founding of the Welfare State and the establishment of the Arts Council.
**A human dimension**
Despite formal systems and industrial materials Kenneth and Mary Martin’s work always remains human both in terms of scale and character (note: this contrasts strongly to, for example, American Minimalism, see Glossary of art terms). They never forgot the importance of the hand-made – of making rather than simply realising a design. Within their rigorous systems is the belief that human beings live a pattern of constantly repeating sequences. Mary Martin wrote, ‘the artist, a part of nature, seeks to discover and use forming principles in order that he may in his turn manifest nature. It is a forming principle that I see the idea of polarity, constancy and change’.
**St Ives and abstraction**
*Modernism and St Ives: Constructed Form*, has been selected to complement the Kenneth Martin and Mary Martin exhibition. It includes works from the Tate Collection that link to post-war British abstraction. On the one hand you will find works by artists such as Adrian Heath and Victor Pasmore who, like Kenneth and Mary, were interested in the early Russian Constructivists. On the other hand, you will find artists such as Peter Lanyon, Wilhelmina Barns Graham, Paul Feiler and Barbara Hepworth - more closely associated with St Ives
and abstraction inspired by landscape and a sense of place. Mary’s work *Inversions* has been placed in the centre of the display to highlight both the similarities and differences between these artists working in the post-war period.
**Abstract art and the environment today**
Today a younger generation of artists such as Tomma Abts, Peter Peri and Toby Paterson are looking with fresh eyes at abstract art from the 1950s and 1960s. There has also been a revival of interest in the social utopian ideals of the immediate post war period and the debates about art and architecture in the public realm continue. Toby Patterson argues that a study of the work of Mary Martin can sharpen the way we look at both the rhythms and eccentricities of cities.
**Ideas and influences**
Outlined below are some of the key influences on the work of Kenneth Martin and Mary Martin.
1. **Science and mathematical models.** Kenneth Martin was known to have studied such models at the Science Museum.
2. Kenneth Martin was influenced by the work of **Paul Klee** – he saw an exhibition of his paintings at the National Gallery in 1945/6 and Klee’s *Pedagogical Sketchbook* was republished in UK in 1953.
3. Both Mary and Kenneth were acquainted with the Swiss artist/designer **Max Bill** and former Bauhaus student who wrote *The mathematical Approach to Contemporary Art* (1949) they also knew **Theo van Doesburg**, leader of the Dutch De Stijl movement.
4. Both artists were influenced by the American artist and theorist **Charles Biederman** who advocated abstract art made from industrial materials. The source of the term Kenneth Martin used to describe their work ‘Constructionist’ actually came from Charles Biederman whose ideas were set out in *Art as the Evolution of Visual Knowledge* 1948 and *Letters on New Art* 1952.
5. The **Golden Section and Fibonacci Series** was often used in their constructions. The Golden Section (See Glossary of art terms) is defined as a line divided so that the smaller part is to the larger part as the larger part is to the whole. It works out at roughly 8:13 or a bit over one third to two thirds. The Fibonacci Series is a sequence of numbers named after the Italian mathematician Leonardo Fibonacci (1175-1250). In a Fibonacci sequence each number is the sum of the two before it (0,1,1,2,3,5,8,13,21,34...). The Fibonacci numbers are evident in nature, for example, the number of spirals found in a sunflower seed head. For help explaining the golden section and Fibonacci series to children see the following websites, http://www.coolmath.com/reference/math-dictionary-G.html#Golden_Ratio http://www.amathsdictionaryforkids.com/
6. Scientific forms such as the **Möbius strip** and the **double helix** may have had an impact on the design of Kenneth’s mobiles. The Möbius is a surface with only one side and only one boundary. It has the fascinating mathematical property of being non-orientable. It was discovered independently by the German mathematicians August Ferdinand Möbius and Johann Benedict Listing in 1858. The double helix, which is a very strong shape, is most closely associated with the structure of DNA molecules that was first published by James D. Watson and Francis Crick in 1953, based on work by Rosalind Franklin.
7. Mary’s preoccupation with systems of scale and proportions was influenced by **Le Corbusier’s Le Modular** (1948) and *Le Modular 2* (1954). This was a measuring tool based on the proportions of the body. Le Corbusier claimed it could be used on an international scale and for the production of mass-produced manufactured articles.
8. Other key sources for both artists included,
T.A. Cook *The Curves of Life*, London, 1914
D'Arcy Wentworth Thompson *On Growth and Form*, Cambridge, 1917, republished 1942
J. Hambridge *The Elements of Dynamic Symmetry*, New York, 1926, reprint 1948
J.W. Power *Les Elements de la Construction Picturale*, Paris, 1932
M. Ghyka *The Geometry of Art and Life*, New York, 1946
Le Corbusier *Le Modulor*, 1950, English Edition, London, 1954.
John Wells: Centenary Display
This display offers insight into Wells’ interests as an artist and marks the centenary of John Wells’ birth. It includes key paintings such as *Aspiring Forms* (1950) as well as lesser known works that range from mysterious landscapes to strong geometric abstractions such as *Project 70* (1970). Also in the display is selection of archive material that includes works on paper and exhibition broadsheets.
**John Wells (1907-2000)** was born in London and trained as doctor. In 1928 he visited Cornwall and studied painting briefly with Stanhope Alexander Forbes in Newlyn and also met Ben and Winifred Nicholson and Christopher Wood. In 1936 Wells became a GP for the Scilly Isles, a position he held until after the Second World War. He eventually chose to pursue a career as a full-time artist settling with a studio in Newlyn. He became closely associated with the St Ives school of Moderns such as Hepworth and Nicholson and was also strongly influenced by Naum Gabo. He was a founder member of the Crypt Group in 1946 and the Penwith Society of Artists in 1949. Wells works as an assistant to Barbara Hepworth 1949-51. He exhibited widely in the 1950s and early 1960s with exhibitions in London, Paris, Sao Paolo and New York. However the critical failure of a one-man show at Waddington Gallery in London in 1964 led to a crisis in confidence. He rarely exhibited after this date although he continued to work.
**Key work**
*Crystals & Shells* 1946
Oil and pencil on canvas
Private collection
This painting combines precise drawn geometric forms with more curved natural forms. It includes Wells’ characteristic triangular ellipse form and it has a highly textured surface onto which the forms were drawn and painted. There are small areas of strong colour that contrast with the overall earthy colour of the ground.
This work was started on the Isles of Scilly and completed in his Newlyn studio. It was exhibited as part of the Crypt Group in 1946. The combination of crystal forms with the oval, pebble-like shapes was a device Wells used on a number of occasions. He said that the triangular ellipses had infinite potential for variation. He also talked about the idea of containment and said it was an analogy for his experience of the Isles of Scilly where the cluster of islands are surrounded and ‘contained’ by the sea. Wells’ interest in shells and crystals can also be linked to his knowledge of Barbara Hepworth’s crystal drawings, Gabo’s perspex sculptures that explored internal space using transparent materials and the work of the crystallographer J.D. Bernal.
**For discussion**
- Describe the forms and colours in this painting.
- Can you see similar forms or colours in other paintings in the display?
- Describe the way Wells uses line in his paintings.
- Describe the texture of Wells paintings.
- Why do you think Wells was interested in crystals and shells?
- In which aspects of the landscape is Wells most interested?
- In what ways do you think his experience of being a doctor and/or living on the Isles of Scilly informed his art practice?
- Why do you think the majority of Wells paintings are small?
- Compare Wells’ paintings to works by other St Ives artists such as Wilhelmina Barns-Graham, Ben Nicholson and Peter Lanyon and also to the work of Mary Martin and Kenneth Martin.
Key themes
Sense of place
Although Wells’ work is often abstract, he always maintained a romantic attachment to landscape. It is his deep knowledge and sense of place rather than topographical accuracy that informs his paintings. The wind, the weather, the sea birds, boats, the geology, the weathering and the history and underlying structure of the land of West Cornwall and the Isles of Scilly. Wells was also keen to convey a sense of movement through the landscape or as his friend, the painter Peter Lanyon, once put it ‘moving in a dancing sense within a place’.
Geometry and mathematics
Wells studied geometry and mathematical systems of proportion such as the Golden Section (see Glossary of art terms). He also had knowledge of medical and navigational instruments. He used systems to divide the blank canvas into a series of lines and intersections which then formed the basic structure of his compositions and which determined the relationship between painted shapes and the drawn line. He often used intersecting lines that created triangles and parabolic curves. His friendship with Naum Gabo also encouraged him to experiment with string and relief collage to articulate space.
The constructed landscape
Wells liked to combine a formal geometric structure with more natural forms inspired by the landscape. You could say that he applied the lessons he learnt from Constructivism (see Glossary of art terms) to create ‘constructed landscapes’.
Music
Wells was interested in music and musical composition and the way one can draw analogies with abstract painting. He compared the pictorial elements of line, texture, proportion and colour with the rhythm, balance, poise and tension of musical composition.
Flight and movement in space
Wells was interested in birds and planes and the articulation of abstract space through their flight patterns. He studied the birds rising and falling on air currents at the cliffs edge and their movement through the sky and across the sea. Wells was interested in aircraft and air shows and during the Second World War he was in contact with the Hurricane pilots stationed on the Isles of Scilly.
Colour and texture
A quick glance around the display reveals a generally muted palette punctuated by small areas of strong colour. Wells once described the Cornish landscape as ‘Its real colour is grey, out of that these colours glow from inside …’ – an apt description for his paintings. Wells was known to be interested in camouflage designs (including patterns, shapes and insignia) and he must have had direct contact with both naval and air force designs while on the Isles of Scilly. He was interested in this idea of concealing forms and places within a landscape. His characteristic way of working was to slowly build up a textured background over a period of time, often scouring, scraping and incising into the surface. The final image and colours was then added more quickly, often with thinly applied washes of luminous paint.
Small scale
The majority of Wells works are small in scale. There are a number of reasons for this ranging from lack of workspace and materials during the war, the influence of the artist Paul Klee, an interest in the microscopic to a more a general deference to quieter informality. It also reflects his interest in the intensity that can be achieved through the small scale.
Science and nature
Wells had a deep interest in the scientific exploration of natural forms such as the grown of plants, the shapes of crystals or rock and the flight of birds. Perhaps stemming from his medical training and his
interest in sailing and navigation, he searched for the hidden structure beneath the surface qualities of the natural environment. Constructivism provided him with a pictorial language through which he could explore his ideas. The pebble shape, which appears again and again in his work was, for Wells, symbolic of a natural shaping process. It could also be seen as a wider metaphor for human renewal after the Second World War.
Jonty Lees: Artist in Residence
Jonty Lees is the fifth artist to partake in the Tate St Ives Artists Residency Programme at the Porthmeor Studios, St Ives. In Gallery 5 you will find a selection of work created by Jonty during his residency including video and sculpture.
Jonty Lees was born in Bangor, North Wales in 1971. He studied at University College Falmouth and the Slade School of Fine Art, University College London. He lives and works in Cornwall. He has had a number of exhibitions and was included in *Art Now Cornwall* at Tate St Ives 2007. In 2003 he transformed the Newlyn Art Gallery into a spectacular velodrome for his contribution to *Transitions*, a series of exhibitions for emerging artists.
**Key work**
We Salute You 2007
Mixed media
Jonty has selected a range of ordinary objects such as sticks, files, scissors, a spanner, a spoon, bucket handles and paint brushes and attached them to the wall. He has also attached invisible thread to each object so that when somebody leaves through the door at the end of the gallery the objects rise up, like a group salute or cheer.
Jonty says this work is about communication or rather miscommunication. How often is it only when someone is leaving that you find the courage to say what you really want to? It is also about poor objects, about objects that lie around our homes, studios and offices that are thrown away, discarded or ignored. How do they gain our attention? And how much attention are we prepared to give them? There is the possibility that visitors may miss the salute, others may turn round just in time while other people in the gallery may get a surprise!
We smile at the comedy of the movement, the dramatic effect. This is funny but also sad – these objects, which are clearly anthropomorphic, are literally ‘poor’ – they cannot hold our attention for long. Just as people turn their heads when someone new walks into the room so they soon turn back their conversations and preoccupations.
**Key themes**
**Daydreaming**
What happens when we daydream. What insight or poetic moment can we gain if we find ways to look at the world from different viewpoints? Jonty’s strange juxtapositions and humorous transformations invite us to look again.
**Poor objects**
Jonty is interested in unpretentious materials and production methods. He likes everyday objects, gadgets and games. He also likes to transform objects, often in bizarre and comical ways.
**Playful**
These works are playful and inventive. Jonty likes things to be quick, fun and sometimes flippant. He relishes strange juxtapositions such as a BMX with hair and simple events such as dropping a board to shift leaves. Often these works explore the more eccentric sides of human behaviour and communication. The creativity of child play and childhood memories of gadgets and games are at the centre of his practice.
Making your mark
What happens when we draw a view or object in front of us on a piece of paper? What happens to scale, movement and time? What is so special about the hand of the artist? And why do so many people need to make their mark? What does it mean for an artist to sign their work or for lovers to etch their name on a tree or for the graffiti artist to spray a tag?
The studio space
The activity within the artist’s studio has long been the subject for art work. Jonty has just completed a residency where he was given a historic studio in St Ives - the same studio that was once occupied by Patrick Heron and before that Ben Nicholson. While a residency offers the freedom that time, money and space can provide it also brings with it certain expectations. *Tour de Studio* perhaps hints at the weight of the task. Jonty says he could not possibly have attempted to paint in a studio space still so resonant with the marks of past artists. So what else can you do in a studio space apart from reinstate forgotten objects, ride a bicycle or invent contraptions to spread leaves? As Michael Archer says in the exhibition catalogue, Jonty has ‘raised mucking about in the studio to an art form’.
Art Now
What are the concerns of artists working today? What materials and processed do they use? Use this display as a springboard to a study of contemporary art in the wider context. Look at other exhibitions such as the Turner Prize, the Venice Biennale or Documenta.
Suggested activities and discussion
Listed below are some activities/discussion points that Jonty himself has designed for school groups in relation to his exhibition.
Casio (older groups)
Make an animation:
Boy jumping
Girl waving
Tail wagging
Eyes blinking
Things that go up and down (Like the objects on the wall).
Draw your first picture, trace around it to make your second picture, making alterations where necessary.
To animate,
a) Place one on top of the other and use a pencil to flip the first drawing over the second
b) Stick two drawings back to back with a pencil between them. Hold the pencil between the palms of your hands and rub together, the drawings will spin and the image will change
c) Just use two pages from your sketch pad and draw in the corner
We Salute You (older groups)
What would you say to stop someone leaving the room?
Write it down as a one-line poem.
Never show anyone.
The leaves (older groups)
What would you like to happen over and over again?
Would that be a good or bad thing?
Finger tracing (all ages)
1) Go into the Kenneth and Mary Martin exhibition and use your finger to trace around their sculptures. Imagine what those lines would look like if you really drew them.
2) Look through the window onto the beach in Lower Gallery 2. Follow the surfers with your finger. Knock one off into the water.
**Tour de studio (all ages)**
Imagine riding a bike in your classroom.
Sailing a yacht down a cul-de-sac.
Flying a helicopter in the Town Hall.
How would you like to travel in the Gallery?
Draw a picture.
**BMX with Hair (all ages)**
1) Think of two words that don’t usually go together.
- Jam > Garden
- Carpet > Tree
- Water > Spike
- Door > Plane
Think of better ones. Imagine what they’d look like and draw them.
2) Find a partner. Fold a piece of paper. One person draws something on the top and the other person draws something on the bottom. Draw animals or people.
3) Draw random things (skateboards, teapots, televisions) and then add interesting haircuts or beards. A toaster with a fantastic moustache.
Bernard Leach and his Circle
Ceramics by Bernard Leach and key studio potters who worked alongside him can be seen in upper-gallery two. These works form part of the Wingfield-Digby Collection, recently bequeathed to Tate St Ives.
Key work
Tile c. 1925 23 cm square, 2 cm thick
Wingfield-Digby Collection
This stoneware tile has the design of a bird feeding its young painted in iron. It has sgraffito detailing where Leach scratched through the wet clay slip before firing. It is an excellent example of Leach’s commitment to quiet, contemplative forms with soft, muted colours derived from the earth. It also shows his powerful sense of composition.
Leach would sketch his ideas before decorating his ceramics. He was an expert at combining pattern and motif with the colour and shape of each work. He had his own favourite decorations such as birds, horses and griffins and he often combined animals and plants with simple patterns and marks. Look here how he fits the curved design with the shape of the square tile. The drawing has a lightness to it that is both playful and energetic. This tile has the St Ives pottery stamp and another illegible signature in the lower corners and there are eight St Ives seals impressed on the back.
Leach set up the St Ives pottery in 1920 with fellow potter Shoji Hamada. With a team of workers and students, Leach made a range of ware that included decorative raku, and functional tableware, souvenirs and large earthenware dishes. He also produced individual pieces in stoneware such as this tile.
Bernard Leach (1887-1979). Leach spent the first ten years of his life in Hong Kong, Singapore and Japan before going to school in Britain in 1897. He studied at the Slade School of Art and in 1909 returned to Japan where he studied traditional Japanese pottery. His experience of both the East and the West meant his work included ideas, aesthetics and stylistic influences of contrasting cultures. Leach was passionate in his desire to introduce to Britain a feeling for harmony in pottery that he had learned in the Far East. At St Ives he and Hamada built the first oriental climbing kiln in the West. His sources of inspiration were wide; he studied Medieval British and Staffordshire pottery as well as Chinese, Korean and Japanese ceramics. Leach travelled extensively throughout his life and in 1940 he published his influential *A Potter’s Book* outlining his philosophy and methods. He is often described as the ‘father of the modern studio ceramic movement’ inspiring people all over the world to value handcrafted work. Leach coined the term ‘head, hand and heart’ to express the sense of equilibrium and wholeness that he believed industrial societies needed to regain.
For discussion
- There has been much discussion in recent years as to whether ceramics is an art or a craft. Leach insisted that he was an ‘artist-potter’ and he always regarded his individual pots as objects of art rather than craft.
- Why do you think he considered these pots more important than the standard ware (tableware)?
- What do you think the display at Tate St Ives says about the status of these objects? Are they sculptures or domestic objects?
- The Japanese critic Soetsu Yanagi complimented Leach by describing his earthenware as ‘born not made’. What do you think he meant by this?
• Leach said he wanted his pots to have ‘vitality’ – to capture a sense of energy and life. Can you find examples that you feel have this quality?
• The simplified motif of a bird was a favourite for Leach. He considered it a symbol of freedom and peace. Can you find other motifs in his work and what do you think they symbolise?
Ways of Looking
Questions to ask of any work
Personal responses – what do you bring to the artwork?
What are your first reactions to the work?
What is the first word that came into your head when you saw it?
What do you notice first?
Does it remind you of anything?
What do you think the artist wants to communicate?
Looking at the artwork – what can you see?
What materials and processes has the artist used to make the artwork?
What is it? (Is it a film, photograph, drawing, sculpture, installation, performance etc?)
Where is it? Describe the space. Does it link with other artworks in the exhibition?
How big is the artwork? What effect does scale have on the artwork and our relationship to it?
Is it time-based? If so, describe what happened and how long it took. Is it repeated?
Subject and meaning – what is it about?
Is the artwork about a subject, issue or theme?
Is it about real life?
Could the work have a symbolic, moral or political meaning?
Is there a story or narrative within the work?
How does the work make you think about time?
Does it make you consider aspects of life or art in a new way?
Does the work have a title? Does this affect the way you see it?
What information is available in the gallery (e.g wall text or caption)? Does this information affect or change the way you see it?
Art in Context – influences which shape the creation and reading of a work
Who is the artist? Do you think the background of the artist can inform us about why or how it was created, or what it might be about?
Was the artwork made for a particular location or event?
Does the artwork link to other works made by the artist?
How does the artwork link to work by other contemporary artists?
Does it connect to any art of the past?
What does the artwork tell us about the ideas and values of today’s world?
How does it link or comment on contemporary social, cultural and political issues such as consumerism, globalisation and multi-culturalism?
Does the work make use of modern materials and technology or perhaps it re-invents age-old processes?
Suggested activities
Listed below are some suggested activities. Please note that only pencils and paper are allowed in the gallery.
Quick/ simple activities
**Grids, patterns and systems.** Use simple geometric forms such as wooden blocks or card to explore systems and sequences to create patterns. Use graph paper and plot coordinates chosen by chance to understand how Kenneth Martin created his Chance and Order paintings. Experiment with bright/primary colours and use sticky pads and/or blue tac to create a raised surface that reflects the underside colours.
**Möbius strips.** Take a strip of paper and turn it once before joining the ends. Cut the loop that it makes into two, making two loops, one will be inside the other. You can then repeat the process on one of the remaining loops. This activity is full of surprise and encourages curiosity – it shows how we categorised two and three-dimensional objects before we have any real experience of them.
**Parabolas.** A parabola can be defined as the set of all points in the plane equidistant from a given line and a given point. Use graph paper to plot parabolas to demonstrate how Kenneth Martin created his mobiles.
**Colour and/or numerical sequencing.** Encourage children to experiment with colour and number sequences. Use graph paper and coloured pencils or experiment with coloured card, paper or three-dimensional shapes such as cubes and play blocks with different coloured faces. Challenge each other to ‘break the code’ and discover the sequence used. Children could also experiment with Fibonacci numbers to understand the Fibonacci spiral.
**Magic mobiles.** Ideas about balance, pivot points, light and shadow can be explored simply using your finger and a pencil. ‘Magic’ mobiles can be created using easily available materials such as painted paper shapes, nylon thread, straws, a hole puncher and a torch.
**Take a line for a walk.** This is a good sketchbook activity. Encourage students to look around the gallery or classroom and then draw what they see without taking their pencil from the paper. They can go over the line they draw as many times as they like but the challenge is not to take their pencil off the paper.
Extended activities and projects
**Systems, grids and chance environments.** Explore Kenneth Martin and Mary Martin’s use of systems and grids within their two and three-dimensional work. Students could explore a landscape or building using a system or grid as the starting point. For example, students could grid up a plan of the school and then select coordinates by chance within the grid. The points selected could then be recorded, perhaps through photography or painting. This activity could extend to outdoor landscapes/environments beyond the school.
**Pathway through a landscape.** Similar to the activity above, students could take a geometric shape such as a cube or half cube and sequence it in some way (by rotation, flipping, numerical series etc.) to create a path or pattern through the landscape. This would work well on a large scale and as a group activity.
**Computer patterns and sequencing.** What happens when a coloured shape is flipped, rotated and layered? What would happen if a relief by Mary Martin is translated into a computer design? This is an opportunity to create both hand-made and computer generated design – perhaps as a diptych or combined piece of work in some way to contrast the qualities of each.
Reliefs. Use found or recycled materials and glue to develop relief collages. Encourage students to experiment with shapes that have a relationship with each other. For example, they could use the golden section or number sequences or experiment with rotating and ‘tilting’ half cubes. Alternatively, contrast geometric shapes with more natural shapes. Combine sharp lines (perhaps use string and pins) and pure colours with curved shapes and mixed colours.
Materials. Kenneth Martin and Mary Martin chose to use modern, often industrial, materials in ways that had not previously been associated with art works. What materials are considered ‘modern’ today? Experiment with new materials (such as recycled plastics and papers) available today and find unusual or different ways to use them.
Mobiles & kinetic sculpture. Use wire, cotton, fishing line, nylon and/or withies to create more elaborate mobiles. Use a range of materials (including miscellaneous objects), colours and reflective surfaces to experiment with balance, colour, shape, light and shadow. Think about weight and position and how high or low to hang the mobile. Could the mobile be re-made in a slightly different shape or form? Shine a torch or direct light onto the mobile to create dramatic shadows. Depending on resources, extend to kinetic sculpture through the use of heat convectors and even simple motors.
Structured versus natural compositions. Start by preparing a textured coloured ground on canvas, card or paper. Develop a composition on this ground, by first creating a strong geometric structure using intersecting lines, geometric shapes such as triangles, ellipses and curves, perhaps based on a grid system or the golden section. Add to this a series of more organic or natural forms that seem to fit the structure – this could be done by simply taking a line for a walk (see Quick and Simple activities above) across the composition. Finally add small touches of bright colour.
Insignificant objects. Look at the objects around you in the classroom/ your home or here at the gallery. Compare your thoughts as to which objects are more important than others and why. Can a collection of everyday objects tell us something about a person? Younger children could create a box/bag/table with objects relating to a person and then guess who they might be. Older students could explore the idea of transforming ordinary or ‘poor’ objects.
Tate Resources
There is an Exhibition Study Point on Level three that has a selection of books relating to the exhibitions.
The Tate Shop has a selection of books, catalogues, postcards and related materials.
Visit www.tate.org.uk/schoolsteachers for up-to-date listings on CPD opportunities and to download resources – including this one – for free.
Websites
Tate online www.tate.org.uk
Tate E-Learning www.tate.org.uk/learnonline
Tate resources for schools and teachers www.tate.org.uk/schoolsteachers
Contacts
General enquires and group bookings
+44 (0) 1736 796226 firstname.lastname@example.org
Susan Lamb, Head of Learning
+44 (0) 1736 791116 email@example.com
Kerry Rice, Learning Curator: Schools & Teachers
+44 (0) 1736 791114 firstname.lastname@example.org
Tate publications have produced a series of Key Work Cards for Teachers including Landscape & Environment, Portrait & Identity, and Sculpture & Installation. For an order form call 01736 791114
The St Ives Archive Study Centre holds a range of material about artists associated with St Ives.
Tel: +44 (0) 1736 796408, e-mail: email@example.com www.stivestrust.co.uk/archivesite
Barbara Hepworth Museum and Sculpture Garden
Tel: +44 (0) 1736 796226
Barnoon Hill, St Ives, Cornwall, TR26 1AD
+44 (0) 1736 796226 firstname.lastname@example.org
Further reading / resources
Bernard Leach
Bernard Leach Come to the Edge, exhibition catalogue, Tate St Ives, 2005
Bernard Leach, Hamada and Their Circle from the Wingfield Digby Collection, Marston House, 1992
Blackie, Sebastian, Dear Mr Leach, A & C Black, London, 2004
Cooper, Emmanuel, Janet Leach, A Potter’s Life, Ceramic Review, 2006
Cooper, Emmanuel, Bernard Leach, Life and Work, Yale University Press, 2003
Dormer, Peter, The New Ceramics, Trends & Traditions, Thames & Hudson, 1999
Frankel, Cyril, Modern Pots, Hans Coper, Lucie Rie and their Contemporaries, The Lisa Sainsbury Collection, Thames & Hudson, 2000
Janet Leach A Retrospective, exhibition catalogue, Tate St Ives, 2006
Waal, Edmund de, *Bernard Leach*, Tate Gallery Publishing, 2003
www.leachpottery.com The Leach Pottery, St Ives (Note: closed for restoration)
www.theleachpotterystives.co.uk The Leach Pottery Restoration Project
www.e-vakimono.net - Information on Japanese Pottery
www.craftscouncil.org.uk Crafts Council
www.british-museum.ac.uk British Museum
www.caa.org.uk Contemporary Applied Arts
**Jonty Lees**
*Jonty Lees: Artist in Residence*, Tate St Ives, 2007
*Art Now Cornwall*, exhibition catalogue, Tate St Ives, 2007
www.documenta12.de Documenta 2007
www.jontylees.co.uk Jonty Lees
www.labiennale.org Venice Biennale 2007
www.projectbase.org.uk Project Base
www.tate.org.uk Information on the Turner Prize & Tate Triennial etc.
**Kenneth Martin and Mary Martin**
*Kenneth Martin and Mary Martin: Constructed Works* Camden Arts Centre 2007
Greive, Alastair, *Constructed Abstract Art in England*, Yale University Press, 2005,
**John Wells**
Rowe, Matthew, *John Wells, The Fragile Cell*, Tate Gallery Publishing, 1998
Klee, Paul, *On Modern Art*, trans. Paul Findlay, London, 1948
Klee, Paul, *The Pedagogical Sketchbook*, intro. & trans. Sibyl Moholy-Nagy, London, 1953
**St Ives**
*Homecoming The Pier Arts Centre Collection at Tate St Ives*, Essay by Andrew Dalton, 2003 Axten,
Janet, *Gasworks to Gallery: The Story of St Ives*, Tate Gallery, 1995
Berlin, S *Alfred Wallis: Primitive*, London, 1949
Cross, Tom, *St. Ives and British Modernism*, 1999.
Cross, Tom, *Painting the Warmth of the Sun, St Ives Artists, 1939-1975*, Penzance, 1984
Davies, Peter, *St Ives Revisited – Innovators and Followers*, Old Bakehouse Publications, 1994
Gale, M & Stephens C, *Barbara Hepworth: Works in the Tate Collection*, Tate Publishing, 1999
Gardiner, M *Barbara Hepworth, a Memoir*, Salamander Press, 1982
Hammacher, AH, *Barbara Hepworth*, Thames and Hudson, 1968 Revised Edition, 1987
*Barbara Hepworth, A Pictorial Biography*, Tate Publishing 1970. Reissued 1985
Mullins, E, *Alfred Wallis: Cornish Primitive*, London, 1994
Lax, Julian, *St. Ives. Eighty Years of Modernism*, 2001
Phillips M & Stephens C, *Barbara Hepworth Sculpture Garden*, Tate Publishing, 2002
Oldham, Alison, *Everyone was Working, Writers and Artists in Post War St Ives*, Tate St Ives/Falmouth College of Art, 2001
Thislewood, D (Ed), *Barbara Hepworth Re-considered*, Tate Liverpool, 1996
Val Baker, Denys, *Britain’s Art Colony by the Sea*, Samson and Co, 1959
Whybrow, Marion, *St Ives: 1883-1993: Portrait of an Art Colony*, Woodbridge, 1994
*St Ives 1939-64, Twenty-Five Years of Painting, Sculpture and Pottery*, Tate Gallery, 1985
The St Ives Artists Series, Tate Publishing includes: Terry Frost, Barbara Hepworth, Patrick Heron, Roger Hilton, Bernard Leach, Janet Leach, Alfred Wallis, Bryan Wynter and Christopher Wood.
Abstract art
The word abstract strictly speaking means to separate or withdraw something from something else. In that sense applies to art in which the artist has started with some visible object and abstracted elements from it to arrive at a more or less simplified or schematised form. Term also applied to art using forms that have no source at all in external reality. These forms are often, but not necessarily, geometric. Some artists of this tendency have preferred terms such as Concrete art or non-objective art, but in practice the word abstract is used across the board and the distinction between the two is anyway not always obvious. A cluster of theoretical ideas lies behind abstract art. The idea of art for art's sake - that art should be purely about the creation of beautiful effects. The idea that art can or should be like music - that just as music is patterns of sound, art's effects should be created by pure patterns of form, colour and line. The idea, derived from the ancient Greek philosopher Plato, that the highest form of beauty lies not in the forms of the real world but in geometry. The idea that abstract art, to the extent that it does not represent the material world, can be seen to represent the spiritual. In general abstract art is seen as carrying a moral dimension, in that it can be seen to stand for virtues such as order, purity, simplicity and spirituality. Pioneers of abstract painting were Kandinsky, Malevich and Mondrian from about 1910-20. A pioneer of abstract sculpture was the Russian Constructivist Naum Gabo. Since then abstract art has formed a central stream of modern art.
Constructionism
An extension of Constructivism in Britain from about 1950 in the work of Victor Pasmore, Kenneth Martin, Mary Martin and Anthony Hill. Naturally occurring proportional systems and rhythms underpinned their geometrical art. They were inspired by the theories of the American artist Charles Biederman and explored the legacy of the 'Constructive art' made in the 1930s by Ben Nicholson, Barbara Hepworth and Naum Gabo, whose contribution to the Russian Constructivism was exemplary. Hill insisted on using the term Constructionism for the British phenomenon, but Constructivism is more commonly found.
Constructivism
Particularly austere branch of abstract art founded by Vladimir Tatlin and Alexander Rodchenko in Russia around 1915. The constructivists believed art should directly reflect the modern industrial world. Tatlin was crucially influenced by Picasso's Cubist constructions (Construction 1914) which he saw in Picasso's studio in Paris in 1913. These were three-dimensional still lifes made of scrap materials. Tatlin began to make his own but they were completely abstract and made of industrial materials. By 1921 Russian artists who followed Tatlin's ideas were calling themselves Constructivists and in 1923 a manifesto was published in their magazine Lef: 'The material formation of the object is to be substituted for its aesthetic combination. The object is to be treated as a whole and thus will be of no discernible 'style' but simply a product of an industrial order like a car, an aeroplane and such like. Constructivism is a purely technical mastery and organisation of materials.' Constructivism was suppressed in Russia in the 1920s but was brought to the West by Naum Gabo and his brother Antoine Pevsner and has been a major influence on modern sculpture.
Cubism
Cubism was a new way of representing reality in art invented by Picasso and Braque from 1907-8. A third core Cubist was Juan Gris. The generally agreed beginning of Cubism was Picasso's celebrated Demoiselles D'Avignon of 1907. The name seems to have derived from the comment of the critic Louis Vauxcelles that some of Braque's paintings exhibited in Paris in 1908 showed everything reduced to 'geometric outlines, to cubes'. Cubism was partly influenced by the late work of Cézanne in which he can be seen to be painting things from slightly different points of view. Picasso was also influenced by African tribal masks which are highly stylised, or non-naturalistic, but nevertheless present a vivid human image. In their Cubist paintings Braque and Picasso began to bring different views of the object together on the picture surface. 'A head', said Picasso, 'is a matter of eyes, nose, mouth, which can be
distributed in any way you like. The head remains a head.' In practice however, the object became increasingly fragmented and the paintings became increasingly abstract. They countered this by incorporating words, and then real elements, such as newspapers, to represent themselves. This was Cubist collage, soon extended into three dimensions in Cubist constructions. This was the start of one of the most important ideas in modern art, that you can use real things directly in art. Cubism was the starting point for much abstract art including Constructivism and Neo-Plasticism. It also however, opened up almost infinite new possibilities for the treatment of reality in art.
**Minimalism**
Minimalism or Minimal art is an extreme form of abstract art that developed in the USA in the second half of the 1960s. It can be seen as extending the abstract idea that art should have its own reality and not be an imitation of some other thing. It picked up too on the Constructivist idea that art should be made of modern, industrial materials. Minimal artists typically made works in very simple geometric shapes based on the square and the rectangle. Many Minimal works explore the properties of their materials. Minimal art was mostly three-dimensional but the painter Frank Stella was an important Minimalist. The other principal artists were Andre, Flavin, Judd, Lewitt, Morris, and Serra. There are strong links between Minimal and Conceptual art. Aesthetically, Minimal art offers a highly purified form of beauty. It can also be seen as representing such qualities as truth (because it does not pretend to be anything other than what it is), order, simplicity, harmony.
**Proportion**
Proportion is the relationship of one part of a whole to other parts. In art it has usually meant a preoccupation of artists with finding a mathematical formula for the perfect human body. At the time of the Renaissance, Leonardo da Vinci and Albrecht Dürer attempted to find a formula that would enable the body to be exactly inscribed in a square or a circle. Their system seems to have been to first make the height the same as the full width of the outstretched arms, and then to add to the height so that the total height was equal to eight heads. Renaissance researches into proportion were inspired by the ancient Roman writer of a treatise on architecture, Vitruvius. A more general formula for perfect proportion is the **Golden Section** or Golden Mean. This is defined as a line divided so that the smaller part is to the larger part as the larger part is to the whole. It works out at roughly $8:13$ or a bit over one third to two thirds. In one way or another the Golden Section can be detected in most works of art. It so named because it was considered to have some special aesthetic virtue in itself.
**Kinetic art**
The word kinetic means relating to motion. Kinetic art is art that depends on motion for its effects. Since the early twentieth century artists have been incorporating movement into art. This has been partly to explore the possibilities of movement, partly to introduce the element of time, partly to reflect the importance of the machine and technology in the modern world, partly to explore the nature of vision. Movement has either been produced mechanically by motors or by exploiting the natural movement of air in a space. Works of this latter kind are called mobiles. A pioneer of Kinetic art was Naum Gabo with his motorised Standing Wave of 1919-20. Mobiles were pioneered by Alexander Calder from about 1930. Kinetic art became a major phenomenon of the late 1950s and the 1960s.
**Relief**
A relief is a wall mounted sculpture in which the three dimensional elements are raised from a flat base. Any three dimensional element attached to a basically flat wall mounted work of art is said to be in relief or a relief element.
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CONCENTRATION
START POSITION
stand hip-width apart with relaxed legs (knees not locked).
Breathing is free.
STEP 1: arms straight to shoulder level & feet turn outward
STEP 2: turn palms up & feet move back looking straight ahead
STEP 3: turn palms down & feet turn outward
STEP 4: arms move down & feet move back looking straight ahead
Duration: 2-3 minutes (max. 5)
Afterwards, give time for the body to work. Feel your body, breathe freely and give in if the body wants to move. [Let the body work](#) | <urn:uuid:c39fb356-479c-458b-9cea-f9b82422b787> | CC-MAIN-2023-50 | http://bodies-at-work.com/wordpress/wp-content/uploads/CONCENTRATION_full-body_01.pdf | 2023-12-07T21:01:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00294.warc.gz | 6,504,867 | 129 | eng_Latn | eng_Latn | 0.951382 | eng_Latn | 0.951382 | [
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CONCUSSION POLICY
PLAYERS’ HEALTH AND SAFETY FIRST
CANADA SOCCER SPORTS MEDICINE COMMITTEE
NOTE TO PROVINCIAL, TERRITORIAL AND LOCAL SOCCER ORGANIZATIONS
As part of a pre-season concussion education strategy, we recommended:
1. Our players and parents/guardians should review as a minimum, the Summary section of this document, OR both the Respond and Recognize sections of this document (recommended) as part of their soccer registration process.
2. All participants in our sport should be encouraged to familiarize themselves with the entirety of our Concussion Guidelines.
Baseline [pre-season] testing of youth (<18 years) and adult recreational athletes using any tool or combination of tools is not required for post-injury care of those who sustain a suspected or diagnosed concussion and is not recommended.
For the communication between physicians and soccer coaches, team officials and clubs we recommend using: Canada Soccer’s Concussion Assessment Report, available at canadasoccer.com.
Generic concussion reporting letters are also available through Parachute Canada:
http://www.parachutecanada.org/downloads/injurytopics/Medical-Assessment-Letter_Parachute.pdf & http://www.parachutecanada.org/downloads/injurytopics/Medical-Clearance-Letter_Parachute.pdf
A concussion is a brain injury.
All concussions should be regarded as potentially serious.
Most concussions recover completely with correct management.
Incorrect management of a concussion can lead to further injury.
Concussions should be managed according to current guidelines.
Anyone with suspected concussion following an injury must be immediately removed from playing or training and receive a prompt assessment by a medical doctor or nurse practitioner.
Concussions are managed by licensed health care professionals working within their scope of practice and expertise.
Concussions are managed by a limited period of rest followed by avoiding physical and brain activities that make concussive symptoms worse, and once concussion related symptoms have resolved, a step-wise return to school, work and sports-related activities.
Return to education or work must take priority over return to playing soccer.
Concussion symptoms must have completely resolved and documented medical clearance completed by a medical doctor or nurse practitioner must be received before resuming full contact practice or game play.
The recurrence of concussion symptoms subsequent to the return to full contact practice or game play requires removal from training or playing and reassessment.
CANADA SOCCER CONCUSSION POLICY
THE FINE PRINT
This policy is intended for those managing concussion in soccer at all levels. Professional and National level players typically have access to an enhanced level of medical care, which means that their concussion and their return to play can be managed in a more closely monitored way.
The Policy is based on current evidence and examples of best practice taken from soccer organizations around the world and other sports, including the Football Association, the Scottish FA, World Rugby, and the Canadian Concussion Collaborative. They are consistent with The Canadian Guideline on Concussion in Sport, (Toronto: Parachute, 2017) and the current Consensus Statement on Concussion in Sport issued by the Fifth International Conference on Concussion in Sport, Berlin 2017. The Policy has been reviewed and is approved by Canada Soccer Sports Medicine Committee.
While this policy aims to reflect ‘best practice’, it must be recognized that there is a current lack of evidence with respect to their effectiveness in preventing long-term harm. Canada Soccer Sports Medicine Committee will continue to monitor research and consensus in the area of concussion and update its policies accordingly.
This version was adopted by Canada Soccer in 2018.
ADDITIONAL RESOURCES
WEBSITES
Sport Information Resource Centre [SIRC]:
http://sirc.ca/resources/concussion
Coaching Association of Canada: Making Head Way Concussion eLearning Series:
https://www.coach.ca/concussion-awareness-s16361
Parachute:
www.parachutecanada.org/concussion
Concussion Awareness Training Tool:
www.catonline.com
Ontario Ministry of Health Concussion Resources:
http://www.health.gov.on.ca/en/public/programs/concussions/
VIDEOS
Dr. Mike Evans Health Lab – Concussions:
https://www.reframehealthlab.com/concussions/
RESPOND – WE ALL NEED TO PLAY A PART IN THE RECOGNITION AND MANAGEMENT OF CONCUSSION
As Canadians, we have a heightened awareness of concussions, related to increased media coverage of this brain injury with its range of outcomes, incidents involving high profile athletes with concussion, and increasing understanding of the consequences of repetitive brain trauma, primarily within professional sports.
WHAT IS A “CONCUSSION”?
Concussion is an injury to the brain resulting in a disturbance of brain function involving thinking and behavior.
WHAT CAUSES CONCUSSION?
Concussion can be caused by a direct blow to the head or an impact to the body causing rapid movement of the head.
ONSET OF SYMPTOMS
Symptoms of concussion typically appear immediately but may evolve within the first 24-48 hours.
WHO IS AT RISK?
All of our sport’s participants (players, but also team staff and officials).
Some soccer participants are at increased risk of concussion:
▶ Children and adolescents (18 years and under) are more susceptible to brain injury, take longer to recover, and are susceptible to rare dangerous brain complications, which may include death.
▶ Female soccer players have higher rates of concussion.
▶ Participants with previous concussion are at increased risk of further concussions - which may take longer to recover.
WHAT ARE THE DANGERS OF BRAIN INJURY?
Failure to recognize and report concussive symptoms or returning to activity with ongoing concussion symptoms set the stage for:
1. Cumulative concussive injury
2. Second Impact Syndrome
Second impact syndrome is a rare occurrence. An athlete sustains a brain injury and while still experiencing symptoms (not fully recovered), sustains a second brain injury, which is associated with brain swelling and permanent brain injury or death. Brain swelling may also occur without previous trauma.
Recurrent brain injury is currently implicated in the development of Chronic Traumatic Encephalopathy
Chronic Traumatic Encephalopathy (CTE) is a progressive degenerative brain disease seen in people with a history of brain trauma. For athletes, the brain trauma has been repetitive. Originally described in deceased boxers, it now has been recognized in many sports. Symptoms include difficulty thinking, explosive and aggressive behavior, mood disorder (depression), and movement disorder (parkinsonism).
RECOGNIZE – LEARN THE SIGNS AND SYMPTOMS OF A CONCUSSION SO YOU UNDERSTAND WHEN A SOCCER PLAYER MIGHT HAVE A SUSPECTED CONCUSSION.
Everyone involved in the game (including side-line staff, coaches, officials, players, parents and guardians of children and adolescents) should be aware of the signs, symptoms and dangers of concussion. If any of the following signs or symptoms are present following an injury the player should be suspected of having concussion and immediately removed from play or training.
“If in doubt, sit them out.”
“It is better to miss one game than the whole season.”
VISIBLE CLUES OF CONCUSSION – WHAT YOU MAY SEE:
Any one or more of the following visual clues can indicate a concussion:
▶ Dazed, blank or vacant look
▶ Lying motionless on ground / slow to get up
▶ Unsteady on feet / balance problems / falling over / poor coordination
▶ Loss of consciousness or responsiveness
▶ Confused or not aware of play or events
▶ Grabbing, clutching, or shaking of the head
▶ Seizure
▶ More emotional or irritable than normal for that person
▶ Injury event that could have caused a concussion
SYMPTOMS OF CONCUSSION – WHAT YOU MAY BE TOLD BY AN INJURED PLAYER:
The presence of any one or more of the following symptoms may suggest a concussion:
▶ Headache or “Pressure in head”
▶ Dizziness or balance problems
▶ Mental clouding, confusion, or feeling slowed down
▶ Trouble seeing
▶ Nausea or vomiting
▶ Fatigue
▶ Drowsiness or feeling like “in a fog” or difficulty concentrating
▶ Sensitivity to light or noise
▶ Difficulty with reading, learning or work
▶ Sleep problems: getting asleep, too much or too little
▶ Emotional / anger / sad / anxious
The Concussion Recognition Tool 5 is valuable for all first responders in recognizing suspected concussion and responding to more severe brain injury or potential neck injury.
CONCUSSION RECOGNITION TOOL 5®
To help identify concussion in children, adolescents and adults
STEP 1: RED FLAGS – CALL AN AMBULANCE
If there is concern after an injury including whether ANY of the following signs are observed, the athlete should be removed from play/removed from activity and removed from play/removed from activity. If no licensed healthcare professional is available call an ambulance or urgent medical assessment.
- Neck pain or tenderness
- Seizure or convulsion
- Weakness or tingling
- Severe or unrelenting headache
- Loss of consciousness
- Increasing restlessness, agitation or combative
- Do not attempt to move the player (other than required to airway or spine stabilization)
- Do not remove helmet or any other equipment unless trained to do so safely
- Assessment for a spinal cord injury is critical
Remember:
- In all cases, the health principles of first aid (danger, response, care, and safety) should be followed.
STEP 2: OBSERVABLE SIGNS
Visual clues that suggest possible concussion include:
- Lying motionless on the playing surface
- Slow to get up after a direct or indirect hit to the head
- Balance or coordination problems
- Slurred speech
- Confusion or an inability to respond appropriately to questions
- Drowsiness
- Blurred vision
- More emotional
- Difficulty concentrating
- More irritable
- Difficulty remembering
- Sadness
- Feeling slowed down
- Nervous or anxious
- Fatigue or low energy
- Neck Pain
- “Don’t feel right”
- Feeling like “in a fog”
STEP 3: SYMPTOMS
(MINORS)
- Headache
- “Pressure in head”
- Balance problems
- Nausea or vomiting
- Dizziness
- Blurred vision
- Sensitivity to light
- Sensitivity to noise
- Fatigue or low energy
- “What team did you play last game?”
- “What was your favorite game?”
- “What did you eat for lunch?”
- “Who scored last in this game?”
Failure to answer any of these questions correctly indicates a suspected concussion and appropriate for each sport correctly answer suggests a concussion:
STEP 4: MEMORY ASSESSMENT
(MINORS)
- “What venue are we playing at today?”
- “Which hat is it now?”
- “Different team than last game?”
Athletes with suspected concussion should:
- Not be left alone initially (at least for the first 1-2 hours).
- Not drink alcohol.
- Not use recreational/prescription drugs.
- Not be sent home by themselves. They need to be with a responsible adult.
- Not drive a motor vehicle until cleared to do so by a healthcare professional.
The CRT5 may be freely copied in its current form for distribution to individuals, teams, groups and organisations. Any revision and any reproduction in a digital form requires approval by the Concussion in Sport Group. It should not be altered in any way, translated or sold for commercial gain.
ANY ATHLETE WITH A SUSPECTED CONCUSSION SHOULD BE IMMEDIATELY REMOVED FROM PRACTICE OR PLAY AND SHOULD NOT RETURN TO ACTIVITY UNTIL ASSESSED MEDICALLY EVEN IF THE SYMPTOMS RESOLVE
© Concussion in Sport Group 2017
© Concussion in Sport Group 2017
REMOVE – IF A SOCCER PLAYER HAS A SUSPECTED CONCUSSION HE OR SHE MUST BE REMOVED FROM ACTIVITY IMMEDIATELY.
Team-mates, staff, coaches, players or parents and guardians who suspect that a player may have concussion MUST work together to ensure that the player is removed from play in a safe manner.
If a neck injury is suspected the player should not be moved and should only be removed from the field of play by emergency healthcare professionals with appropriate spinal care training. Call 911. Activate your emergency action plan.
More severe forms of brain injury may be mistaken for concussion. If ANY of the following are observed or reported within 48 hours of an injury, then the player should be transported for urgent medical assessment at the nearest hospital (symptoms below). Call 911. Activate your emergency action plan.
- Neck pain or tenderness
- Deteriorating consciousness (more drowsy)
- Increasing confusion or irritability
- Severe or increasing headache
- Repeated vomiting
- Unusual behavior change
- Seizure
- Double vision
- Weakness or tingling / burning in arms or legs
ANYONE WITH A SUSPECTED CONCUSSION SHOULD NOT:
- be left alone until they have been assessed medically
- consume alcohol or recreational drugs in the first 24 hours, and thereafter should avoid alcohol or recreational drugs until free of all concussion symptoms
- drive a motor vehicle until cleared to do so by a medical doctor or nurse practitioner
RE-ENTRY – A LICENSED HEALTHCARE PROFESSIONAL WITH EXPERTISE IN THE EVALUATION AND MANAGEMENT OF HEAD INJURY AND CONCUSSIONS MAY REVIEW A PLAYER WITH SUSPECTED CONCUSSION AT FIELD SIDE.
A player who has been removed from play who reports NO concussion symptoms and NO visual clues of a concussion can be returned to play. Any such player should be monitored for delayed symptoms, which may appear over the next 24-48 hours. If there is any doubt whether a player has sustained a concussion, they should be removed from play and undergo medical assessment by a medical doctor or nurse practitioner.
REFER - ONCE REMOVED FROM PLAY, THE PLAYER WITH SUSPECTED CONCUSSION MUST BE REFERRED TO A MEDICAL DOCTOR OR NURSE PRACTITIONER WITH TRAINING IN THE EVALUATION AND MANAGEMENT OF HEAD INJURY AND CONCUSSIONS.
All cases of suspected concussion require referral to medical doctors or nurse practitioners for diagnosis, even if the symptoms resolve.
In geographic regions of Canada with limited access to medical doctors (rural or northern communities), a licensed healthcare professional (i.e., nurse) with support from a medical doctor or nurse practitioner can provide this diagnostic evaluation.
REPORT – COMMUNICATION BETWEEN PLAYERS, PARENTS, TEAM STAFF, AND THEIR HEALTH CARE PROVIDERS IS VITAL FOR THE WELFARE OF THE PLAYER.
Players, parents and guardians must disclose the nature of, and status of all active injuries (including concussions) to coaches and team staff.
Players need to be responsible for one another and encourage the disclosure of concussion symptoms.
For children and adolescents with suspected concussion who have not been directly transferred for medical management, coaches must communicate their concerns directly with the parents or guardians.
RECOVER – AVOIDING PHYSICAL AND BRAIN ACTIVITIES THAT MAKE CONCUSSIVE SYMPTOMS WORSE IS THE CORNERSTONE OF CURRENT CONCUSSION MANAGEMENT.
The management of a concussion involves an initial limited period (<24-48 hours) of physical and brain rest.
Stage 1 of the Return-to-Soccer Strategy (see Return to Soccer Strategy, page 11) involves avoiding or limiting physical and brain activities that make concussive symptoms worse.
Once concussion related symptoms have resolved, the player may start Stage 2 and continue to proceed to the next level when he/she completes the stage without a recurrence of concussion-related symptoms.
In conjunction with your school and educational professionals and health care provider, recommendations will be made about whether it is appropriate to take time away from school, or whether returning to school should be done in a graded fashion, this is called “return to learn”.
Your health care provider will also make recommendations about whether it is appropriate to take time away from work, or whether returning to work should be done in a graded fashion, this is called “return to work”.
RETURN TO PLAY
Players who have been removed from play and referred for medical assessment for a suspected concussion who provide a completed Concussion Assessment Medical Report that is signed by a medical doctor or nurse practitioner which documents NO active concussion may participate in training sessions and game play.
Players who have been removed from play and referred for assessment for a suspected concussion who provide a completed Concussion Assessment Medical Report that is signed by a medical doctor or nurse practitioner which documents a concussion diagnosis may participate in training sessions (Stage 3 and 4) within the Return-to-Soccer Strategy (next page), once they or their parents/guardians report NO concussion symptoms and successfully completing Stage 2 (15 minutes of light aerobic activity).
Players who have concluded Stage 4 within a Return-to-Soccer Strategy who provide a second completed Concussion Assessment Medical Report that is signed by a medical doctor or nurse practitioner which documents recovered concussion may participate in full contact training sessions (Stage 5) and subsequently, game play within the Return-to-Soccer Strategy (next page), if they remain clear of concussion symptoms.
REASSESS
A player with prolonged concussion recovery (>4 weeks for youth athletes, >2 weeks for adult athletes), or recurrent or complicated concussions, should be assessed and managed by a medical doctor with experience in sports-related concussions, working within a multidisciplinary team.
Depending on the severity and type of the symptoms, players may progress through the following stages at different rates. Stages 2-4 should each take a minimum of 24 hours in adults, and longer in those 18 years and under.
If the player experiences new symptoms or worsening symptoms at any stage, they should go back to the previous stage and attempt to progress again after being free of concussion-related symptoms for 24 hour or seek medical attention.
| STAGE | EXERCISE ALLOWED | % MAX HEART RATE | DURATION | OBJECTIVE |
|-------|----------------------------------------------------------------------------------|------------------|----------------|-----------------------------------------------|
| 0 | Rest | No training | < 1-2 Days | Rest |
| 1 | Daily activities that do not provoke symptoms | | Until concussion symptoms clear | Recovery Symptom free |
| 2 | Walking, light jogging, swimming, stationary cycling or at slow to medium pace | < 70% | < 15 min | Increase heart rate |
| 3 | Simple movement activities ie. running drills | < 80% | < 45 min | Add movement |
| 4 | Progression to more complex training activities with increased intensity, coordination and attention e.g. passing, change of direction, shooting, small-sided game May start resistance training NO head impact activities including NO heading goalkeeping activities should avoid diving and any risk of the head being hit by a ball | < 90% | < 60 min | Exercise, coordination and skills/tactics |
| 5 | Normal training activities ie tackling, heading, diving saves | < 100% | | Restore confidence and assess functional skills by coaching staff |
| 6 | Normal game play. | < 100% | | Player rehabilitated |
Youth (<18 years) and adult student-athletes have returned to full-time school activities at this time
Repeat medical assessment with second Concussion Assessment Medical Report | <urn:uuid:bb416880-cacd-4072-8db9-c3778ed22ef7> | CC-MAIN-2024-22 | https://www.bcsoccer.net/media/ja1jfbn2/2018_concussion_policy_digital_en.pdf | 2024-05-28T16:57:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059143.84/warc/CC-MAIN-20240528154421-20240528184421-00747.warc.gz | 561,390,179 | 4,074 | eng_Latn | eng_Latn | 0.925737 | eng_Latn | 0.996001 | [
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There are many benefits of eating a diet rich in spices. Spices provide a wide variety of flavor combinations to enhance the taste of healthy foods, and they contain phytonutrients that protect our bodies by reducing harmful amounts of inflammation and oxidative stress. As with all plant foods, eat a variety of spices regularly for the greatest health benefits.
**Health Benefits**
Eating a diet rich in spices has been associated with improved blood sugar health, blood vessel health, digestive health, a greater sense of fullness from meals, and even a lower risk of death. Below are some of the health benefits shown in research studies.
- **Cardamom**: anti-inflammatory, blood sugar health, cell protection, heart health
- **Cinnamon**: anti-inflammatory, blood sugar health, heart health
- **Cumin**: blood sugar health, cell protection, heart health
- **Fennel**: digestive health, hormonal health
- **Garlic**: anti-inflammatory, blood sugar health, blood vessel health, cell protection, heart health, liver health
- **Ginger**: anti-inflammatory, blood sugar health, cell protection, digestive health, heart health, pain relief
- **Saffron**: blood sugar health, brain health, cell protection, heart health
- **Turmeric**: anti-inflammatory, blood sugar health, brain health, digestive health, heart health
While very high amounts of spices (or isolated chemicals within spices) are typically used in medical research, some studies have shown that even culinary amounts of spices have health benefits.
**Tips for Buying and Storing Spices**
- Avoid spices that contain fillers (e.g., sugar, maltodextrin, gluten, artificial colors, preservatives, synthetic anti-caking agents).
- If you buy spices in bulk, store them in air-tight glass or tin containers. Store in a cool, dark place. Heat, light, and moisture will accelerate loss of flavor. Don’t buy large quantities – buy what you think you’ll use within 6–12 months.
- You can buy spices in their fresh, dried, whole, cracked, coarsely ground, and finely ground forms.
- High temperatures can cause spices to cake or harden and change or lose color.
- Under ideal conditions, ground spices will keep for about a year and whole spices for 2–3 years. To test, rub between fingers to detect an aroma. If you smell it clearly, it’s still potent.
**Tips for Eating More Spices**
- Add cinnamon or ginger to smoothies or coffee.
- Sprinkle cumin, red pepper, or fennel seeds in soups.
- Stew fruits with a cinnamon stick, cardamom, and a vanilla pod.
- Marinate lean meats in curry powder or curry pastes.
- Sprinkle cinnamon and nutmeg over oatmeal or whole grain toast for breakfast.
- Choose meals from cuisines around the world for the widest variety of spices.
**Overall Takeaway:** Spices have more benefits than simply providing flavor. Aim to eat a variety of spices every day. | <urn:uuid:de293f88-c21b-4167-9796-438759960a1e> | CC-MAIN-2024-22 | https://blog.lifescapepremier.com/hubfs/Health%20Benefits%20of%20Spices.pdf | 2024-05-28T17:54:59+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059143.84/warc/CC-MAIN-20240528154421-20240528184421-00746.warc.gz | 107,717,403 | 622 | eng_Latn | eng_Latn | 0.995659 | eng_Latn | 0.995659 | [
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Definition of a Healthy Food Environment
A healthy food environment is one where healthy foods and beverages are the norm. A healthy food environment is supportive of, and encourages eating healthy foods and beverages by making healthy foods and beverages available, appealing and affordable.
Vision
Municipal and Recreation settings will be providing healthy food environments for all.
Scope
This policy shall apply to foods and beverages served and sold at Municipal and Recreation facilities, setting, programs, meetings, and events, which includes:
- vending machines
- canteens
- concessions
- catering and café/restaurants
- dining halls
- tournaments
- sporting events
- hospitality suites
- special events and festivals
- meetings
- training
- programming for all ages.
Community groups and individuals who are renting the municipal/recreation facilities shall be informed of the policy and shall be encouraged to adhere to the policy.
The maximum/moderate/minimum criteria shall be applied as 50%/40%/10% for every instance that involves foods and beverages except in cases where this document explicitly outlines exceptions.
Goals
- Create healthy food environments.
- Increase healthy food and beverage options and decrease unhealthy food and beverage options.
- Improve the availability, appeal, and affordability of healthy foods and beverages.
- Improve attitudes, perceptions, and behaviours around healthy eating.
- Increase the number of municipal councils and departments who are leaders in encouraging and supporting healthy eating policies.
Policy Components
1. Food and Beverages served and sold
This policy applies to:
- vending machines
- canteens
- concessions
- catering and café/restaurants
- dining halls
- tournaments
- sporting events
- hospitality suites
- special events and festivals
- meetings
- training
- programming for all ages.
This policy also applies to sponsorship, fundraising, and gifts purchased.
Food and beverages served and sold will:
- Reflect the nutrient criteria for the three categories of food and beverages:
- Maximum
- Moderate
- Minimum
- Each type of service within a setting (vending, canteen, programming, etc) must fit within the criteria of 50% maximum, 40% moderate, 10% minimum.
See the toolkit for food and beverage suggestions.
Tea and coffee are excluded.
This policy does not apply to food and beverages brought into municipal and recreation settings, facilities, programs, meetings and events from home or outside by an individual for their own consumption.
2. Portion Sizes
It is important that the portion sizes offered reflect and support healthy eating behaviours. Large portions (i.e., “super-size”) not only provide more calories, but studies show that when people are served larger portions, they also eat more food.
Appropriate portions of food and beverages will be served and sold. Super-sized portions are not appropriate to serve or sell. Refer to Canada’s Food Guide to
Healthy Eating for information related to portion sizes, available here: http://hc-sc.gc.ca/food-guide-aliment/index-eng.php and in the toolkit.
3. Food Safety
Nova Scotian’s need to have safe food.
All Not-for profit organizations within this setting are to serve or sell food under the requirements outlined in Nova Scotia Department of Agriculture’s Position Paper “Home Preparation of Potentially Hazardous Foods by Not-for Profit Organizations”. (http://novascotia.ca/agri/documents/food-safety/home-preparation-NFP.pdf)
Food establishments within this setting which hold a food establishment permit from Nova Scotia Department of Agriculture are to prepare and serve foods in accordance with Nova Scotia Food Safety Regulations. http://www.novascotia.ca/JUST/regulations/regs/hpafdsaf.htm
4. Breastfeeding
Municipal and Recreation settings will provide a welcoming environment for mothers to breastfeed anywhere, anytime in the setting as desired.
5. Dietary Considerations
Whenever possible provide options for individuals with dietary restrictions and/or preferences (e.g., medical conditions, allergies, cultural and /or religious beliefs, vegetarians).
Appropriate allergy/anaphylaxis policies are required.
6. Clean Drinking Water
Water is an essential nutrient. Adequate hydration improves brain function, alertness and energy levels. Access to safe, potable water should be provided in all municipal and recreation settings. Use of reusable water containers should be encouraged.
- Ensure free access to safe, potable water in all settings whenever possible.
- Tap water is to be used, if the water source is deemed safe. If unsafe, label appropriately.
- For well water, ensure adequate testing of water source. If water is not potable, bottled water is to be used/made available.
- Reusable water pitchers, glasses and bottles are to be used whenever possible.
- Promote consumption of water during recreation and sport activities.
7. Promotion, Advertising and Pricing
Every effort should be made to market and promote healthy food options in all municipal and recreation settings (e.g., menus, signage, promotional pricing).
Thoughtful pricing strategies have been shown to improve the intake of healthy foods when they are priced in a manner that makes them accessible to the majority of the population. It is recommended that when pricing is considered, ensure healthy foods are priced competitively with unhealthy foods.
8. Placement
The placement or visibility of foods increases the likelihood that those foods will be chosen. Priority space should be given to healthy food and beverages as defined by the Maximum Nutrition list (e.g., counter-top refrigerators, placement of fruits and vegetables at eye level).
9. Fundraising
Non-food items are the preferred method of fundraising. If food and beverage items are used for fundraising they shall conform to the maximum or moderate nutrition criteria.
10. Special Functions
External groups holding functions and food vendors are encouraged to follow the policy.
Municipalities shall adhere to the policy, with the exception of three (3) events per year that can be 60% maximum and moderate, 40% minimum. Municipalities are encouraged to adhere to the policy for all events.
11. Nutrition Education
Municipalities and recreation organizations can play a supportive role in nutrition education by:
- Supporting and sharing the standardized maximum, moderate and minimum nutrient criteria.
- Working with partners to identify opportunities and quality education sources and resources to model and share healthy food education.
12. Partnerships
For successful implementation the healthy eating policy requires support from many partners which could include: food vendors, District Health Authorities, community groups, other municipal departments (waste resource, sustainability, planning), food suppliers and distributors, schools and day cares.
To improve and contribute to a healthy food environment collaborative efforts could include: food packaging, NS products/produce, accessibility, pricing, group buying, and education of why changes are happening.
Town Clerk/Treasurer’s Annotation For Official Policy Book
Date of Notice to Council Members
Of Intent to Consider (7 days minimum): November 24, 2014
Date of Passage of Current Policy: December 8, 2014
I certify that this Policy was adopted by Council as indicated above.
[Signature]
Joyce U. Young
Town Clerk/Treasurer
December 9, 2014 | <urn:uuid:7542ab90-a6f3-4891-89e0-b6d6114c5cbb> | CC-MAIN-2019-04 | http://www.lockeport.ns.ca/docs/GG017.pdf | 2019-01-23T02:39:19Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00489.warc.gz | 335,630,454 | 1,446 | eng_Latn | eng_Latn | 0.991832 | eng_Latn | 0.994249 | [
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Tel Aviv and the Israeli Government Spar Over School Maps Showing 1967 Borders
The Tel Aviv municipality is spearheading a rare initiative: teaching students about the Green Line. But the Education Ministry is barring the use of maps depicting occupied territories, 'not even as a poster on the wall'
An old map of 'Greater Israel,' other countries labeled 'Enemies.' Art by Sivan Hurwitz. Credit: Sivan Hurwitz
With the new school year about to open, the Tel Aviv-Jaffa municipality sent its schools maps showing the Green Line, which was Israel’s pre-1967 border. But the Education Ministry told the municipality on Monday that it can’t use the map – “not even as a poster on the wall.”
Most religious public schools have also opposed use of the map. But other schools plan to hang the maps in some 2,000 classrooms around the city on Tuesday.
On Tuesday morning, Deputy Mayor Chen Arieli said that the city will post the maps in classrooms in defiance of the Education Ministry. In a tweet she published, Arieli said that students "deserve to be raised in a realistic space, and not a censored one."
"It’s important to us that students know Israel’s sovereign borders and the complex reality in areas where Jewish citizens of Israel and Arabs under the Palestinian Authority’s control live side by side," Mayor Ron Huldai wrote in a letter to school principals.
In most schools, there is almost no discussion of Israel’s borders. Commercially produced maps are hung in classrooms only at the initiative of local governments or individual schools, and they generally don’t show the Green Line.
Textbooks, which require ministry approval, also barely address this issue. And no official Israeli map shows the Green Line, under a cabinet decision made back in 1967.
Consequently, Tel Aviv’s initiative is exceptional.
The kit it sent to schools contains three maps – a map of Tel Aviv-Jaffa; a map of Israel, the West Bank and Gaza Strip that shows both the Green Line and Israel’s current political borders (which aren’t identical); and a map of the eastern Mediterranean Basin. The middle map also shows the areas transferred to Palestinian Authority control under the Oslo Accords. Arab schools received the same three maps in Arabic.
- Israeli Schools’ Map to Ignorance
- Why Do U.S. Jewish Camps Erase the Green Line?
- No One Knows Where Israel Ends and the Palestinian Territories Begin
In most places, Israel’s current borders are similar to the Green Line, which is where the cease-fire line ran following the 1948 War of Independence. But it annexed East Jerusalem and the Golan Heights, both areas beyond the Green Line, after 1967. In contrast, it never annexed the West Bank or Gaza.
In his letter to schools, Huldai said that familiarity with “the state, its landscapes and its borders is essential for producing an involved citizen,” and the map should be used as a “necessary accessory in almost every subject in the curriculum,” including history, geography, language arts and current events.
'Censoring reality'
The city began preparing the maps two years ago at the initiative of Deputy Mayor Chen Arieli, who cosigned the letter to principals, and the head of the city’s education department, Shirley Rimon.
“Instead of censoring reality, the map allows it to be discussed,” Arieli said. “To raise active citizens, they have to understand the region – which includes the Green Line.” The map, she added, “will enable students to better understand the reality we live in; that should be in everyone’s interest.”
But the letter to principals also acknowledged that discussing Israel’s borders involves some “complexity,” since Israel’s situation is “sometimes controversial, sometimes changeable and sometimes does change in accordance with government policy.”
In 2007, then-Education Minister Yuli Tamir ordered school maps to show the Green Line. Rightists were furious, and the decision hadn’t yet been implemented when Tamir was replaced by Gideon Sa’ar two years later.
A study conducted by Prof. Avner Ben-Amos of Tel Aviv University two years ago concluded that history, civics and geography textbooks, with only a few exceptions, treat “Jewish control and the Palestinians’ inferior position as almost natural and self-evident developments that don’t need to be thought about.” He acknowledged that the Green Line appears on historical maps, but otherwise, he said, all Israeli governments have sought to obscure its existence.
The Education Ministry said that Tel Aviv’s map was “unprofessional and amateurish” in both its cartography and “its tendentious use of the term ‘sovereignty line.’” Moreover, the ministry never approved it, so it can’t be “taught or even used as a poster on the walls.”
The only party authorized to draw Israel’s maps, it added, is the Survey of Israel. But in the past, that government agency has reportedly refused to reveal where the Green Line runs, saying this information “would endanger Israel’s foreign relations.” | <urn:uuid:e3061ba6-266f-46bc-875b-3c273afa2381> | CC-MAIN-2022-40 | https://paradigmlostbook.files.wordpress.com/2022/08/kashti_tel-aviv-vs-the-israeli-government-on-banning-the-green-line-from-maps.pdf | 2022-09-30T22:57:13+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.37/warc/CC-MAIN-20220930212504-20221001002504-00359.warc.gz | 503,237,977 | 1,032 | eng_Latn | eng_Latn | 0.989902 | eng_Latn | 0.996543 | [
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The objectives of the research reported here were (1) to develop and test the Developmental Sentence Scoring (DSS) technique, a method for quantifying the increasing use of syntactic and morphological structures in the spontaneous speech of children between the ages of three and seven, (2) to establish age norms for syntactic and morphological mastery against which the spontaneous speech of atypical children could be compared, (3) to evaluate a procedure for obtaining a reliable sample of children's spontaneous speech which could be easily used in a school or clinical setting, and (4) to provide information on the normal developmental order of grammatical structures, which could be a guideline for remedial training of children with language problems. The author feels that the DSS technique would be appropriate in establishing accurate baselines for research in language development and in comparing the relative effectiveness of various teaching methods. Its particular value is seen to lie in the fact that it, in contrast to other approaches, assesses the "end product" of language learning, the child's actual performance in verbal communication with the adult world. (Author/FWB)
FINAL REPORT
Project No. 9-E-018
Contract No. OEG-5-9-23018-0033 (O10)
DEVELOPMENTAL SENTENCE SCORING:
A METHOD OF QUANTIFYING THE DEVELOPMENT
OF SYNTAX AND MORPHOLOGY IN CHILDREN'S LANGUAGE
Laura L. Lee
Northwestern University
Evanston, Illinois 60201
July, 1970
U.S. DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
Office of Education
Bureau of Research
Final Report
Project No. 9-E-018
Contract No. OEG-5-9-235018-0033 (010)
Developmental Sentence Scoring:
A Method of Quantifying the Development
of Syntax and Morphology in Children's Language
Laura L. Lee
Northwestern University
Evanston, Illinois
July, 1970
The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy.
U.S. DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
Office of Education
Bureau of Research
CONTENTS
| Section | Page |
|----------------------------------------------|------|
| SUMMARY | 1 |
| BACKGROUND FOR THE STUDY | 3 |
| METHOD | 5 |
| RESULTS | 17 |
| CONCLUSIONS AND RECOMMENDATIONS | 20 |
| REFERENCES | 22 |
TABLE 1. Hypothetical corpus of 30 sentences illustrating Developmental Sentence Scoring... 15
TABLE 2. Mean DSS scores of 80 boys and 80 girls by 6-month age groups... 17
TABLE 3. Percentiles of DSS scores of 160 children, boys and girls combined, by 6-month age groups... 17
FIGURE 1. Percentiles of DSS scores of 160 children by 6-month age groups compared with successive DSS scores of a clinic child... 19
SUMMARY
The objectives of this research were (1) to develop and test the Developmental Sentence Scoring (DSS) technique, a method for quantifying the increasing use of syntactic and morphological structures in the spontaneous speech of children between the ages of three and seven, (2) to establish age norms for syntactic and morphological mastery against which the spontaneous speech of atypical children could be compared, (3) to evaluate a procedure for obtaining a reliable sample of children's spontaneous speech which could easily be used in a school or clinical setting, and (4) to provide information on the normal developmental order of grammatical structures, which could be a guideline for remedial training of children with language problems.
The Developmental Sentence Scoring technique assesses children's syntactic development from a corpus of fifty spontaneously-formulated sentences by giving weighted scores to a developmental progression of (1) indefinite pronouns, (2) personal pronouns, (3) main verbs, (4) secondary verbs, (5) negatives, (6) conjunctions, (7) interrogative reversals, and (8) wh-questions. Each sentence is scored for these eight linguistic features, and the mean score per sentence is derived. This number is called the Developmental Sentence Score (DSS).
The Developmental Sentence Scoring technique was carried out on 160 children between ages 3-0 and 6-11. All the children were from monolingual homes where standard English dialect was spoken. All the children except two came from middle-income families, and all of them scored between 85 and 115 on the Peabody Picture Vocabulary Test. Five boys and five girls were selected for each 3-month age group, thus assuring equal representation by sex and equal distribution of ages within a 6-month age group. An attempt was made to keep the recording sessions as uniform as was possible in a spontaneous conversational setting by presenting all the children with the same toys, pictures, and story-telling stimulus materials. The large majority of tapes were made by the Research Assistant on this project, but a few were done by three other persons. All the interviewers were trained speech pathologists at the Master's level, and they attempted to duplicate in this research setting the kind of child-clinician conversation which is traditional in speech clinic teaching.
The last fifty sentences that each child formulated were selected as the corpus to be scored by the Developmental Sentence Scoring technique. Mean DSS scores were computed for the 10 boys and 10 girls separately in each 6-month age group. Boys' scores were consistently lower than girls' except in the lowest age group. The gap appeared
to widen with age and was greatest in the 6-0 to 6-5 age group. Both boys and girls showed a similar plateau in performance at the age of 5-6 to 5-11. Percentiles were computed for the combined group of boys and girls, 160 children in all, for the 90th, 75th, 50th, 25th, and 10th percentiles, at 6-month age intervals. The score distributions within each age group were fitted to normal curves and percentile values were then computed from the normalized distributions. These percentiles provided a set of norms against which the slowly-developing language of atypical children could be compared.
A reliability check on the Developmental Sentence Scoring technique was made by 24 speech pathology students in a graduate level course in language development. Each student was given a different tape, randomly selected from the research collection. Each student made his own transcription and selected his own corpus of the last fifty sentences for DSS scoring. The mean discrepancy between the 24 students' scores and the 24 research scores was approximately 3%. Thus, the Developmental Sentence Scoring technique seemed to be a reliable procedure which could be learned and applied effectively by speech clinicians.
The DSS technique would be appropriate in establishing accurate baselines for research in language development and in comparing the relative effectiveness of various teaching methods. Its particular value lies in the fact that it assesses the "end product" of language learning, the child's actual performance in verbal communication with the adult world.
BACKGROUND FOR THE STUDY
The identification of children with language problems is important both in schools and in speech clinics. Reading readiness programs, language arts curricula, and language development training for culturally disadvantaged, mentally retarded, hearing impaired, perceptually handicapped children, etc., would greatly benefit from information concerning the developmental sequence of grammatical growth in normal children. Teaching methods, both in classrooms and in clinics, would be improved if it were known in what order and at what ages specific syntactic and morphological features of language are developed by normal children. An accurate procedure for measuring the grammatical sophistication of a child's spontaneous speech would help both in identifying the atypical child and in measuring his progress throughout language training. The Developmental Sentence Scoring technique has been devised to provide such an instrument for measuring syntactic development in children.
Older methods of judging language growth in children emphasized length of utterance with little attention to syntactic complexity (Templin, 1957). The separation of sentences into simple, compound, and complex did not consider such elements of syntax as pronouns, verb tenses, negatives, and questions. Elaborate psycholinguistic studies on the language development of a few children (Bloom, 1968; Brown and Fraser, 1964; McNeill, 1966) have yielded valuable information on the growth of syntactic structures, employing Chomsky's (1957, 1965) transformational grammar as an analytical instrument. However, the psycholinguist's technique of writing an individual grammar for each child at each stage of development is not easily adaptable to the needs of language teachers.
Many measures of syntactic and morphological development, such as Berko's (1958), The Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy, and Kirk, 1968), and the Northwestern Syntax Screening Test (Lee, 1969), while effective as quick screening tests, have limited usefulness in predicting a child's performance in spontaneous speech. Such tests are based on highly selected items presented in single-sentence tasks. However, in spontaneous speech, a child may be inconsistent in his use of the very forms which he accomplished within the structured simplicity of the test. Conversational speech places a "transformational load" upon a child's performance which cannot be evaluated by selective testing. Thus, a child who could correctly formulate the past tense, *it fell down*, as a test item, might revert to the uninflected verb if he were trying to formulate a sentence with a heavy "transformational load," such as, *why didn't you tell me that it fell down?* A comprehensive assessment of syntax development must account not only for a child's accuracy with single items but also his consistency and frequency of usage.
and his ability to combine many transformations into a single sentence in spontaneous speech. For these reasons the speech sampling and scoring technique provides a more thorough evaluation of a child's grammatical performance than can be obtained from standardized tests.
Many studies using tape-recorded speech samples have reported the development of particular syntactic structures in a small number of children. Cazden (1963) investigated the development of noun and verb inflections and also employed a scoring system for early noun phrase and verb complexity (1965). Klima and Bellugi (1966) studied the development of negatives and questions. Brown (1968) reported on the development of wh-questions. Carol Chomsky (1969) investigated children's ability to comprehend the base structures of sentences involving infinitives. Menyuk's (1969) analysis of the syntax of three- to seven-year-old children covered a wide range of both base and transformational structures. These psycholinguistic investigations have generally been concerned with the development of linguistic competence, the child's gradual generalizing of syntactic and morphological rules. A corpus of utterances was analyzed, usually by means of transformational grammar, to determine a single child's grammatical rules and their modification at successive stages of his development.
By contrast, Developmental Sentence Scoring evaluates a child's performance, his use of grammatical rules in spontaneous speech, and measures the child's grammar against adult "standard" English. A child is not scored correct unless he has met all the syntactic and morphological requirements of the structure he is using. No intermediate steps are credited. A child who shows consistent accuracy in his performance with a particular syntactic structure may be assumed to have generalized a "standard" rule at the deeper level of competence. However, errors on Developmental Sentence Scoring merely reduce the child's overall score without indicating what erroneous generalizations he was making. This kind of further psycholinguistic analysis of a child's deviations from adult grammar should be made by the clinician to gain the maximum benefit from the sampling and scoring procedure, but it is not an integral part of the procedure itself. Developmental Sentence Scoring uses some of the findings from psycholinguistic research in suggesting what might be a normal progression of syntactic development, but it also employs more traditional terminology and grammatical classifications. It also makes extensive use of findings from the study of syntax development in the children enrolled at the Northwestern University Speech Clinic.
METHOD
CASE SELECTION
The Developmental Sentence Scoring technique was carried out on 160 children between ages 3-0 and 6-11. All the children were from monolingual homes where standard English was spoken, and all except two came from middle-income families, as judged by fathers' occupations, classifications 3, 4, and 5 on the 7-point Warner scale (Warner, Meeker, and Eells, 1949). All children obtained IQ scores between 85 and 115 on the Peabody Picture Vocabulary Test. Five boys and five girls were selected for each 3-month age group, thus assuring equal representation by sex and equal distribution of ages within a 6-month age group.
THE RECORDING SESSION
An attempt was made to keep the recording sessions as uniform as was possible in a spontaneous conversational setting. The children were first shown three sets of toys, a small barn and farm animals, a transport truck with removable cars, and a doll family with some plastic doll furniture. They were invited to play with the toys and to talk about them. The children were next asked to tell about a set of pictures chosen from the pre-primer series, We Read Pictures, We Read More Pictures, and Before We Read (Robinson, Monroe, and Artley, 1962). The children were finally asked to tell the story of The Three Bears, using the pictures from What's Its Name? (Utley, 1950) as a guide, if they wished. The adult interviewer did not direct the conversation but interacted verbally with each child sufficiently to elicit as "high level" grammatical sentences as he was able to give. All interviewers were trained speech pathologists at the Master's degree level, and they attempted to duplicate in this research setting the kind of child-clinician conversation which is traditional in clinical teaching. The great majority of tapes were made by a single person, the Research Assistant on this project, but three other Master's level people each made a few. Recording sessions varied in length from 15 to 30 minutes, depending upon the talkativeness of the child.
SENTENCE SELECTION
Recognizing the value of a "warm-up" period and also recognizing the possibility that pictures and stories might elicit more sophisticated language than free play, the last fifty sentences
that each child formulated were selected as the corpus to be scored. The criteria for sentence selection were that they should be complete, different, consecutive, intelligible, and spontaneously formulated rather than echolalic.
1. A sentence was judged as complete if it had at least a noun and a verb in subject-predicate relationship. In cases where a child gave a grammatical fragment followed by an independent clause, the fragment was omitted, but the independent clause was counted: (over there, but) it's too far away. However, if the fragment was followed by a dependent clause, none of it was included in the speech sample: (the place where you look out). Imperatives were counted as complete sentences: open your eyes.
2. Repeated sentences were excluded from the sample to avoid overused stereotypes, such as, I don't know and what's that?
3. Consecutive sentences were used to avoid selecting only high-scoring utterances and to obtain a more representative sample of a child's conversational speech.
4. Intelligibility was closely judged so that a child was not penalized for articulation errors nor credited with things he did not say. Sentences were excluded from the sample if any potentially scorable parts of them could not be understood. The appearance of an unintelligible sentence did not require the examiner to start over in his counting to derive the fifty consecutive sentences; he merely omitted these unqualified sentences as he continued to count. Prosodic features, such as intonation, stress, and rhythm, were used as cues in determining exactly what grammatical structures a child had formulated, whether he pronounced them accurately or not. Careful attention was given to the context in which the speech occurred as further clue to its grammatical structure, meaning, and appropriateness.
5. Echolalic utterances were excluded from the sample since they did not reveal the child's own use of grammatical rules. However, if the child changed the adult sentence in any way, he was credited with having formulated it himself. The adult was encouraged to use syntactic structures slightly more advanced than those the child was using to see if he would "pick them up" and use them himself.
THE SCORING SYSTEM
Scoring every individual grammatical feature of a child's language sample would be so time-consuming as to be clinically impractical. Therefore, only eight features were selected, based upon their early appearance in children's language and their developmental progression, which allowed weighted scores to be assigned to later-developing forms. In this model of syntax development it was assumed that the child was learning "standard" English. Considerable modification would have to be made for use with children learning dialects; indeed, an entirely new scoring system would have to be devised.
The scored items included (1) indefinite pronouns and/or noun modifiers, (2) personal pronouns, (3) main verbs, (4) secondary verbs, (5) negatives, (6) conjunctions, (7) interrogative reversals, and (8) wh-questions. Within each classification, specific words or structures were grouped into what was believed to be a general developmental order. The scoring procedure would have become unmanageable if a different score had been assigned to each specific grammatical item. By grouping together words or structures of presumably similar degrees of difficulty, the highest scores in any of the classifications were kept between 5 and 8.
**The Sentence Point**
Many important grammatical features were omitted from the Developmental Sentence Scoring system: the use of articles, plurals, possessive markers, prepositional phrases, adverbs, word order, word selection, etc. To account at least in part for these non-scored items, an additional "sentence point" was added to the total sentence score if the entire sentence was correct in all respects. Thus, sentences such as the following would not receive the sentence point even though the errors they contain are not in any of the scorable classifications: *he want in house, he saw two mans, that is Daddy coat, he took off it, he footed the ball.*
**Indefinite Pronouns or Noun Modifiers**
| Score | Examples |
|-------|----------|
| 1 | It, this, that |
| 2 | no, some, more, all, lot(s), one(s), two, three (etc.), other, another |
| 3 | something, somebody, someone |
| 4 | nothing, nobody, no one, none |
| 5 | any, anything, anybody, anyone |
| 6 | every, everything, everybody, everyone |
| | both, few, many, each, several, most, least, much, next, first, last, second (etc.) |
The assigned score was given for these words whether they were used alone as pronouns, *I want this*, or as noun modifiers, *I want this cookie*.
**Personal Pronouns**
| Score | Examples |
|-------|----------|
| 1 | I, me, my, mine, you, your(s) |
| 2 | he, him, his, she, her, hers |
| 3 | we, us, our(s), they, them, their |
| 4 | those, these |
| 5 | myself, yourself, himself, herself, itself, themselves |
| 6 | Wh-pronouns: who, which, whose, whom, that, what, how many, how much. I know who came. That's what it is. Wh-word + infinitive: I know what to do. (his, my, etc.) own, one, oneself, whichever, whatever |
Many considerations go into proper pronoun selection: person number, gender, and case. A child was not given credit unless his pronoun selection met all these adult requirements. Early use of personal pronouns seems to begin with the speaker-listener distinction; therefore, first and second person pronouns were placed first on the list. Third person and plural pronouns were given higher scores.
The wh-pronouns introduce second kernel sentences which may be complements of the first kernel, *I know who came* and *that's what I said*. The wh-pronouns are similar to another set of wh-words which have been classified as conjunctions: where, how, when, etc. However, the wh-pronouns are integral parts of the second kernel sentence. In the sentence, *I know who came*, who is the subject of the second kernel; in the sentence, *that's what I said*, what is the object of the second kernel. By contrast, in the wh-conjunction sentence, *I know where he is going*, where fills a conjunction slot between the two kernels, *I know* and *he is going*. Since these two sets of words, wh-pronouns and wh-conjunctions, are so similar, the scoring was worked out to give both of them the same weight (score 6). The same confusion could also arise in regard to the wh-word + infinitive constructions. Wh-pronouns + infinitive have the wh-word as the object of the infinitive: *I know what to do* and *I know which to choose*. However, in the wh-conjunction + infinitive construction, this object relationship does not exist: *I know how to do it* and *I know where to go*. If the clinician confuses these two sets of wh-words, the overall score will not be affected since they both score 6; they will merely be credited to the wrong classification.
The last set of pronouns was included to account for further growth into more adult forms. Children use the construction, *my own, his own, and their own*, but the use of *whatever* would be rare. This group of words is included merely to suggest that there is further development and to allow for the scoring of words which have not as yet been found in children's speech samples.
**Main Verbs**
| Score | Examples |
|-------|----------|
| 1 | Uninflected verb: *I see you.*
Copula, is or 's: *It's red.* |
| 2 | is + verb + ing: *He is coming.* |
| 3 | -s and -ed: *plays, played*
Irregular past: *ate, saw*
Copula + inflections: *am, are,*
Auxiliary am, are, was *were*
can, will, may + verb: *may go,*
Obligatory do + verb: *don't go*
Emphatic do + verb: *I do see.*
(cont.) | He wants it. *I wanted it.*
He ran away. *I went home.*
He was here. *He was going.*
*can see* *I can swim.*
*Do you see it?*
*I do want it.* |
Score Examples (cont.)
could, would, should or might + verb: I might come.
It could be. He should go.
Obligatory does, did + verb: Does it hurt? Did he go?
Emphatic does, did + verb: It does hurt. He did go.
must, shall + verb: He must come. We shall see.
have + verb + en: I've eaten it. He has seen me.
have ('ve) got: I've got it.
Passive, any tense: A movie was shown. He got hurt.
have been + verb + ing: I have been walking.
had been + verb + ing: They had been hiding.
modal + have + verb + en: They may have eaten it.
modal + be + verb + ing: They could be playing.
Three-auxiliary combinations: You should have been sleeping. He might have been going home.
The auxiliary verb system is one of the most complicated features of English. Traditional names for verb tenses are of little value in explaining children's acquisition of verb forms. Verb tense development can best be traced by means of Chomsky's (1957, p. 111) schema, which represents the privilege of occurrence for auxiliary verbs in adult "standard" English:
C (M) (have + en) (be + ing) V
The first item, C, represents the past or present tense, an obligatory choice, which is always attached to the first of whatever auxiliary verbs are used. If only the lexical verb is used, then the tense markers are placed as word endings on the lexical verb itself, usually taking the form, -s, on third person singular present tense and -ed on regular past tense verbs. Future tense is not included in the item, C, since future is marked by a modal verb, will, in English. The second item, (M), is the set of five modal verbs, can, will, may, shall, and must, which appear in parentheses, because their use is optional. If modals are used, they have an initial privilege of occurrence among the auxiliaries. The next item, (have + en), an optional choice, shows that the verb ending, en, is added in the same operation as the auxiliary, have, although it appears morphologically on the following verb, whether it be an auxiliary or the lexical verb. The next item, (be + ing), another optional choice, also adds the verb ending, ing, to the next verb, in this case, the lexical verb itself. Combinations of these rules produce all the verb tenses of English.
In Developmental Sentence Scoring verb forms have been classified according to the order in which children incorporate the various parts of Chomsky's schema into their own grammatical systems. The transformations, obligatory do and emphatic do, are also included in the classifications, with the inflected does and did receiving a higher score than the simpler do. The switching of present and past tense markers from the lexical verb to the do
is a complicated operation for many children; they may attempt such formulations as he don't goes, do he fell down?, and he didn't saw me. The rule which they have not yet generalized is the placement of the tense marker, Chomsky's C, on the first verb in the string.
**Secondary Verbs**
| Score | Examples |
|-------|----------|
| 1 | Five early-developing infinitival complements:
I wanna see (want to see)
I'm gonna see (going to see)
I've gotta see (got to see)
lemme [to] see (let me [to] see)
let's [to] play (let [us to] play) |
| 2 | Non-complementing infinitives: I stopped to play.
I'm afraid to look. |
| 3 | Participle, present or past: I see a bcy running.
I found the toy broken. |
| 4 | Early infinitival complements with differing subjects in kernels: I want you to come. Let him [to] see.
Later infinitival complements: I had to go. I told him to go. I tried to go. I asked you to go.
Obligatory deletions: Make it [to] go. I'd better [to] go. I heard the bell [to] ring.
Infinitive with wh-word: I know what to get. I know how to do it. |
| 5 | Passive infinitival complement: I have to get dressed.
I want to be pulled. |
| 6 | Gerund: Swinging is fun. I like fishing. |
Secondary verbs occur when two kernel sentences are combined by transforming the second kernel verb into an infinitive, participle, or gerund. While some secondary verbs carry tense, they do not follow the auxiliary system that Chomsky schematized for main verbs. The earliest of these secondary verb forms, an immature infinitival complement, often appears even before sentence structure is complete: wanna see it, gonna take it out. It is doubtful that a child at this pre-sentence stage has formulated these structures as real infinitival complements, especially since they are articulated as contracted forms: wanna, gonna, gotta, lemme, and let's. Only these five verbs were included in the first group of infinitival complements since they appear so early.
If the second kernel sentence had a different subject from the first kernel, then infinitival complements with these five early-developing forms were scored as grammatically formulated structures: I want you to come and let him [to] see. Certain verbs require the deletion of the to in the infinitive: I made it [to] go and I heard the bell [to] ring. These forms were scored as later-developing infinitival complements. Passive infinitives were scored higher than any other infinitive forms. Gerunds, which change verbs to nouns by the addition of ing and the placement in a noun position, were scored highest of all the secondary verbs.
Negatives
| Score | Examples |
|-------|----------|
| 1 | It, this, or that + copula or auxiliary is or 's + not:
| It's not mine. This is not a dog. That is not moving. |
| 2 | can't, don't |
| 3 | isn't, won't |
| 4 | Any copula-negative or auxiliary-negative contraction
| other than # 1, 2, 3, or 5: They aren't here.
| I couldn't go. They weren't watching.
| Any pronoun-auxiliary contraction + not, other than
| # 1 or 5: You're not going. He's not here.
| Any uncontracted negatives, other than # 1 or 5:
| I can not go. I should not go. I am not going. |
| 5 | Negatives with have:
| Uncontracted negative: I have not eaten it.
| Auxiliary have-negative contraction: I hadn't eaten it.
| Pronoun-auxiliary have contraction: I've not eaten it. |
The first group of negative constructions involved the insertion of not in a sentence where the subject was one of the three earliest indefinite pronouns: it is not, this is not, and that is not. The second and third groups, can't, don't and isn't, won't, seem to be used by children as a set of negative words rather than as grammatically formulated negative transformations, since they use the negative forms considerably before they use their affirmative counterparts. After these stages, the negative rules are learned sufficiently to allow the proper insertion of not after the first auxiliary or to contract it with the pronoun or the auxiliary. The remaining auxiliary, have, is so late appearing that its negative forms comprise a separate group.
To an extent, the higher negative scores are a result of higher main verb scores. Yet it presumably requires greater grammatical skill to manipulate the optional contractions of auxiliary with negative or pronoun with auxiliary when the auxiliary system has become highly elaborated. Even without the complication of contractions, just the insertion of not requires the child to find its proper location after the first auxiliary. This greater "transformational load" justifies the weighted scores for negatives as well as for the main verbs.
Conjunctions
| Score | Examples |
|-------|----------|
| 1 | and |
| 2 | but |
| 3 | because |
| 4 | so, and so, so that, if |
| 5 | or, except, only (cont.) |
Score 6 Examples (cont.)
where, when, while, why, how, whether (or not), for,
till, until, since, before, after, unless, as,
as + adjective + as, as if, like, that, than:
I know where you are. I see why you want it.
Obligatory deletions: I can run faster than you
[can run]. I am as big as a man [is big].
wh-words + infinitive: I know how to do it.
I know where to go.
7 therefore, however, whenever, wherever, etc.
Since there is no grammatical constraint on the endless use
of conjunctions, special rules had to be created to avoid deceptively long, high-scoring sentences. Sentences which began with
conjunctions were counted as complete sentences, but the con-
junctions were not scored:
1. (Because) I wanted it.
2. (But) I saw them.
3. (And) then we came home.
Only one and conjunction per sentence was allowed when the and
connected two independent clauses. Sentences were broken up as follows:
1. I came home and my dad was there...
2. (and) he saw my dog and he started laughing...
3. (and) the dog got scared and he started to bark.
And used in a series or compound subject or predicate was always
counted and did not require the sentence to be broken up:
1. I like red and blue and green and yellow.
2. My brother and sister came and we went out and played...
3. (and) it began to rain and get cold and we came home
and played.
Internal conjunctions, other than and, did not require the sentence
to be broken up:
1. He came back and we played but we got tired so we quit...
2. (and) then we had lunch and some kids came over but we
didn't like them...
3. (and) we told them to go home so they went.
This treatment was occasionally given to other overused conjunctions:
1. (So) they wanted a dog so they told their dad...
2. (so) their dad said they could have one so they went
to the pet shop.
Interrogative Reversals
| Score | Examples |
|-------|----------|
| 1 | Reversal of copula: **Is it** red? **Were they** there? |
| 2 | Reversal of auxiliary be: **Is he** coming? **Are they** going? **Were they** running? |
| 3 | Obligatory do, does, did: **Do they** run? **Does it** bite? Reversal of modal: **Can you** play? **Shall I** sit down? Tag question: It's fun, isn't it? It isn't here, **is it**? |
| 4 | Reversal of auxiliary have: **Has he** seen you? Reversal with any two auxiliaries: **Has he** been eating? **Can he** be sleeping? **Couldn't he** have gone? |
| 5 | Reversal with three auxiliaries: **Could he** have been going? **Wouldn't he** have been sleeping?
Interrogative Reversals require different rules for different verb forms. In the case of the copula, the verb is merely reversed with the subject: **Is the boy** here? **Was he** right? **Are they your friends**? **Is it** big? Other verb forms follow the rule that the subject is reversed with the first auxiliary: **Is he** coming? **Can he come**? **Can he be** coming? **Has he been** coming? **Would he have been** coming? If no auxiliary is in the original kernel sentence, **the boy comes**, then the obligatory do transformation supplies the necessary auxiliary, and the tense marker is transposed from the main verb to the do: **The boy does** come. Then the interrogative reversal can be performed: **Does the boy** come?
In Developmental Sentence Scoring the first group of interrogative reversals involved the copula, either present or past tense. The second group involved auxiliary be, present or past tense. The third group included three different interrogative forms: obligatory do, modal reversal, and the use of a tag question. The fourth group included reversals with auxiliary have, which was the last auxiliary to develop. The last group included reversals of the first auxiliary when the verb string was composed of three auxiliaries plus the lexical verb.
Questions were scored for the reversal transformation only. If the sentence happened to be negative as well, the negative item was scored in addition. Thus, the combining of many types of transformations into one sentence yielded a higher score, as the "transformational load" increased.
**Wh-Questions**
| Score | Examples |
|-------|----------|
| 1 | who, what, what + noun: **What** do you want? **Who is** there? **What book** are you reading? |
| 2 | where, how many, how much, what...doing, what...for: **Where** is he? **How many** do you want? **What** are you doing? **What** is a hammer for? |
| 3 | when, how, how + adjective: When shall I come? **How** do you do it? **How big** is it? |
| 4 | why, what if, how come, how about + gerund: Why are you crying? **What if** I won't do it? **How come** he is crying? **How about** coming with me? |
| 5 | whose, which, which + noun: Whose car is that? **Which** do you want? **Which book** do you want? |
The scoring of wh-questions involved the selection of the appropriate wh-word and its placement in the initial position in the sentence. The reversal of the subject and the first auxiliary is the same as for yes-no questions; therefore, wh-questions scored under two headings, wh-questions, for the choice of the wh-word, and the interrogative reversal for the subject-auxiliary reversal. Wh-words used as subjects do not require the reversal, **who is there?**, and some colloquial forms do not require the reversal, **what if he comes?** and **how come you did that?** These wh-forms scored only as wh-word choices, not as interrogative forms.
Scores for wh-questions increased largely on a semantic basis, the higher-scoring wh-words requiring more sophisticated concepts: differentiation of person and object (who, what); place (where); quantity (how many, how much); action (what...doing); purpose (what...for); time (when); manner (how, how big); causality (why, how come); probability (what if, how about); identification (whose, which, which book).
**The Developmental Sentence Score (DSS)**
With possible scores in each of the eight classifications of grammatical structure, a child's ability to handle the "transformational load" in spontaneous speech could be evaluated. Individual scores for the fifty-sentence speech sample were totaled and the mean score per sentence was derived. This number was called the Developmental Sentence Score (DSS).
Table 1 shows a sample score sheet with a miscellaneous set of scored sentences which illustrate some of the procedures just discussed. It includes some extremely immature sentences and some with a very heavy transformational load; it is doubtful that any real speech sample would ever contain such extremes. A comparison of sentences 1 through 9 reveals the increase of individual sentence scores as more transformations are added to the same kernel. A Developmental Sentence Score (DSS) of 11.23, which is the mean sentence score, has been derived from this hypothetical corpus to demonstrate the procedure.
Table 1. Hypothetical corpus of 30 sentences illustrating Developmental Sentence Scoring
| Indef. | Pers. | Prim. | Sec. | Inter. | Sent. | Wh-Q | Point Total |
|--------|-------|-------|------|--------|-------|------|-------------|
| Pro. | Pro. | Verb | Neg. | Conj. | Rev. | | |
1. Boy eat.
2. Boy eat cookie.
3. The boy is eating a cookie.
4. The boys are eating cookies.
5. They are them.
6. They didn't eat them.
7. Didn't they eat them?
8. Why didn't they eat them?
9. Why didn't they?
10. All the cookies were eaten.
11. I want to eat some cookies.
12. I want him to eat some cookies.
13. I tried to find some cookies.
14. Could you find them?
15. You couldn't find them, could you?
16. Nobody knows where to find them.
17. Who knows where she keeps them?
18. I looked but I couldn't find them.
19. I like eating cookies.
20. Nobody told me that I shouldn't eat them.
21. I only ate a few.
22. Somebody else must have eaten all the rest.
23. Let's eat some more.
24. Mommy said, "Don't eat those cookies."
25. That isn't what she said.
26. Him can't have some.
27. What you eating?
28. Her don't gets any.
29. Mommy find out.
30. You want to get spanked?
Total: 337/30 = 11.23 DSS
RELIABILITY
A reliability check was made by 24 speech pathology students in a graduate level course in language development. After about eight hours of classroom presentation of the DSS procedure, each student was given a different tape, randomly selected from the research collection. Each student made his own transcription and selected his own corpus of the last fifty sentences for DSS scoring. The discrepancies between the students' scores and the research scores ranged from .62 above to .72 below, with a mean absolute discrepancy of .29 points, which represented an overall discrepancy of 3%. The investigator then scored the students' transcribed sentences to see whether the score discrepancies had occurred only in the transcribing or whether the scoring procedure itself had been misunderstood or misapplied. The discrepancies between the students' scores and the investigator's scores of the students' transcriptions ranged from .68 points above to .24 points below, with a mean absolute discrepancy of .19 points, which represented an overall discrepancy of 2%. Thus, while individual judgments were not in perfect agreement, the Developmental Sentence Scoring technique seemed to be a reliable procedure which could be learned and applied effectively by teachers and clinicians.
RESULTS
Using the Developmental Sentence Scoring technique, DSS scores were derived from the 50-sentence speech samples of each of the 160 children in the study. Mean DSS scores were then derived for boys and girls separately, divided into 6-month age groups, as shown in Table 2. Boys' scores were consistently lower than girls' except at the lowest age group. The gap appeared to widen with age and was greatest between ages 6-0 and 6-5. Both boys and girls showed a similar plateau in performance between ages 5-0 and 5-5.
Table 2. Mean DSS scores of 80 boys and 80 girls by 6-month age groups.
| Age Group | Boys N | Boys DSS | Girls N | Girls DSS |
|-----------------|--------|----------|---------|-----------|
| 3-0 to 3-5 | 10 | 6.40 | 10 | 6.19 |
| 3-6 to 3-11 | 10 | 6.49 | 10 | 6.87 |
| 4-0 to 4-5 | 10 | 7.05 | 10 | 7.75 |
| 4-6 to 4-11 | 10 | 7.86 | 10 | 8.46 |
| 5-0 to 5-5 | 10 | 8.37 | 10 | 9.66 |
| 5-6 to 5-11 | 10 | 8.25 | 10 | 9.52 |
| 6-0 to 6-5 | 10 | 9.05 | 10 | 10.88 |
| 6-6 to 6-11 | 10 | 10.36 | 10 | 11.54 |
Percentiles were computed for the boys and girls combined by 6-month age groups. The score distributions within each age group were fitted to normal curves and percentile values were then computed from the normalized distributions. Table 3 shows these percentiles.
Table 3. Percentiles of DSS scores of 160 children, boys and girls combined, by 6-month age groups.
| Age Group | N | 10%ile | 25%ile | 50%ile | 75%ile | 90%ile |
|-----------------|-----|--------|--------|--------|--------|--------|
| 3-0 to 3-5 | 20 | 5.02 | 5.62 | 6.30 | 6.97 | 7.57 |
| 3-6 to 3-11 | 20 | 5.60 | 6.11 | 6.68 | 7.25 | 7.76 |
| 4-0 to 4-5 | 20 | 5.47 | 6.38 | 7.40 | 8.42 | 9.32 |
| 4-6 to 4-11 | 20 | 6.58 | 7.32 | 8.16 | 9.00 | 9.75 |
| 5-0 to 5-5 | 20 | 6.81 | 7.84 | 9.01 | 10.18 | 11.22 |
| 5-6 to 5-11 | 20 | 6.71 | 7.73 | 8.89 | 10.05 | 11.07 |
| 6-0 to 6-5 | 20 | 7.75 | 8.79 | 9.96 | 11.14 | 12.18 |
| 6-6 to 6-11 | 20 | 8.30 | 9.54 | 10.95 | 12.36 | 13.60 |
Figure 1 shows the progression of percentiles by 6-month age groups for the combined 160 children. At the upper age levels there was a much wider spread between the percentiles than there was at the lower age levels, indicating more diversity in grammatical performance among older children than among younger children. The usefulness of the DSS technique as a means for evaluating both the status and the progress of syntactic development in an atypical child is also illustrated in Figure 1. J. M. was a language-delayed child enrolled at the Northwestern University Speech Clinic when she was 3-8. She had an expressive vocabulary of only a few words, which she spoke in single-word utterances. As she underwent language development training, DSS scores were taken periodically to measure her progress. Her first recorded speech sample, taken at age 4-1, contained only one sentence, which scored 0. The next four speech samples contained less than 50 sentences; therefore, these first few DSS scores could be considered merely estimates of her syntactic development. From age 5-5 onward, her recordings contained many more than 50 sentences, from which an adequate corpus could be extracted, and these DSS scores could be considered reliable measures of her use of grammatical rules. By plotting J. M.'s successive DSS scores on the same chart as that for normal children, it could easily be seen that although she was considerably delayed in language performance, she was progressing at a faster than normal rate. Her entrance into first grade was postponed until she was past age 6-6, at which time her DSS of 7.92 was within normal limits of the 5-6 to 5-11 age group, who would be her peers in school.
Figure 1. Percentiles of DSS scores of 160 children by 6-month age groups compared with successive DSS scores of a clinic child.
- 90th and 10th percentiles
- 75th and 25th percentiles
- 50th percentile
- J. M., a clinic child
AGE GROUPS
3-0 to 3-5
3-6 to 3-11
4-0 to 4-5
4-6 to 4-11
5-0 to 5-5
5-6 to 5-11
6-0 to 6-5
6-6 to 6-11
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The Developmental Sentence Scoring technique provides more information about a child's language performance than quicker, more superficial screening tests for grammatical development. Its particular value lies in the fact that it assesses the "end product" of language learning, the child's actual performance in verbal communication with the adult world. The sampling and scoring of spontaneous, conversational speech gives a more accurate assessment of a child's overall use of grammatical rules and his ability to formulate sentences with a high "transformational load" than any battery of formal, standardized test materials. The evaluation of spontaneous speech parallels the way a child's language is judged by his parents, his teachers, and his peers.
The fact that the DSS was shown to increase steadily with age indicates that the scored items did, indeed, undergo a developmental progression and that the weighted scores had been appropriately assigned to (1) indefinite pronouns and/or noun modifiers, (2) personal pronouns, (3) main verbs, (4) secondary verbs, (5) negatives, (6) conjunctions, (7) interrogative reversals, and (8) wh-questions. The order in which these structures were listed under each heading could provide a teacher with a set of instructional goals for language development. Linguistic complexity could be introduced into language teaching in systematically graded steps, and children would not be expected to learn difficult grammatical rules before they had mastered the simpler forms.
The percentiles of DSS scores showed that there was more variability in performance among the older children than among the younger ones. A fairly wide range of abilities was demonstrated, especially at the school age levels, even though the children had been carefully selected to represent a "middle normal" group of intelligence and socio-economic advantage. Comparison with the peer group is an important consideration in judging whether or not an atypical child needs special classroom placement on the basis of language development when he enters school. The DSS percentiles provide such a comparison and may influence a decision as to when academic instruction should be started. If there is doubt about a child's ability to handle written language because of delayed oral language development, the Developmental Sentence Scoring technique would help to establish the severity of such a delay.
Recommendations
The Developmental Sentence Scoring procedure would be appropriate in establishing accurate baselines for research in language development among various kinds of atypical children. By comparison with the DSS percentiles for normal children, it could be shown whether mentally retarded children were continuing to make gains even though they progressed at a much slower rate. The language development of hard-of-hearing children could be accurately compared to the hearing population of their own age group. Special Education programs, speech clinics, and other agencies concerned with atypical children could make use of this procedure. The Northwestern University Speech Clinic is routinely making DSS evaluations of the children enrolled for language development training and is including this item in clinical progress reports.
The Developmental Sentence Scoring procedure could be used to measure the comparative effectiveness of various teaching methods. Children who are given language instruction by means of programmed reinforcement methods could be compared with children who receive a more conversational approach to language training. The sampling and scoring of conversational speech would reveal the extent to which children could generalize the grammatical rules which they had learned in a programmed setting; it would identify children who had "passed the programs" but still made little use of grammatical rules in spontaneous speech.
Further research with the DSS should be done at both ends of the age groups already studied. The procedure should be tried out with children 2-0 to 2-11 and also beyond the 6-11 group. It would be interesting to know what kind of DSS would be achieved by adults and whether their language performances would vary according to different social situations. It would also be interesting to study the plateau demonstrated by both boys and girls in the 5-6 to 5-11 age group. It is possible that this group is attempting some of the more difficult transformational operations and that this reduction in overall score is not entirely indicative of regression in linguistic performance.
The Developmental Sentence Scoring procedure has many research possibilities, and its use should be encouraged both in schools and in clinics where the language development of atypical children is being studied. The fact that the reliability among different investigators was so high indicates that it is a procedure which can be learned and applied with confidence. The DSS procedure is being routinely taught to graduate students in the Department of Communicative Disorders at Northwestern University, and these students are continuing to use it in their professional settings elsewhere.
REFERENCES
BERKO, J., The child's learning of English morphology. *Word*, 14, 150-177 (1958).
BLOOM, L., Language Development: Form and Function in Emerging Grammars. Unpublished doctoral dissertation, Columbia University (1968).
BROWN, R., The development of wh-questions in child speech. *Journal of Verbal Learning and Verbal Behavior*, 7, 279-290 (1968).
BROWN, R., and FRASER, C., The acquisition of syntax. *Child Development Monographs*, 29, 43-79 (1964).
CAZDEN, C., Environmental Assistance to the Child's Acquisition of Grammar. Unpublished doctoral dissertation, Harvard University (1965).
CAZDEN, C., The acquisition of noun and verb inflections. *Child Development*, 39, 433-448 (1968).
CHOMSKY, C., *The Acquisition of Syntax in Children from 5 to 10*. Cambridge, Mass.: M.I.T. Press (1969).
CHOMSKY, N., *Syntactic Structures*. The Hague: Mouton (1957).
CHOMSKY, N., *Aspects of the Theory of Syntax*. Cambridge, Mass.: M.I.T. Press (1965).
KIRK, S., McCARTHY, J., and KIRK, W., *The Illinois Test of Psycho-linguistic Abilities* (revised edition). Urbana: University of Illinois Press (1968).
KLIMA, E., and BELLUGI, U., Syntactic regularities in the speech of children. In J. Lyons and R. J. Wales (Eds.), *Psycholinguistics Papers*. Edinburgh: Edinburgh University Press (1966).
LEE, L., *The Northwestern Syntax Screening Test*. Evanston, Ill.: Northwestern University Press (1969).
MCNEILL, D., Developmental psycholinguistics. In F. Smith and G. A. Miller (Eds.), *The Genesis of Language*. Cambridge, Mass.: M.I.T. Press (1966).
MENYUK, P., *Sentences Children Use*. Cambridge, Mass.: M.I.T. Press (1969).
ROBINSON, H. M., MONROE, M., and ARTLEY, A. S., *We Read Pictures*. Glenview, Ill.: Scott, Foresman (1962).
ROBINSON, H. M., MONROE, M., and ARTLEY, A. S., *We Read More Pictures*. Glenview, Ill.: Scott, Foresman (1962).
ROBINSON, H. M., MONROE, M., and ARTLEY, A.S., *Before We Read*. Glenview, Ill.: Scott, Foresman (1962).
TEMPLIN, M., *Certain Language Skills in Children*. Minneapolis: The University of Minnesota Press (1957).
UTLEY, J., *What's Its Name?* Urbana: University of Illinois Press (1950).
WARNER, W. L., MEEKER, M., and SMILS, K., *Social Class in America*. Chicago: Science Research Associates (1949). | <urn:uuid:d6f68211-9731-40f3-bd26-477bbf7c23e0> | CC-MAIN-2017-30 | http://files.eric.ed.gov/fulltext/ED043864.pdf | 2017-07-26T00:46:43Z | crawl-data/CC-MAIN-2017-30/segments/1500549425737.60/warc/CC-MAIN-20170726002333-20170726022333-00108.warc.gz | 117,373,575 | 12,091 | eng_Latn | eng_Latn | 0.916822 | eng_Latn | 0.998804 | [
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Our Lady’s Catholic Primary School
Year 5 Curriculum Newsletter: Spring Term 2024
**Maths**
This half term the children will explore Multiplication, Division and Fractions. For the second half of the term, our focus will be on Multiplication and Division, Fractions, Decimals, Percentages, Perimeter and Area.
| Spring | Number Multiplication and division B |
|--------|-------------------------------------|
| | Number Fractions B |
| | Number Decimals and percentages |
| | Measurement Perimeter and area |
**Influence and Change**
How have humans both past and present influenced our world today?
The key question above will be our focus for this term and to which all our learning will be linked. We will need to apply our prior learning, analyse sources and complete our own research.
**RE**
**Mission:** The Church’s celebrations are community occasions. On Sundays, the parish family gathers together. It is a time to remember how much there is to celebrate; a time to say thank you and a time to know that God’s love is offered and made visible. Sacraments are more formal special moments and are a celebration of our faith.
**Memorial Sacrifice:** Through the Eucharist, Jesus comes to heal our sins and draws us closer to him through the Sacrament Confession. We remember his Passion and Resurrection through this poignant part of the Mass.
**Sacrifice:** During Lent, Christians practise both giving and giving-up to relate to Jesus’ journey to the Cross.
**Humanities**
This term’s focus is Influence and Change. Learning will include understanding the different biomes of the world, their climates and the countries they belong to. We will also be learning about the Ancient Greeks and how their influence has shaped our lives in the 21st Century.
**Creative Learning**
In Art, the children will study Expressionism specifically how artists represent people and places through their art. In DT the children will learn how to design and make their own cuddly toy and will further develop their sewing skills from Year 3.
**PSHE**
Our themes during PSHE lessons will focus upon Safety, Caring, Achievement, Resilience and Friendship.
Influence and Change Home Learning Project
Please complete each task over the term at home. The best way to manage your time will be to complete one task per week. As soon as you have completed a task, bring it into school to share with the class. We would like them all completed by Monday 4th March.
| Task | Description |
|----------------------------------------------------------------------|------------------------------------------------------------------------------|
| Research and retell an Aesop’s fable. Can you retell the story with different animals? | Turn a myth into a cartoon, for example, Theseus and the Minotaur. |
| Research the history of stuffed toys, including why the first teddy bear was made! | Create a Shoebox Biome. What are the animals, plants and non-living creatures that live in your researched biome? |
| What is a dam? How and why are they built? Visit: https://www.dkfindout.com.uk/earth/rivers/river-dams/ To find out more! | Create a poster that shows the properties and changes of materials |
| Choose an Expressionist artist that inspires you and create a self-portrait in the style of that artist. | Draw a timeline of the events leading up to Jesus’ death. What important days are included in this period of time? |
Prayer Focus
In preparation for the 2025 Jubilee Year ‘Pilgrims of Hope’, 2024 has been designated a Year of Prayer by Pope Francis. There is a particular focus on the Our Father which presents us with a great opportunity to go back to the basics of prayer.
It would be a source of great joy if you were able to pray the Our Father with your child at home.
Our Father,
Who art in Heaven,
Hallowed be Thy name;
Thy Kingdom come,
Thy will be done
On earth as it is in Heaven.
Give us this day our daily bread;
And forgive us our trespasses
As we forgive those who trespass against us;
And lead us not into temptation,
But deliver us from evil.
Amen.
Supporting your child at home...
Reading
Please listen to your child read every day to support their fluency skills and to build their ‘reading mileage’. Asking questions about what is being read will also help your child to process and comprehend what they are reading.
Reading with your child is a great way to engage with and model how a story should be read using expression, punctuation and intonation.
Your child will have a book from our Reading Scheme (which is closely matched to their reading ability) and a ‘Reading for Pleasure’ book from our School Library. Remember to complete your new Reading Passport for the Spring Term!
Healthy child, Healthy mind!
CHILDREN Sleep Tips!
- **Bedtime Routine** with activities & habits the same every night
- **Consistent Bedtime** that allows the needed amount of sleep – during weekend too
- **Daily Exercise** to burn energy & increase body temperature
- **Set the Scene** with a calm atmosphere in a room that’s cool & dark
- **Small Snack** before bed that is light & healthy - so not hungry
- **TURN OFF DEVICES** at least an hour before bedtime
Online sites to support learning:
- [Tapestry](#)
- [IXL](#)
- [Spelling Shed](#) | <urn:uuid:bc8d4f2d-2e33-4a8e-8f9a-6e99f6c3dabf> | CC-MAIN-2024-42 | https://www.ourladyscatholic.northants.sch.uk/attachments/download.asp?file=2644&type=pdf | 2024-10-04T05:11:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253294.3/warc/CC-MAIN-20241004042015-20241004072015-00335.warc.gz | 847,597,190 | 1,139 | eng_Latn | eng_Latn | 0.996759 | eng_Latn | 0.997133 | [
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SECTION - A (20 Marks)
Answer any FIVE of the following. (5×4=20 M)
I. Answer as directed.
a) ach__ve. (Complete the spelling)
b) attract___ (u___n___n___)
c) I want to buy some vegetables. (Identify the non-finite verb)
d) I love swimming. (Is the underlined word participle/gerund)
II. Answer as directed.
a) All the world’s a stage. (Is the underlined phrase simile/metaphor)
b) She sings like an angel. (u___n___n___)
c) I have a million things to do. (Is the underlined phrase simile/metaphor)
d) That dog is pretty ugly. (u___n___n___)
III. Answer as directed.
1) Diterendra live in the ___ house down the street.
(Fill in the blank using right order of adjectives: new, big, pink)
2) It is an ___ topic. I am ___ in learning more about it. (interest) (Fill in the blank with adjective)
3) There isn’t ___ sugar in the pot. (much/many)
4) French drink caine. (Insert article where required)
4) Answer as directed.
a) She was __ English teacher. She taught at __ European university. (Use right article)
b) Web + log = _______ (Compose the portmanteau word)
c) Education + entertainment = _______ ( " " " )
d) 'Kindergarten' means _______
5) Answer as directed.
a) The old man walks slowly. (Identify the adverb)
b) He is driving too faultly. (Correct the underlined adverb)
c) A part of body = _______ (Write the palindrome based on the given clue)
d) Collection (Write the adjectival form of the word)
6) Answer as directed.
a) Volume (Is the underlined sound plosive/Affricates?)
b) Ring (u " " u " " " Nasal / Plosive)
c) Mary vs trying hard to complete the project her friend said. (Use the appropriate Punctuation mark)
d) Aman told me that he was going to Paris next week. (Use the slight Punctuation mark)
7) Write a letter to the GHMC Corporator of your locality, complaining about the delay in garbage collection.
8) Write a letter to your cousin who lives in another town, inviting her/him to stay during Pushehra.
SECTION-B (60 Marks)
Answer the following questions. (5x12=60)
9) a) Marian’s motive for visiting the old ladies’ home are far from compassionate. Explain.
(or)
b) Why did Marian visit an Old Ladies’ Home and what was her experience?
10) What, according to Huxley, should be our attitude toward religion? Why?
(or)
How does Huxley connect the incident of the ball and the beggar to the rest of his essay?
11) A) Describe the main theme of the poem "Stanzas Written in Dejection, near Naples."
(or)
B) Discuss Shelley as a poet of nature with his poem "Stanzas Written in Dejection."
12) A) Explain how Brutus justifies his assassination of Caesar in the play Julius Caesar.
(or)
B) Describe the effect of Antonio's speech on the crowd in the play Julius Caesar.
13) A) Explain "Necessity is the mother of invention."
(or)
B) Describe "leadership skills." | <urn:uuid:8b16828f-ecd9-401e-bed6-3e120a7baa23> | CC-MAIN-2019-09 | https://svdcmbnr.com/wp-content/uploads/English-II-Sem.pdf | 2019-02-20T16:35:45Z | crawl-data/CC-MAIN-2019-09/segments/1550247495147.61/warc/CC-MAIN-20190220150139-20190220172139-00101.warc.gz | 698,144,542 | 764 | eng_Latn | eng_Latn | 0.968889 | eng_Latn | 0.983614 | [
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Joe Wicks: 5-Minute Move Workout 2
Running and Punching
1. Run on the spot.
2. Punch your hands forwards at shoulder height.
3. Keep your knees high.
4. Stretch your arms and punch your hands.
Frog Jump
1. Bend your knees.
2. Touch the ground.
3. Jump up high.
4. Stretch your arms above your head.
5. Keep going!
Joe Wicks: 5-Minute Move Workout 2
Squat
1. Start with your feet a bit wider than your shoulders.
2. Squat down as if you’re sitting into a chair.
3. Stand up tall again.
4. Keep a straight back.
Marching High Knees
1. March on the spot.
2. Lift your knees high.
3. Touch your elbow to your knee.
4. Keep your back straight. | <urn:uuid:defedee6-6791-4a5d-ae13-77e27c9a4a60> | CC-MAIN-2022-21 | https://www.ferndaleprimaryschool.co.uk/_site/data/files/5101E371D794C078CB54D683E1F9A5C7.pdf | 2022-05-28T00:39:58+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00164.warc.gz | 851,588,302 | 183 | eng_Latn | eng_Latn | 0.996909 | eng_Latn | 0.996046 | [
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Lead from gasoline discovered in Indian Ocean
Levels began to climb in the 1970s, peaking a decade ago — a timeline consistent with the region’s pattern of leaded gasoline use.
Jennifer Chu, MIT News Office
June 27, 2012
Since the 1970s, leaded gasoline has been slowly phased out worldwide, as studies have shown that lead can cause neurological and cardiovascular damage and degrade vehicles’ catalytic converters. Today, 185 countries have stopped using leaded gasoline; six others, including Afghanistan, Iraq and North Korea, plan to phase it out in the next two years. But while leaded gasoline usage has decreased drastically in the last few decades, lead is still pervasive in the environment.
Ed Boyle, a professor of ocean geochemistry in MIT’s Department of Earth, Atmospheric and Planetary Sciences, has been tracking lead and other trace elements in Earth’s oceans for the past 30 years. Most recently, Boyle and his students in MIT’s Trace Metal Group have analyzed water and coral samples from the Indian Ocean, using the coral to trace the history of anthropogenic lead over the last 50 years.
The researchers have now discovered high concentrations of lead in the open ocean, as well as closer to population centers such as Singapore. They are presenting their results this week at the Goldschmidt Geochemistry Conference in Montreal. Graduate student Yolanda Echegoyen-Sanz and postdocs Jong-Mi Lee and Intan Nurhati contributed to the research.
The group found that lead concentrations in the Indian Ocean are now higher than in the northern Atlantic and northern Pacific oceans. One explanation, Boyle says, may be that Asian and African countries lagged North America and Europe both in industrialization and then in phasing out leaded gasoline. The result, he says, is that the Indian Ocean has had less time than the Atlantic and Pacific to dissipate lead pollution.
In analyzing their samples, the researchers also came upon an odd measurement: In samples taken off the coast of Singapore, they found a type of lead they did not expect in this region of the world. While most countries around the Indian Ocean used leaded gasoline produced in Europe and the Middle East, the lead found near Singapore matches the kind once used in North American gasoline.
“It’s almost as if Singapore had gone off and imported a whole lot of lead from the United States,” Boyle says. “It doesn’t make any sense why they would do that, because there are more local sources that presumably would be cheaper, more economical.”
Trying to make sense of this mystery, Boyle’s team is now monitoring the air near Singapore, as well as rivers, streams and lakes, in hopes of finding the source of the anomalous lead. “It’s a bit of a puzzle that we’re working on,” Boyle says. “But the data is very clear that this is happening.”
An ocean of data
Boyle and his students began collecting water and coral samples from the Indian Ocean three years ago. The team obtained samples from various sources: Corals from the middle of the Indian Ocean came from a Japanese-funded expedition, while samples from the Singapore shores were collected by
the MIT team.
"We went out in small boats that are 20 feet long," Boyle says. "You're underneath the shadows of the skyscrapers of Singapore, but they do have coral reefs, and it was very local, day-trip sampling there."
Once the researchers brought the samples back to the lab, they started analyzing corals for trace amounts of lead, determining the type of lead in each sample. They were able to trace the history of lead deposition in corals by a process similar to counting the rings in a tree trunk: Corals tend to grow in "density bands," or alternating layers of light and dark sediment. By counting these layers, the researchers determined when various amounts of lead were absorbed.
The team also measured the lead in each band — an amount proportional to the lead in the surrounding water at the time the band grew. By ascertaining how much lead was deposited in a given year, the researchers were able to reconstruct a history of lead in the Indian Ocean over the last 50 years. They found that lead levels began to increase in the mid-1970s, peaking in 2002 and 2003 before beginning to decline — a timeline consistent with the region's pattern of industrialization and leaded gasoline use.
"It is an indication of the human footprint on the planet that essentially all the lead in the oceans now is from human activities," Boyle says. "It's very hard to find a trace of the lead that's there naturally."
Robert Anderson, a professor of geochemistry at Columbia University's Lamont-Doherty Earth Observatory, says industrial uses of lead, and the addition of lead to gasoline, "completely overwhelmed the natural amount of lead in the ocean." He adds that scientists were not able to reliably measure lead in the oceans until industrialization was well under way in North America and Europe. As a result, observations in the Atlantic and the Pacific have only captured lead on the decline.
"Lead was phased out much later in South Asia, so conditions there are more like they were 20 years ago in the North Atlantic," Anderson says. "Studying the Indian Ocean now can tell us something about conditions in the Atlantic Ocean before lead measurements were made."
Boyle says that the levels of lead observed, particularly in the open ocean, pose no immediate environmental concern. Just as did the Atlantic Ocean — in which he has observed a steady decrease in lead over the years — Boyle anticipates the Indian Ocean will recover naturally: "It's a demonstration of the ability of the ocean to clean itself when we clean up our act and stop polluting it."
This research was funded by the Singapore National Research Foundation. | <urn:uuid:d4aaae7c-f735-4056-a95d-4a889f9379f7> | CC-MAIN-2019-09 | http://inurhati.org/LeadStory.pdf | 2019-02-20T15:21:20Z | crawl-data/CC-MAIN-2019-09/segments/1550247495147.61/warc/CC-MAIN-20190220150139-20190220172139-00101.warc.gz | 142,656,232 | 1,176 | eng_Latn | eng_Latn | 0.999108 | eng_Latn | 0.999142 | [
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**Example 1**
**Developing Proof** Name two triangles that are congruent by the ASA Postulate.
1. \( \triangle PQR \) and \( \triangle SUV \)
2. \( \triangle ABC \) and \( \triangle DEF \)
Answer each question without drawing the triangle.
3. Which side is included between \( \angle R \) and \( \angle S \) in \( \triangle RST \)?
4. Which angles include \( \overline{NO} \) in \( \triangle NOM \)?
**Example 2**
**Developing Proof** Tell whether the ASA Postulate can be used to prove the triangles congruent. If not, write *not possible*.
5. \( \triangle ABC \) and \( \triangle DEF \)
6. \( \triangle GHI \) and \( \triangle JKL \)
7. \( \triangle LMN \) and \( \triangle OPQ \)
8. **Developing Proof** Complete the paragraph proof by filling in the blanks.
Given: \( \angle LKM \cong \angle JKM \),
\( \angle LMK \cong \angle JMK \).
Prove: \( \triangle LKM \cong \triangle JKM \)
Proof: \( \angle LKM \cong \angle JKM \) and \( \angle LMK \cong \angle JMK \) are given. \( \overline{KM} \cong \overline{KM} \) by the a. __ Property of Congruence. \( \triangle LKM \cong \triangle JKM \) by the b. __ Postulate.
**Example 3**
**Developing Proof** Tell whether the AAS Theorem or the ASA Postulate can be applied directly to prove the triangles congruent. If not, write *not possible*.
9. \( \triangle ABC \) and \( \triangle DEF \)
10. \( \triangle GHI \) and \( \triangle JKL \)
11. \( \triangle LMN \) and \( \triangle OPQ \)
12. \( \angle E \cong \angle I \) and \( \overline{FE} \cong \overline{GI} \). What else must you know to prove \( \triangle FDE \cong \triangle GHI \) by AAS? by ASA?
13. **Developing Proof** Complete the proof plan by filling in the blanks.
Given: \( \angle UWT \) and \( \angle UWV \) are right angles,
\( \angle T \cong \angle V \).
Prove: \( \triangle UWT \cong \triangle UWV \)
Plan: \( \triangle UWT \cong \triangle UWV \) by AAS if \( \angle T \cong \angle V \),
\( \angle UWT \cong \text{a. } ? \), and \( \overline{UW} \cong \text{b. } ? \).
\( \angle UWT \cong \angle UWV \) because all c. __ angles are congruent.
\( \overline{UW} = \overline{UW} \) by the d. __ Property of Congruence.
Example 4 (page 196)
Developing Proof What else must you know to prove the triangles congruent for the reason shown?
14. AAS
15. SAS
16. ASA
17. AAS
18. Developing Proof Complete the two-column proof by filling in the blanks.
Given: \( \angle N \cong \angle S \), line \( \ell \) bisects \( \overline{TR} \) at \( Q \).
Prove: \( \triangle NQT \cong \triangle SQR \)
| Statements | Reasons |
|------------|---------|
| 1. \( \angle N \cong \angle S \) | 1. Given |
| 2. \( \angle NQT \cong \angle SQR \) | a. ? |
| 3. \( \ell \) bisects \( \overline{TR} \) at \( Q \). | b. ? |
| c. ? | 4. Definition of bisect |
| 5. \( \triangle NQT \cong \triangle SQR \) | d. ? |
Apply Your Skills
Developing Proof Write a congruence statement for each pair of triangles. Name the postulate or theorem that justifies your statement.
19.
20.
21.
Developing Proof If the two triangles are congruent for the given conditions, write a congruence statement. Justify your conclusion.
22. \( \angle D \cong \angle T \), \( \angle E \cong \angle U \), \( \overline{EO} \cong \overline{UX} \)
23. \( \angle D \cong \angle T \), \( \angle E \cong \angle U \), \( \angle O \cong \angle X \)
24. \( \overline{DO} \cong \overline{TX} \), \( \angle D \cong \angle X \), \( \angle O \cong \angle T \)
25. \( \overline{EO} \cong \overline{UX} \), \( \angle E \cong \angle U \), \( \overline{DO} \cong \overline{TX} \)
26. Writing Anita says that you can rewrite any proof that uses the AAS Theorem as a proof that uses the ASA Postulate. Do you agree with Anita? Explain.
Developing Proof In Exercises 27–29, complete each proof or proof plan.
27. Given: \( \overline{PQ} \parallel \overline{SR} \), \( \angle Q \cong \angle S \)
Prove: \( \triangle QPR \cong \triangle SRP \)
Plan: \( \triangle QPR \cong \triangle SRP \) by AAS if
\( \angle Q \cong \angle S \), \( \angle QPR \cong \text{a. } ? \), and \( \overline{PR} \cong \text{b. } ? \).
\( \angle QPR = \angle SRP \) because they are \( \text{c. } ? \) angles for the given parallel lines and the transversal \( \text{d. } ? \). \( \overline{PR} \cong \overline{PR} \) by the \( \text{e. } ? \) Property of Congruence.
28. **Given:** $\overline{SQ}$ bisects $\angle PSR$, $\angle P \cong \angle R$.
**Prove:** $\triangle PSQ \cong \triangle RSQ$
![Diagram for Problem 28]
| Statements | Reasons |
|------------|---------|
| 1. $\overline{PQ} \perp \overline{QS}, \overline{RS} \perp \overline{QS}$ | I. Given |
| 2. $\angle Q$ and $\angle S$ are right angles. | a. ? |
| 3. $\angle Q \cong \angle S$ | b. ? |
| c. ? | 4. Vertical angles are congruent. |
| 5. $T$ is the midpoint of $\overline{PR}$. | 5. Given |
| 6. $\overline{PT} \cong \overline{RT}$ | d. ? |
| 7. $\triangle PQT \cong \triangle RST$ | e. ? |
29. **Given:** $\overline{PQ} \perp \overline{QS}, \overline{RS} \perp \overline{QS}$, $T$ is the midpoint of $\overline{PR}$.
**Prove:** $\triangle PQT \cong \triangle RST$
![Diagram for Problem 29]
| Statements | Reasons |
|------------|---------|
| 1. $\overline{PQ} \perp \overline{QS}, \overline{RS} \perp \overline{QS}$ | I. Given |
| 2. $\angle Q$ and $\angle S$ are right angles. | a. ? |
| 3. $\angle Q \cong \angle S$ | b. ? |
| c. ? | 4. Vertical angles are congruent. |
| 5. $T$ is the midpoint of $\overline{PR}$. | 5. Given |
| 6. $\overline{PT} \cong \overline{RT}$ | d. ? |
| 7. $\triangle PQT \cong \triangle RST$ | e. ? |
30. **Constructions** Using a straightedge, draw a triangle. Label it $\triangle JKL$. Construct $\triangle MNP \cong \triangle JKL$ so you know that the triangles are congruent by ASA.
**Developing Proof** Can you deduce the “Conclusion” from the “Given” information? Explain.
31. **Given:** $\angle N \cong \angle P, \overline{MO} = \overline{QO}$
**Conclusion:** $\triangle MON \cong \triangle QOP$
![Diagram for Problem 31]
32. **Given:** $\angle F \cong \angle H, \overline{FG} \parallel \overline{JH}$
**Conclusion:** $\triangle FGJ \cong \triangle HJG$
![Diagram for Problem 32]
33. **Given:** $\overline{AE} \parallel \overline{BD}, \overline{AE} \cong \overline{BD}, \angle E \cong \angle D$
**Conclusion:** $\triangle AEB \cong \triangle BDC$
![Diagram for Problem 33]
34. **Given:** $\overline{DH}$ bisects $\angle BDF, \angle 1 \cong \angle 2$.
**Conclusion:** $\triangle BDH \cong \triangle FDH$
![Diagram for Problem 34]
35. **Reasoning** If possible, draw two noncongruent triangles that have two pairs of congruent angles and one pair of congruent sides. If this is not possible, explain why. | <urn:uuid:aa3ed790-809f-4461-a3fb-72e4a559ca76> | CC-MAIN-2017-39 | http://bowmansmath.weebly.com/uploads/6/0/3/7/60377015/4-3_pg_197_198_199.pdf | 2017-09-26T12:46:11Z | crawl-data/CC-MAIN-2017-39/segments/1505818695726.80/warc/CC-MAIN-20170926122822-20170926142822-00158.warc.gz | 49,970,143 | 2,241 | eng_Latn | eng_Latn | 0.813929 | eng_Latn | 0.843116 | [
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Bark beetle scourge is killing coastal conifers
By NAOMI JARVIE Of the Advocate
Thursday, July 29, 2004 -
The bark beetle tree predator is decimating coastal coniferous trees. Different types of trees are attacked by different types of the bark beetle species, each having its favorite kind of bark.
U.C. Cooperative Extension Forest and Wildlands Ecology Advisor Greg Giusti said in a telephone interview that in Mendocino County the beetles are currently most active along the coast. He said a complex set of circumstances have to come together to allow the bark beetle population to erupt.
Giusti said that in 2000 the amount of precipitation was high, but it all fell between November and February. This occurred two years in a row.
"By fall 2001," he said, "those trees had gone two years for eight-month periods without a sizable drink. Those trees were stressed for water." He said that weakened their condition.
Giusti said another factor is trees in big clusters with lots of stems competing for available water. When the bark beetles enter high density pine stands, he said, the water-stressed trees set up a prime condition for the beetles to attack. If the stressed trees are not removed, the area becomes "nursery galleries for the beetles to multiply," he said.
He estimates, "We will probably see a couple of more years of the same." Giusti said a lot of rain and a severe harsh winter could drop the beetle population, or a disease could kill off the beetles.
He said he receives a lot of calls from landowners with questions about dead and dying trees. Once a conifer tree turns yellow, it's rare for the tree to become healthy again, Giusti added.
Beetle facts
According to U.C. Extension, bark beetles are the most destructive insect pests of California forest trees and are always present.
Bark beetles typically begin their attacks on trees weakened by stress or other factors, but healthy trees can also be subject to attack.
The first insects to invade a tree emit odors into the air chemical messages called aggregation pheromones that attract large numbers of beetles of the same species. The beetles carry microscopic fungi which plugs the water-conducting system of the tree they attack, hastening its death.
The first signs of beetle attack are pitch tubes, small yet visible masses of pitch and boring dust. It may be visible in bark crevices and in cobwebs in the trees. There are no other major visible symptoms to determine whether a tree has come under attack.
After bark beetles reproduce in a tree, the youngsters emerge through the bark causing quantities of boring dust to collect on bark plates or in cobwebs. They feed and reproduce in the thin layer of plant tissue between the bark and the wood.
The most noticeable sign of bark beetle attack in a forest is the appearance of single or groups of trees with red tops. The upper parts of beetle-infested trees usually fade, first passing from a normal green color to a light green, then to a straw yellow and finally to red.
The beetles winter beneath the bark, with very little movement, until temperatures warm again.
Reduce, prevent loss
Droughts occur. According to U.C. Extension, timbered land can be managed in such a way that only an optimum number of trees are allowed to grow on any site with enough available light and soil moisture. A given site can only be expected to properly support a certain number of trees per acre. As the trees grow older and larger, their moisture, light and nutritional requirements increase, even though the capacity of the site remains fixed. According to U.C. Extension, when optimum density is exceeded, bark beetle losses must be anticipated.
The longer a "killed" tree is allowed to stand, the worse its condition becomes. Once the tree is dead and its moisture content reduced, it is no longer attractive to most bark beetles. It is then attacked by other insects causing more deterioration.
Prevention is the only effective course of action. Keep pines from becoming stressed by providing supplemental irrigation during the summer and fall. Prevent soil compaction above the root zone.
Giusti said if a pine is fading and has been diagnosed as being under bark beetle attack, cut it down and remove it from the premises. If the tree remains on the site, or is cut into firewood, cover it securely with an ultraviolet ray-resistant clear polyethylene tarp to prevent the beetles from escaping and attacking nearby trees. If a healthy pine is cut down, follow the same procedure since exposed fresh pine wood will quickly attract bark beetles that will in turn threaten nearby pines.
U.C. Extension recommends several other conifers to consider when replacing or replanting trees that are not attacked by bark beetles; redwood, atlas and some cedar and cypress species.
For more information about the bark beetle, or on use of protection with insecticides and other methods to prevent the infestation, contact U.C. Extension at 463-4495.
Tan oak fungus
When Giusti was asked about tan oak tree fungus, he said the only confirmed site in the county is in the Yorkville-Boonville area. He said Mendocino County hasn't seen the devastation that other counties, like Marin, have. | <urn:uuid:c3fd47e9-467e-4052-ab26-00b2d58c246a> | CC-MAIN-2017-39 | http://www.agriculturedefensecoalition.org/sites/default/files/pdfs/37Q_2004_Tree_Decline_Mendocino_County_Ft._Bragg_Advocate_News_July_29_2004_Bark_Beetle_2004.pdf | 2017-09-26T12:59:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818695726.80/warc/CC-MAIN-20170926122822-20170926142822-00166.warc.gz | 381,336,028 | 1,094 | eng_Latn | eng_Latn | 0.99908 | eng_Latn | 0.99908 | [
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Year 3 will be going to the Gurdwara based on Leeds Road.
Reminders!
All pupils must come to school in full uniform and equipment which includes black shoes, PE kit, book bag, reading books and Home School diary every day
Swimming
3A—Monday (8.30 start)
3B—Tuesday (Normal school time)
Our Topic
This half term we will be learning about:
* The Romans
* Science—Magnets and Forces
* R.E—Places of Worship
* PHSCE: Going for Goals
Homework.
Your child will receive homework every Friday and this must be returned to school by Tuesday each week. Homework will include:
- Maths homework book
- SPAG homework book
- Daily Reading—Raving Readers Challenge and completion of Home School diaries
Our Project Homework this half term will be to investigate the Romans and magnets and forces.
Maths
This half term we will be learning:
⇒ Geometry and shapes
⇒ Perimeter
⇒ Written addition and subtraction
You could help your child at home by:
⇒ Reviewing place value
⇒ Practicing mental maths
English
This half term we will be learning:
⇒ Myths and Warning Stories
⇒ Diaries and Recount
⇒ Spelling
You could help your child at home by:
⇒ Learning spellings from the Year 3 HFW (Home School diary)
⇒ Collecting exciting and new vocabulary to use in their writing
**Computing**
**This half term we will be learning:**
- Learn input and output
- Learn how to give instructions
- Learn how to create a game
**You could help your child at home by:**
- Create a set of instructions for the computer
- Use Purple Mash, Mathletics and I am learning
*(Please see the class teacher if you need the login details)*
---
**RE and PSHE**
**This half term we will be learning about:**
- Places of Worship
- Why are certain places special?
- Christianity and Sikhism
**You could help your child at home by:**
- Discuss the different places of worship
- Discuss special objects from places of worship
---
**Science**
**This half term we will be learning about:**
- Different types of forces
- Learn how magnets attract and repel
**You could help your child at home by:**
- Researching different types of forces
---
**Art and DT**
**This half term we will be learning about:**
- Learning about Mondrian’s art
- Learn how to sew
- Make a collage
**You could help your child at home by:**
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LOUISIANA TECH UNIVERSITY
COLLEGE OF ENGINEERING AND SCIENCE
Students enrolled in the College of Engineering and Science at Louisiana Tech University are involved in hands-on, project-based learning from their very first day of class. With fourteen different majors to choose from, students quickly find their passion and begin understanding their chosen career path.
Building Engineers and Scientists for Tomorrow
So, why study engineering?
If you have an interest in math and science, or if you grew up taking things apart and putting them back together, or if you just like to solve problems, you likely have an aptitude for engineering and science. With our integrated curriculum, students have the first year to learn about different areas of engineering and science while completing projects like a saltwater fish tank. For engineers, their textbook comes to life in the “lab” that they own. Each student has their own “robotics” kit that they use to learn about engineering fundamentals. Concepts like circuits, conservation of energy, and statics are brought to life with the kit. By combining lecture and lab in one setting, students begin to see how a theory can be applied to a real-world problem. Graduates from the College of Engineering and Science are well-known. Our alumni have become presidents of major oil and gas companies and officers within the Department of Defense. They head divisions of the Army Corps of Engineers and state departments of transportation. They design complex bridges and interstate systems and work with NASA at both the Johnson Space
Center in Houston and the Kennedy Space Center in Florida. They are high ranking chemical engineers in well-known companies such as Exxon-Mobil, PPG, The Dow Chemical Company, and Eastman Chemical Company. They create medical devices that put people’s lives back together and they create anti-hacking and viral programs for computers. They are teachers and community leaders. Louisiana Tech graduates are among the most sought after engineering and science graduates in the country.
The College’s integrated curriculum also guarantees that professors in engineering, mathematics, and the sciences are all involved in your career path and that you are not a nameless face in the classroom.
Hands-On Projects
Students complete multiple hands-on projects, beginning with our Living With the Lab Curriculum (where students use a robotics kit to make a pump and a fish tank assembly) through senior capstone design. Our facilities include a rapid prototyping machine, water jet machine, 3D foam router, full machine shop, foundry, concrete lab, distillation columns, biomedical labs and much more.
College of Engineering & Science Statistics
• **14 Engineering and Science majors** from nanosystems and cyberengineering to mechanical engineering and physics.
• **Freshman Engineering Class Size of 40**
Small classes provide consistent interaction
• **Average starting salary of $60,000**
Engineering and science graduates earn competitive salaries
• **100 + Companies** recruit Engineering and Science graduates through the career fairs and at the program level.
• **Dedicated Faculty**
Students will find caring faculty in every program area. Whether it is academic advising, research, or extra-curricular activities, our faculty are dedicated to helping our students succeed.
Team Collaboration
Starting with the first year of study, students learn teamwork and communication skills by working on group projects with people in multiple engineering and science majors.
Find your success, beginning with an education from the College of Engineering and Science at Louisiana Tech and begin solving the world’s greatest challenges.
Engineering and Science Programs
**Biomedical Engineering**
Biomedical engineers apply fundamentals from engineering, medical sciences, and mathematics to solve problems in medicine and biology, and to understand, modify, or control biological systems.
**Chemical Engineering**
Chemical engineers chemically transform various natural resources into more useful and valuable products, including paper, gasoline, medicines, and computer microchips.
**Chemistry**
Scientists with a background in chemistry work with aspects of physics and math, earth and environmental science, biology, and medicine.
**Civil Engineering**
Civil engineers design, construct, and maintain man-made and natural infrastructures, such as bridges, water treatment facilities, and runways.
**Computer Science**
Computer scientists design algorithms and use programming and state-of-the-art concepts in computer systems technology to develop and repair computer hardware (equipment) and software (procedures) that address defense, biomedical, business, and general computer needs.
**Construction Engineering Technology**
Technologists with a background in construction engineering technology use the practical application of engineering science to provide technical and managerial services in the areas of construction most closely aligned with engineering, with a particular emphasis on highway, heavy, and underground construction.
**Cyber Engineering**
Cyber engineers incorporate electrical engineering and computer science to understand cyberspace and use skills developed in digital forensics, security policy, and computer network defense to perform cyber security tasks, as well as work on engineering hardware and software.
**Electrical Engineering**
Electrical engineers apply the laws of electrical phenomena to design, develop, and improve electronics and solid-state devices, and to control, convert, and distribute energy.
**Electrical Engineering Technology**
Technologists with a background in electrical engineering technology perform a variety of technical tasks in the areas of computers, electrical power, communications, instrumentation, and control systems.
Industrial Engineering
Industrial engineers make decisions related to the best use of people, material, equipment, and energy to achieve the goals of an organization, and can be found in manufacturing facilities, hospitals, amusement parks, and many other locations that make a product or offer a service.
Mathematics and Statistics
Mathematicians serve a variety of fields, including business, education, and engineering by helping compute budgets, weights, limits, and by helping educate professionals.
Mechanical Engineering
Mechanical engineers design, develop, test, manufacture, and maintain machines, systems, devices, and components that improve living conditions.
Nanosystems Engineering
Nanosystems engineers design, develop, and characterize materials, devices, and systems in the range of 1-100 nanometers, and integrate these materials with macroscale devices and systems.
Physics
Scientists with a background in physics apply the principles of physics and the techniques of physics research in a variety of fields, including astrophysics, material science, biophysics, and solid state physics.
We prepare students to address the Grand Challenges of Engineering:
- Make solar energy economical
- Provide energy from fusion
- Develop carbon sequestration methods
- Manage the nitrogen cycle
- Provide access to clean water
- Restore / improve urban infrastructure
- Advance health informatics
- Engineer better medicines
- Reverse-engineer the brain
- Prevent nuclear terror
- Secure cyberspace
- Enhance virtual reality
- Advance personalized learning
- Engineer tools for scientific discovery
www.engineeringchallenges.org
www.grandchallengescholars.org
www.latech.edu/coes/gcscholars
Building Engineers and Scientists for Tomorrow
Contact Information
College of Engineering and Science
Undergraduate Studies
Phone: 318-257-2842
www.latech.edu/coes
Louisiana Tech University Admissions Office
Email email@example.com
Toll Free: 1-800-latech-1
Phone: 318-257-3036
www.latech.edu/admissions.index.shtml
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4x4 in Schools Technology Challenge – Enrichment Training Programmes
Introduction
The Land Rover 4x4 in Schools enrichment training programme is adapted from the training modules of the 4x4 in Schools Technology Challenge and is suitable for students aged 13 – 19 in Singapore schools.
The curriculum of the training module is customisable and suitable to be catered for the following segments of students:
- NT/NA Elective Modules
- Innovation Clubs
- Robotic Clubs
- STEM Applied Learning Schools
The training programme requires students to build a radio controlled four-wheel drive (4x4) vehicle to specifications and must successfully navigate and complete obstacles on an off-road test track as demanding as real off-road situations. The vehicle has to emulate the capabilities of a full size 4x4 vehicle.
Schools undergoing the training programmes can take part in the 4x4 in Schools National Finals (Singapore) for an opportunity to represent Singapore in the World Finals stage.
About the Competition
1. Aims
The ambition of the project is to raise awareness, interest and enthusiasm in engineering through the practical application of Design & Technology, Mathematics and Science.
The engineering industry requires creative, multi-disciplined individuals who are capable of problem solving through individual tasks and working in motivated teams. This project replicates a ‘real-life’ work situation where specialists come together to share intellectual and practical ideals to resolve a complex problem. The challenge is an excellent opportunity for students to work in design teams to gain an awareness and understanding of project management and other key skills.
2. Objectives
- To provide participants with a platform and opportunity to experience operations of 4x4 manufacturing companies.
- Provides an experience where students can develop and embed knowledge and skills which may be later required in further education or their chosen career.
- Is motivating, exciting, challenging and fun for both the students and adults involved.
- Provides young people with the opportunity to work as part of a team or independently to develop problem solving skills and techniques.
- Provides an opportunity for students to learn and develop through participation in a hands-on practical experience.
- Enables young people to gain an understanding and awareness of what engineering involves, encouraging them to actively think about a career within STEM.
- Integrates subject knowledge from key areas of the curriculum with the wider agenda of work-related learning, enterprise, key skills and personal development.
• Integrates subject knowledge from key areas of the curriculum with the wider agenda of work-related learning, enterprise, key skills and personal development.
**Enrichment Training Outline – 20 to 25 hours Duration (Customisable)**
1. **Introduction**
- History and facts about Land Rover
- Introduction to the Science/Engineering of Land Rover
- Introduction to 4x4 in Schools Technology Challenge programme and competition
- Introduction of each member and their team roles
- Viewing of past 4x4 in Schools Technology Challenge competition resources
2. **Team Identity:**
- Understanding about Logo, Team Identity, Branding
- Designing and choosing Team Logo, Team Name, and Colours
- Presentation to the class (Verbal Presentation skills)
- Creation of Presentation Board
3. **Car Design:**
- Introduction to the use of Autodesk – Fusion 360
- Simple Model creation
- Creation of the 4x4 Body Shell
- Design of the car body and mechanical parts (optional) of the car structure
4. **Car Manufacture:**
- Designing of car body shell via recycle materials + Assembly
- Each student to receive recycled materials for car body creation
- Students cut, fold and staple the basic car structure
- Design of the car body shell using recycled materials and assembly of the car
Colouring
- Each group to decide on colours for Team Colours
- Each student to design and paint own car body
5. **Introduction and Building of Control systems**
- Understanding of the electrical and electronic components in
- Light sensor
- Tilt sensor
- Building of the electrical and electronic components in
- Light sensor
- Tilt sensor
6. **Learning Journey – Raceworks Singapore**
- Principles of vehicle set up
- Rock-Crawlers vs 4x4 off-road vehicle set up
- Actual race
7. The Business of 4x4 Land Rover
- Budgeting and Sponsorship
- Presentation to the class
8. Track Element Setup
- Understanding different Track Elements and the effect on the vehicles of the Competition
- Understanding the Rules and Regulation
- Creating obstacle course using 6 Track elements
- Trial Practices
9. Competition among teams
- Setting up of the Obstacle using different Track Elements
- Trial Practices
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Plant Temperature Under Greenhouse Curtains
Temperature is the primary factor that controls the speed of developmental processes in plants, such as time to flower, root development, and leaf unfolding. Growers usually monitor and control the temperature of the air because it’s easy and straightforward to do. Of course, it’s the temperature of the plant, not the surrounding air, that controls plant development. Specifically, the temperature of shoot tips and root tips regulates how fast new tissues form.
Air temperature usually has the largest effect on shoot-tip temperature, but other factors moderate that effect, including light intensity, humidity, air velocity, method of heating (e.g., bottom heating or infrared heating), plant water status and water temperature. The temperature of the ceiling above a plant, whether it is the open sky, a greenhouse glazing material or an energy curtain, can also influence plant temperature, especially at night.
Plants gain or lose energy through three processes: radiation, conduction, and convection. Some simplified definitions and examples of each are in Table 1. At night, energy can be radiated from a warm plant to a cold ceiling, which decreases plant temperature. The magnitude and rate of this energy loss depends on how cold the glazing material is, as well as other factors such as humidity and the characteristics of the plants and the ceiling.
A few years ago, we conducted a detailed experiment to quantify how different greenhouse curtains influenced shoot-tip temperature of New Guinea impatiens at night. The experiment was performed in glass-glazed greenhouses during winter, when outdoor temperatures were near or below freezing. Different curtain materials were pulled closed at night, the air temperature was maintained at 68° F, and the effects of humidity and the curtain materials on plant temperature were quantified.
Briefly, here’s what we learned. These results are consistent with similar research reports with other crops.
On a cold night, plants under a curtain were warmer than those without a curtain. The shoot-tip temperature of New Guinea impatiens at night was up to 4.1° F warmer when under a curtain even though air temperature was the same. Thus, plants lost more energy to the colder greenhouse glazing material compared to plants under the warmer curtain. All curtain materials studied increased plant temperature. However, shoot-tip temperature was warmer under blackout curtains with closed-weave construction compared to shading curtains with open weave construction.
The effect of the curtain was greater on colder nights. The effect of the curtains on plant temperature was determined when the outdoor night temperature was either mild (31° F) or cold (13° F). On the mild night, the glazing material surface was 62° F, while the glazing was 6° F lower on the cold night. The temperature of an aluminized energy curtain above plants was warmer in both cases, 67° F on the mild night and 65° F on the cold night. As a consequence, the shoot-tip temperature of New Guinea impatiens was 2.9° F warmer under the curtain than under the glazing on the cold night, and 1.8° F higher under the curtain on the mild night.
The difference in plant temperature and air temperature was greater at a low humidity. Plants in a greenhouse with a high relative humidity (60 to 80 percent) were an average of 1.8° F warmer at night than plants in a greenhouse with a low humidity (25 to 40 percent) as a result of reduced transpiration. The decrease in shoot-tip temperature at night is also influenced by air flow around plants. The use of horizontal air flow fans reduces the difference between air and plant temperature, which emphasizes the benefits of air movement at night.
These results highlight an often overlooked benefit of retractable energy curtains. Not only do they save energy costs by serving as an insulative layer and reducing the amount of space heated, plants under the curtains can be at least a few degrees warmer than plants not under a curtain. Consequently, plant development under a curtain will be slightly faster, especially when the nights are cold and the humidity is low.
Erik Runkle is associate professor and floriculture extension specialist in Michigan State University’s department of horticulture. He can be reached at firstname.lastname@example.org or 517.355.5191 ext. 1350. Matthew Blanchard is technical service manager at Syngenta Flowers and can be reached at email@example.com. | <urn:uuid:8012575f-08d8-4a7b-8df4-2b187dec7637> | CC-MAIN-2017-39 | http://flor.hrt.msu.edu/assets/Uploads/Plant-temperature-under-curtains.pdf | 2017-09-26T12:42:13Z | crawl-data/CC-MAIN-2017-39/segments/1505818695726.80/warc/CC-MAIN-20170926122822-20170926142822-00158.warc.gz | 118,677,897 | 904 | eng_Latn | eng_Latn | 0.997665 | eng_Latn | 0.997665 | [
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CHAPTER 1
The Solution to Pollution
Would you like to live adjacent to a town dump? Would it be fun to fish in a pond whose waters are continually fed by a stream of soapy, detergent-filled waters from a nearby laundry? Would you want to swim in a body of water that has been polluted by raw sewage? Would you enjoy working for eight hours each day in a smoke-filled restaurant? What would you think of spending your whole life breathing the smoggy atmosphere of a densely populated industrial city such as New York or Los Angeles or Tokyo?
Yes, pollution is a problem! Pollution may be defined as an accumulation of any substances—in the air, in the water or on the land—in sufficient concentration to produce an unwanted or harmful effect on man, animals or plants. There are basically three kinds of pollution:
1. **Air Pollution**—caused mainly by auto exhaust, factory smokestacks (industries burning coal and oil), etc.
2. **Water Pollution**—caused mainly by chemical and other wastes from factories, sewage, oil spills (from tankers or from drilling rigs), etc.
3. **Land Pollution**—caused by junk piles, dumps and the excessive litter and rubbish which is inexcusably scattered throughout the land by those who care nothing about preserving the beauty of God’s creation. Just take a little walk along the roadside and you will soon conclude that the Litterbug is America’s most thriving insect. This creature is known by its trail of beer cans, bottles, cigarette packs, newspapers, paper bags and every conceivable kind of garbage.
Pollution is nothing new. Excavations at the site of the ancient city of Troy indicated that the inhabitants dropped their *refuse* (trash and garbage) on the floor and let it accumulate until the level rose so high that doors would not open, whereupon the doors were repositioned. The Romans left masses of refuse, garbage and even human corpses in open trenches on the city’s outskirts, which historians say contributed to many terrible outbreaks of disease which plagued the city. The Jews had a famous dump outside the city of Jerusalem called “Gehenna.” Since fires seemed to burn there continually, the Lord Jesus used this word (translated as “hell”) to describe the eternal place of punishment for the wicked (Mark 9:43,45,47).
In later years laws were passed to put a stop to smoke pollution. In 1306 a man was executed for burning coal in London. In 1388 the English Parliament forbade dumping filth and garbage in ditches, rivers, and waters, but very few paid any attention to the law. In the Middle Ages people would often throw waste out of windows onto the streets below.
Although there has always been a pollution problem, the greatest threat to man’s environment came with the beginning of the Industrial Revolution during the last part of the 18th century. Factories multiplied upon the face of the earth and later the automobile was invented. Mankind is greatly indebted to industry (what would our modern world be like without autos?) but it did carry with it some serious pollution problems.
In the middle of the 19th century water pollution became a serious health problem in certain densely populated areas. Odors arising from the Thames River in the late 1850s are reported to have made life in London almost intolerable. In the 20th century, the automobile became the major air polluter. In October 1948, the small mill town of Donora, Pennsylvania, experienced a four-day fog that made almost half of its 14,000 inhabitants sick due to the polluted air. In the 1950s and 1960s both London and New York had air pollution episodes that resulted in excess deaths and illnesses (see *Encyclopedia Britannica*, 1974, "Pollution Control").
On a January day in 1957, Richmond, Virginia, was hit by an unusual plague. Girls walking down the street suddenly discovered that the nylons on their legs literally dissolved and disappeared. There was a high humidity, virtually no wind, and a large amount of sulfur in the air. This unhappy combination made the nylons pop into nothingness! (*Guide to Survival*, by Salem Kirban, p. 53).
In Tokyo, Policemen return regularly to headquarters to breathe oxygen. In this same city there are also vending machines for dispensing oxygen to pedestrians.
The air pollution in the great cities in America is also quite noticeable. The smoke and smudge over Los Angeles could be seen by astronauts from space. Such pollution has already had certain effects upon the weather, creating even additional problems.
In 2010 there was a huge oil spill on the Gulf of Mexico. It lasted for three months, from April to July. This leak was caused by an explosion on a drilling rig owned by the British Petroleum Company (BP). It is estimated that 53,000 barrels of oil per day escaped from the well before it was finally capped.
People are also concerned about nuclear pollution. In March of 2011 there was a severe earthquake which caused a tsunami (huge tidal wave) resulting in much destruction in certain parts of Japan. Several nuclear reactors were damaged and this resulted in nuclear radiation leaks. Those living near the reactors had to leave their homes and evacuate the area.
It is not surprising that many people are greatly concerned about our environment and they are making every effort to bring pollution under control. In our government there is an agency known as the Environmental Protection Agency which claims to be protecting the environment against the evils of pollution. Men are seeking to save the environment and they are seeking to survive in the environment.
According to Mark 7:1-5, why did the Pharisees and scribes find fault with the disciples of Christ? ____________________________________________________________
______________________________________________________ These religious Jews were concerned about polluted hands, but the Lord Jesus knew that there was another kind of pollution which was far more dangerous and far more deadly.
Read Mark 7:14-23 and whenever you come to the word "defile," substitute the word "pollute" instead. According to Christ (see especially Mark 7:21,23), is the real problem pollution from without (outer pollution) or pollution from within (inner pollution)?
______________________________________________________ What kind of pollution should we fear the most?
a. Air Pollution—filthy and unclean air
b. Water Pollution—filthy and unclean water
c. Hand Pollution—filthy and unclean hands
d. Heart Pollution—a filthy and unclean heart (Jeremiah 17:9)
Who is able to solve this greatest pollution problem?
a. Concerned citizens
b. The government
c. The Environmental Protection Agency
d. Each individual man
e. The Living God (Ezekiel 36:25-29)
According to Jeremiah 3:2, the land was polluted with:
a. garbage
b. litter
c. factory waste
d. wickedness
In Ezekiel 14:11 we learn that the people of Israel were polluted (defiled, impure, unclean) because of their _______________________. Therefore, God says that the worst kind of pollution is:
(see Jeremiah 2:22-23)
a. polluted land
b. polluted water
c. polluted air
d. polluted people
Will any polluted or unclean person be allowed to enter heaven (Ephesians 5:5; compare 1 Corinthians 6:9-10; Galatians 5:19-21)? ______ Will God allow any pollution to enter heaven (Revelation 21:27)? ______ How can a polluted sinner get into God's holy heaven (1 Corinthians 6:11)? ____________________________________________________________
Even today God tells believers to be careful lest any pollution, filth or garbage should come out of their mouths (Ephesians 4:29; Colossians 3:8)!
The living God is able to save and cleanse a polluted person, take him out of his filthy environment (Colossians 1:13; 2 Peter 2:20-"escaped the of the world") and cause him to survive in a brand new environment because the believer lives in a new realm, "in Christ" (2 Corinthians 5:17). The believer is still in the world but the pollution and filth of the world is no longer in him (John 17:11,16; Philippians 2:15).
It is very important that we understand what the real problem is. Suppose the governments of the world were to discover ways to remove all garbage and waste, cleanse the atmosphere from all its impurities and purify all the earth’s waters. Would this solve man’s basic problem?
The Bible tells us that Christ shall someday reign on this earth for 1000 years (Revelation 20:4,6). During this time the earth will be filled with
a. garbage
b. polluted air
c. polluted water
d. the knowledge of God (Habakkuk 2:14; Isaiah 11:9)
How is God’s ability to change and cleanse the environment illustrated in the following passages?
1. Exodus 15:23-25 ____________________________________________________________
2. 2 Kings 2:19-22 _____________________________________________________________
3. 2 Kings 4:38-41 _____________________________________________________________
4. Matthew 8:26-27 _____________________________________________________________
(Can the God who calmed the seas clean the air as well?)
Yes the Kingdom Age will be a time when the earth will enjoy a perfect environment (even though the tribulation period which precedes the Kingdom Age will experience the worst pollution the world has ever known—see for example Revelation 16:3-4). Yet, at the end of the 1000 years of perfect environment, countless thousands will rise up in wicked rebellion against the King (Revelation 20:7-9). Even though these people lived in a pollution free world, their hearts were filled with filth and thoroughly polluted.
The problem: **Polluted People!**
The solution: **Isaiah 1:16-18**
"Just as I am, and waiting not
To rid my soul of one dark blot,
To Thee whose blood can cleanse each spot,
O LAMB OF GOD, I come, I come."
—Charlotte Elliott
ONLY EFFECTIVE VACCINE
"HE LAYED DOWN HIS LIFE FOR US" — I JOHN 3:16
THE LIVING CHRIST
SIN
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Monteith is a small village, located at mileage 218, on the Ontario Northland Railway, 218 miles from North Bay.
It is also presently located on the west bank of the Driftwood River.
Previous to 1916 it had been a small settlement on the east side of the Driftwood River, but this settlement was burned out in the 1916 fire. It was known as Driftwood City. After the fire the opposite side was considered as a better site, and new buildings were erected there. It was to have the name of Monteith, after the minister of agriculture for Ontario: Hon Nelson Monteith.
The first settlement consisted of a log boarding house, operated by Mr. John McCosh. He had been a cook for the construction crews of the O.N.R., which was under construction in 1908, and which had been built as far as Goldlands, or Kelso; its present name. This had been famed for a discovery of gold. After several years boom, this pattered out and after the big fire it became only a small settlement that was not rebuilt.
Mr. Joseph Kelso had the first store at Driftwood City. There was also a freight shed, built by the railroad. It served as a flag stop for passengers as there was no agent.
Monteith came into being in the fall of 1916. Mr. McCosh built a new boarding house and homes were built. Mr. McCosh moved into his new place Nov. 5, 1916. | <urn:uuid:70922204-0f54-4c20-9f7c-b89cc6426267> | CC-MAIN-2020-45 | http://images.ourontario.ca/Partners/FWIO/FWIO003505132_0004p.pdf | 2020-10-31T07:46:46+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107916776.80/warc/CC-MAIN-20201031062721-20201031092721-00503.warc.gz | 47,998,486 | 314 | eng_Latn | eng_Latn | 0.999649 | eng_Latn | 0.999649 | [
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Mad Libs, Grades: 4-6
Dates: March TBA, 2016
Students in 4th through 6th grades will practice reading, writing, vocabulary, listening, and speaking skills through an interactive videoconference project. *Mad Libs* is a phrasal template word game where one player prompts another for a list of words to substitute for blanks in a story. These word substitutions have a humorous effect when the resulting story is then read aloud. The classes will connect through VC and each group will ask for the parts of speech missing in the stories and then they read the story with the words offered by the partnering class.
For more information/registration: Rene Carver – 607.795.5350 x1799 - email@example.com
Flat Stanley, Grades: K-4
Dates: April TBA, 2016
Students in 1st through 4th grades will practice reading, writing, questioning, speaking skills, and following directions through an interactive videoconferencing project. This project provides an opportunity for students to make a videoconference connection with students of other member schools who have signed up with the project. Students begin by reading the book, *Flat Stanley*, and becoming acquainted with the story. Then they make paper “Flat Stanleys” (or pictures of the “Stanley Lambchop” character) and keep a journal for a few days, documenting the places and activities in which Flat Stanley is involved.
For more information/registration: Karen Schmid – 631.595.6836 - firstname.lastname@example.org
Erie Canal, Grade: 4
Dates: Mystery Though History – April 27 - May 10
Student Presentations – May 26 - June 2, 2016
The Erie Canal videoconference project consists of one brief information session for educators, an online learning space filled with resources and communication for educators, and two classroom connections for students. Our classroom connection will educate students as they help investigate a stolen ring mystery and interact with the crime suspects. For the second classroom interaction, classrooms will have the opportunity to create and present an Erie Canal presentation focused on an essential question to other classrooms. This project is aligned to NYS SS, ELA and Technology Standards.
For more information/registration: Doreen Pietrantoni – 585.249.7221 email@example.com
NYS DLC Mission
The mission of the NYS Distance Learning Consortium is to provide school districts across New York State with access to 21st Century learning technologies and services. The NYS DLC is committed to supporting school administrators, teachers, students, staff, and communities to enrich learning by enhancing and expanding the traditional role of education through distance and e-learning.
Meeting Common Core Standards through Distance Learning
- Students demonstrate independence with complex texts
- Students respond to the varying demands of audience, task, purpose, and discipline
- Students comprehend as well as critique
- Students use technology and digital media strategically and capably
- Students come to understand other perspectives and cultures
Brown Bear, Brown Bear, What Do You See?
Grades: Pre K-1
Dates: December 9-11, 2015
Students in K through 1st grade will practice reading, speaking, listening, and math through an interactive videoconference project. Two classrooms will pair up and students will compare what they see and experience within their local communities and create a class book or poster. Students may suggest they see various animals, landscapes, town, city, etc. The book, *Brown Bear, Brown Bear, What Do You See?*, will be used as the model. Each student will also create a puppet of his or her favorite animal in the story and share it with the partner class. For more information/registration: Karen Schmid – 631.595.6836 – firstname.lastname@example.org
Monster Match, Grades: Pre K–3
Dates: October 26-29, 2015
Students in Pre K through 3rd grade will practice reading, writing, researching, speaking skills, and following directions through this interactive videoconference project. Two classrooms will pair up and each class will create a monster using materials from the approved materials list. The class will write a description of the monster and send the description to the partner class. Each class will recreate the monster based only on the written description. The classes will connect to compare their recreated monsters with the original monster sharing similarities, differences, and how the monster descriptions were interpreted. For more information/registration: Amy Spath – 315.433.8332 – email@example.com
Turkey Disguises, Grade: 2
Dates: November 18 - 20, 2015
Students in 2nd grade will practice reading, writing, speaking skills, and following directions through this interactive videoconference project. Two classrooms will pair up and each student will create a disguise for a turkey from an approved materials list. The class will choose which turkey will be caught. Next the class will create clues and a turkey grid and send the information to its partner class. The classes will connect through videoconferencing to figure out which turkey got caught. For more information contact Susan Neale – 516.608.6639 – firstname.lastname@example.org
The Mitten by Jan Brett
Grades: Pre K-3
Dates: January 27-29, 2016
Students in Pre K through 3rd grade will practice reading, writing, researching, speaking skills, and following directions through an interactive videoconference project. Two classrooms will pair up and each class will read the story *The Mitten* before the videoconference. The class will use the mitten cut-outs to create a mitten with animals. Each class will learn about each animal in the story and write clues about each animal. The classes will then connect though videoconference to have the class guess which animal the other class has hidden in its mitten by the clues given. For more information/registration: Amy Spath – 315.433.8332 – email@example.com
100 Days of School, Grades: K-1
Dates: February 9-12, 2016
Students in K through 1st grade will connect to share math activities and discuss the book about the 100 Days of School (read prior to connection). For more information/registration: Doreen Pietrantoni – 585.249.7221 – firstname.lastname@example.org
Around the State of New York In 60 Minutes
Grade: 4
Dates: TBA
Students in 4th grade will connect through a four way videoconference in four separate regions of New York State. Students will be presented clues and information from geography, history, economics, and current events in relation to their region. What better way to learn about New York regions than from the students that live there! Each participating classroom will conduct a presentation (approximately 5-7 minutes in length) and provide clues about their region but will keep the name of their region a mystery. The goal of the project is for participating students to make inferences from the clues provided by the presentations and determine which region the others are from. For more information/registration: Rene Carver – 607.795.5350 – email@example.com
Jamie O'Rourke, Grades: 1-4
Dates: March 15-17, 2016
Students in 1st through 4th grades will practice reading, writing, speaking skills, and following directions through an interactive videoconferencing project. Two classrooms pair up for each session and each class will read the story *Jamie O'Rourke and the Big Potato* by Tomie dePaola before the videoconference. The class will use the potato template to create a potato man or woman. The class will write a description of its potato man or woman and send the description to the partner class via email. Each class will recreate the potato man or woman based only on the written description. The classes will connect through videoconference to compare their recreated potato men or women with the original, sharing similarities, differences, and how the descriptions were written and interpreted. For more information/registration: Amy Spath – 315.433.8332 – firstname.lastname@example.org
*Membership in a BOCES Distance Learning Program is required to participate in NYSDLC Collaborations* | <urn:uuid:aeaa2d83-317a-433b-a03e-958a77acb265> | CC-MAIN-2017-39 | http://elearning.blog.monroe.edu/files/2013/09/nysdlccollaborationsbrochure15-16v4.pdf | 2017-09-26T05:37:59Z | crawl-data/CC-MAIN-2017-39/segments/1505818695066.99/warc/CC-MAIN-20170926051558-20170926071558-00289.warc.gz | 101,111,005 | 1,758 | eng_Latn | eng_Latn | 0.995978 | eng_Latn | 0.996297 | [
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Write an algebraic expression for each context. Tell what your variable represents.
1. Miguel ate 15 pieces of candy this morning and continues to eat 4 pieces per hour
2. Steph swims 705 laps per week
3. Juan earns $15.25 for every yard he rakes. He has $17 in his checking account already.
4. Ernest earns 6 minutes of free time a day and has used 6 of them
5. Gale collects $15 \frac{2}{3}$ gallons of rain per year and she has used 4 gallons of it
Write an algebraic expression to match each context:
6. 2 less than x
7. the sum of 13 and z
8. 32 subtracted from y
9. the product of a number and 8
10. 45 less than b
11. 8 more than w
12. the quotient of n and 16
13. y increased by 42
14. p more than 53
15. one-half of b
16. Circle the coefficient and write the number of terms in the equation below:
\[9x + 6\] number of terms: _______
1. It takes Carlos 12 minutes to complete one section in his History workbook or complete one page in his Science book.
a. Write an expression using a variable that shows how long it takes Carlos to complete some sections in his History workbook. Explain what your variable represents.
b. Evaluate your expression to find how long it would take Carlos to complete 8 sections in his History workbook.
c. Write an expression using variables that shows how long it takes Carlos to complete some History sections and complete some pages in his Science book.
d. Write a different expression that also shows how long it takes Carlos to complete some History sections and some pages in his Science book. Explain how you know these expressions are equivalent.
e. For homework one night, Carlos has 7 sections of History and 11 pages of Science to complete. Evaluate one of your expressions to find how long it will take Carlos to finish his homework.
2. Antoine has 14 quarters and 17 dimes. Ella has 17 quarters and some dimes.
a. Write an expression using a variable to show how many coins Ella has. Evaluate the expression for 2, 5, 10, and 25 dimes.
b. If Ella has the same number of coins as Antoine, write an equation setting their numbers of quarters and dimes equal. | <urn:uuid:adf96e7b-e1d6-40d3-9d3b-d1df22f3e4fd> | CC-MAIN-2017-39 | http://mathwithmrsmontgomery.weebly.com/uploads/5/8/3/5/58358603/expressions.translating_ws1.pdf | 2017-09-26T05:38:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818695066.99/warc/CC-MAIN-20170926051558-20170926071558-00289.warc.gz | 209,681,777 | 513 | eng_Latn | eng_Latn | 0.997699 | eng_Latn | 0.99787 | [
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For Exercises 38–46 below, determine if the line segment joining the two points is horizontal, vertical, or neither. If the points are horizontal or vertical, find the length of the line segment joining the two points.
38. \((2, 5), (9, 5)\)
39. \((4, 0), (4, -12)\)
40. \((-7.5, -6.25), (19.5, -6.25)\)
41. \(\left(\frac{1}{2}, \frac{1}{2}\right), \left(\frac{1}{3}, -\frac{1}{2}\right)\)
42. \((5, 9), (5, 2)\)
43. \((0, 0), (0, -7)\)
44. \((9.25, 1.5), (-9.25, 1.5)\)
45. \((-1.2, -1.2), (-1.2, 3.6)\)
46. \((0, 0), (-7, 0)\)
47. Use the coordinate grid below.
a. Find the length of a line segment joining points \(U\) and \(V\).
b. Find the length of a line segment joining points \(W\) and \(V\).
For Exercises 48–51, do parts (a)–(d).
a. Graph the given ordered pairs and connect them with a line segment.
b. Find a point that can connect to make a right triangle.
c. Find two points that can connect to make a square.
d. Find two points that can connect to make a rectangle that is not also a square.
48. \((3, 0), (6, 0)\)
49. \((-2, 1), (-2, 4)\)
50. \((-1, 0), (-5, 0)\)
51. \((0, -3), (4, -3)\)
For Exercises 52–55, the two given points are connected to form the diagonal of a rectangle. Find the other two vertices of the rectangle.
52. \((4, 5), (-4, -5)\)
53. \((3, 3), (-3, -3)\)
54. \((-1, 2), (1, -2)\)
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Ants are everywhere! Ants live in deserts, mountains, forests, and rainy areas. There are over 14,000 different kinds of ants. There are red, brown, black, and even yellow ants. Sometimes ants get into our houses, our peanut butter jars, and other places where we don’t want them. Even though these insects can be annoying, they are amazing creatures.
Ants are always busy. They live in sand hills. The worker ants are all females. Each worker ant has a different job. They each seem to know exactly what job to do. Some of the ants build the sand hill house. Some ants build the tunnels and rooms under the hill. These ants also act like soldiers. They protect the ant hill from enemies. Some of the ants find food and return it to the nest. If one ant finds food, the others will follow. That is why you often see not just one ant but a trail of ants. They are following one another to the food.
Ants work well together. If one ant cannot carry something, another ant will help. Ants are very strong. An ant can carry 25 times its own weight. That would be like a 50-pound child carrying something that weighs 1,250 pounds!
Ants have antennae that give them information. Their antennae help them smell food, test the wetness of the ground, and feel how warm it is outside. They even use their antennae to "hear" strange noises from the ground and to sense danger in the area. Perhaps an anteater is nearby. Time for the ants to scurry away!
Comprehension and Thinking Questions
Choose an Answer
1. Every ant has a (job, room).
2. Under the sand hill are many rooms and (buildings, tunnels).
3. All the worker ants are (females, males).
4. Ants can smell and hear using their (feet, antennae).
5. If one ant can’t carry something, another ant will come to (fight, help).
What is the Answer?
1. Where do ants live?
2. What are some of the jobs the ants do?
3. What happens when one ant finds food?
4. How strong are ants?
5. Why are an ant’s antennae important?
What If?
1. What if you could carry 25 times your own weight? What would you carry?
2. What if you were an ant? What job do you want? Why? | <urn:uuid:cfa01706-e0a2-43f5-9ddb-27db9562713e> | CC-MAIN-2024-33 | https://acadcom.com/pdfweb/4603.pdf | 2024-08-15T11:28:08+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641291968.96/warc/CC-MAIN-20240815110654-20240815140654-00106.warc.gz | 65,618,709 | 509 | eng_Latn | eng_Latn | 0.999586 | eng_Latn | 0.999643 | [
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| Common Name | Eurasian Wigeon |
|-------------|-----------------|
| Scientific Name | Anas penelope |
| Obs. date | 12/29/83 |
| Time(s) | 24:30 PM |
| Duration of obs. | 10 mins. |
| Distance from bird | 250 yds. |
| Light conditions | good but near dusk |
| Optical equip. | 8x36 Bushnell Binoculars |
| Photo equip. | |
| Notes made at time of sighting | |
| Notes made later from memory | ✓ |
| Date report prepared | 12/30/83 |
**Weather at time of this observation.**
Cloudy, 240°F, no wind
**Prior weather and number of days since change.**
Very rainy
**Locality**
Lava Hills Golf Course Pond
St. George, Utah
**Enter number of birds in each category.**
| GENDER(S) | AGES(S) | PLUMAGE(S) | PHOTO(S) |
|-----------|---------|------------|----------|
| Males | Adults | Breeding | Available |
| Females | Juv/Imms | Transition | Enclosed |
| ♀ or Imms | 2/3 yr birds | Eclipse | |
| Unknowns | Unknowns | Winter | |
| | | Dark phase | |
| | | Light ph. | |
**Description of bird:** Size, colors, all field marks OBSERVED. - Unique features of this individual, if any.
Light gray body with prominent black and white stern
light brown front
rusty head with buff top
obvious differences because of many A. wigeons close by
Field marks which were not seen. Why not?
wing pattern as bird was only seen swimming
Variations from expected field marks.
none
List similar species and describe why or how you eliminated them.
The only similar species I know of would be the A. wigeon because of the many individuals present with this one, it was very easy to compare both with each other and the field guide. The head pattern is quite distinct.
Behavior of this bird. Other species seen with this one. Any interaction between birds?
seen feeding with pigeons and other ducks on pond
Habitat at this location. Adjacent or near by habitat, if significant.
golf course pond
Describe bird's song or sounds.
none
Print reporter's name, address, phone number.
Tim Helentaris
1721 S. 500 E.
Sec, Utah 84105
Signature
What is your experience with this or similar birds?
I have often seen A. wigeons but never another E. wigeon
Corroborating observers not reporting separately.
| Print Name | Signature |
|------------|-----------|
| | |
| | |
| | | | <urn:uuid:cd8674f7-c53b-4735-8f70-1b144ac3738a> | CC-MAIN-2024-33 | http://utahbirds.org/RecCom/1983andPre/1983_31ufo.pdf | 2024-08-15T12:19:30+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641291968.96/warc/CC-MAIN-20240815110654-20240815140654-00128.warc.gz | 27,008,684 | 589 | eng_Latn | eng_Latn | 0.990829 | eng_Latn | 0.997141 | [
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Be ready at A.
1. Walk approximately 2 horse lengths from A. Lope on the left lead to B and lope a square corner.
2. Perform a simple or flying lead change.
3. Extended lope until even with C.
4. Collect the lope and continue to center.
5. Stop and perform a 360 degree turn to the right.
6. Extended jog thru first square corner. Slow to a jog midway and continue to jog through second corner.
7. Stop and perform a 270 degree turn to the left. Back one horse length.
8. Pattern is complete. Exit at the extended jog.
Be ready at A.
1. Walk to B.
2. Stop at B and turn 180 degrees to the left.
3. Jog to C.
4. Lope on the right lead to D.
5. Jog to C.
6. Extend the jog to E.
7. Stop and back approximately one horse length.
Follow the instructions of your ring steward.
1. Walk A to B.
2. At B jog.
3. Jog a circle at B and continue to C.
4. At C extend the jog to D.
5. At D stop and back 4 steps.
6. Turn 90 degrees to the right.
Pattern Provided by:
Be ready at A.
1. Walk approximately 2 horse lengths from A.
2. Jog to B.
3. Stop and back around B as shown.
4. Lope on the right lead to center of pattern.
5. Perform a simple lead change.
6. Lope on the left lead to and around A.
7. Jog from A to center of pattern. Jog a corner left and jog to exit.
Follow the instructions of your ring steward. | <urn:uuid:f7940ce1-025f-4d6e-82cf-ea91ac337897> | CC-MAIN-2023-06 | https://www.aiqh.eu/wp-content/uploads/2022/06/WESTERN-HORSEMANSHIP-2.pdf | 2023-02-05T16:38:20+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500273.30/warc/CC-MAIN-20230205161658-20230205191658-00405.warc.gz | 660,696,810 | 356 | eng_Latn | eng_Latn | 0.998587 | eng_Latn | 0.998387 | [
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VERIFICATION OF UNUSUAL SIGHT RECORD FOR UTAH
Common Name: White-winged Scoter
Scientific Name: Melanitta fusca
Date: Oct. 27, 1985 (3)
Time: various
Length of time observed: 15 min. (total)
Number: 1-4
Age:
Sex:
Location: near Grantsville exit on I-80
Latilong: 5
Elevation (if known):
Distance to bird: 20 feet
Light conditions: variable
Optical equipment: 15X60 scope
Weather: variable
Description: (Write a detailed description of the bird's appearance, including size, shape, plumage pattern, color, and any unique features.)
Three of the birds fit the following description:
A short-necked, stocky mainly dark brown bird
When the bird was swimming a white patch could be seen which was made by the white speculum. When the bird either flapped its wings or flew the white speculum was clearly seen.
Eye dark
The bill was dark brown, large and was feathered down to the nostril
Two white spots were seen on the head. One behind the eye, the other in front
The fourth bird first seen on November 4, was similar except the two white spots on the head were much more prominent... they were huge.
Voice or call notes and method of delivery:
Behavior:
Habitat:
What similar species might it have been and how were these eliminated:
Surf Scoters were eliminated by the obvious white speculum and by the feathering that extended down the bill and by the lack of a dark crown.
What experience have you had with this and similar species:
I have spent time studying the differences in the three Scoters in California and have observed all three species in Utah.
Books, illustrations, and advice consulted, and how did these influence this description:
Significance of record in this area or the state:
Additional material: (attach drawing, photograph, tape recording if available)
Description from notes taken at time of sighting____ notes made later____ from memory____
Observer: Ella Sorensen
3868 Marsha Drive
West Valley City UT
Address: 84120
Signature:
Other observers who independently identified this bird: Joelle Buffa and Dale Martin originally found and identified these birds
Other observers: Richard Sorensen, Harry Spencer, Jim Wolfe
Date prepared:
Return this form to: Ella Sorensen
3868 Marsha Drive
West Valley City, Utah 84120 | <urn:uuid:a84e01c9-505b-482c-ac9b-2a4dfa4eb76a> | CC-MAIN-2024-33 | http://utahbirds.org/RecCom/1985/1985_40Orig.pdf | 2024-08-15T13:12:40+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641291968.96/warc/CC-MAIN-20240815110654-20240815140654-00113.warc.gz | 27,254,992 | 523 | eng_Latn | eng_Latn | 0.994424 | eng_Latn | 0.995175 | [
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BEAM Rules of FASD Behavior Management
1. Brain Damage from FASD is permanent and unchanging and impacts directly on behavior.
2. Environment must be modified in order to see changes in the child’s behavior.
3. Attitude toward child should be positive and gentle to prevent frustration and depression.
4. Medications that work are a combination of a stimulant like Adderall and an SSRI like Paxil.
5. Meals provided should be additive free; avoid aspartame, preservatives, and red coloring.
6. Expectations should be realistic. Adjust your expectations to match child’s ability to function.
7. Understand that FASD behaviors are primarily a matter of brain dysfunction.
8. Punishments like spanking or slapping should be avoided to prevent aggression and violence.
9. Supervision needs to be intensified; many children with FASD require 24/7 monitoring.
10. Consequences may not be effective but should be applied immediately and consistently.
11. One-a-day vitamins with minerals and B6 and B12 and extra C and E will ensure nutrition.
12. Time out can be a good coping tool for learning to self-calm, but should not be a punishment.
13. Tough love usually does not work, because the child is not capable of making wise choices.
14. Individualize the behavior plan to fit the unique needs of each child. Not all rules will apply.
15. Educate yourself about FASD, teach providers, teachers, family members, especially the child.
Fasstar Trek Model
15 Rules of Behavior Management
1. Think Brain Damage. Remember that the basis for most of the challenging behaviors is neurological dysfunction. The medical term is “static encephalopathy” which means brain damage that is permanent and unchanging. The frontal lobes were damaged by the alcohol exposure. This is the part of the brain that controls behavior and judgment.
2. Think “Environment.” Instead of trying to change the child, change the environment. That includes the physical surroundings (minimize chaos), and people that interact with the child. When family members, teachers, and care providers all understand the nature of FASD, they can change their behavior and as a result the child’s behavior will improve.
3. Adjust Your Attitude. Be positive rather than punitive. The child cannot always control behavior. Even when actions seem deliberate or manipulative, this is the nature of FASD - brain dysfunction. Be supportive and respectful. Your role is not to watch for misbehavior to punish, but to encourage healthy, respectful behaviors. Watch what behavior you model.
4. Medications Work. Consider the risks of not medicating (out-of-control behavior) with possible side effects (usually minor with classic FASD and no co-occurring mental illness like Bipolar). If there happen to be side effects, doctors might suggest alternate meds until one is found that works and does not cause discomfort. Most parents of children with classic FASD report that a combination of stimulant and SSRI work best. Parents of some children report that Mountain Dew helps. (This is the one exception to #5.) Mountain Dew seems to have a calming effect on most children with classic FASD. This information is based on data gathered from parents and doctors and is not to be construed as medical advice. Consult your doctor.
5. **Meals and Diet.** Maintaining a healthy diet goes a long way to helping the child control behavior. Avoid additives, read labels, minimize fast food and stick to restaurants that don’t use preservatives. Teachers will tell you that the worst days for behaviors are the day after Halloween, Christmas time, and Valentine’s Day. It’s not necessarily the sugar, which in reasonable amounts should not cause problems. It’s the food coloring, and red coloring agents seem to cause the most problems. Other likely culprits are Nutrisweet (aspartame) and preservatives. Try an additive-free diet for about a week, then try adding one potentially troublesome food at a time to see what affects the child and what does not.
6. **Adjust Your Expectations.** The child will most likely not be able to consistently function at age level. Divide the child’s chronological age by 2 and assume that the child’s ability to function will be around that level. A 4-year-old will act like a 2-year-old most of the time, and a 10-year-old will act like a 5-year-old. A 16-year-old may act like a 4-year-old sometimes, like a 10-year-old sometimes, and like an adult sometimes. The older the child is, the better he/she will be at acting his/her age, but it is often just an act, and the teen’s ability to function socially and emotionally is often around the 6-year-old level.
7. **Understand the Nature of FASD.** Having an awareness of what FASD is – brain damage – will help you focus on effective intervention. This message, that FASD behaviors are primarily a matter of neurological dysfunction, is repeated because it is important to remember.
8. **Avoid Physical Punishment.** Never hit or slap the child. Even spanking should be avoided. The child learns by imitating others and physical aggression can lead to violence. If physical aggression is learned at a young age, it will be very difficult for the child to unlearn this behavior later. There are ways to apply non-punitive means of discipline. It takes time and effort, but it is worth it to prevent behavior in the child that could lead to violence, abuse, injury, and/or incarceration.
9. **Supervision.** Most children with FASD require close monitoring. Most adults require at least daily monitoring, and some need 24/7 supervision. Because of frontal lobe dysfunction, the decisions they make are not always wise and may put them at serious risk. Review the history of the child’s behavior, and provide the level of supervision that will allow them maximum freedom without putting them or others at risk. When in doubt, make your decision based on what is safest for the child. Once freedom is given to the child, it is more difficult to take that freedom away later. Take very small steps toward independence only when the child demonstrates a stable long-term ability to handle time alone at home or in social situations. Don’t take unnecessary chances, and don’t give in to pressure from others if it goes against your intuition. If you give the child too much freedom and something traumatic happens, the child will not likely learn from the incident, and the child’s freedom will be severely restricted with hospitalization or incarceration. Most parents whose older children ended up in serious trouble wish they could turn back time and provide closer supervision to their children.
10. **Use Consequences With Care.** Don’t expect consequences to work effectively. Consequences must be concrete and simple and must be applied immediately and consistently. Even then, the child may not learn, or may forget or make the same mistake again. Adapt consequences to the child’s *functional* age rather than actual age.
11. **Give One-A-Day Vitamins.** The child with FASD may have nutritional deficiencies in spite of a healthy diet. Chose a one-a-day vitamin with minerals, B-6 and B-12, preferably with no artificial coloring. Extra C and E will help as well.
12. **Rethink Time Out.** Don’t use time out as a punishment. If the child is out of control it is most likely due to feeling frustrated or overwhelmed or by sensory overload. Quiet time can be used as a coping strategy to help regain control.
(continued on back)
Take some time to learn about Positive Behavior Supports and adapt them when necessary using the above guidelines. Read more about how alcohol exposure affects the developing brain, how that brain damage impacts behavior, and specific behavior issues that are common in children with FASD. Understanding the nature of FASD is crucial. Apply the SCREAMS intervention strategies, and remember that most children with FASD require more intense supervision than non-affected children, and that some will require round-the-clock monitoring.
www.fasstar.com | <urn:uuid:43920d24-32dc-432d-9069-bccc0201c514> | CC-MAIN-2023-06 | https://www.tjjd.texas.gov/index.php/doc-library/send/415-webinars-2016/1425-fetal-alcohol-spectrum-disorders-fasd | 2023-02-05T16:46:44+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500273.30/warc/CC-MAIN-20230205161658-20230205191658-00410.warc.gz | 1,058,805,992 | 1,679 | eng_Latn | eng_Latn | 0.99777 | eng_Latn | 0.997987 | [
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Raising a Fit Preschooler!
Preschoolers have a lot of energy, which they use in a more organized way than when they were toddlers. Instead of just running around in the backyard, a preschooler has the physical skills and coordination to ride a tricycle or chase a butterfly. Preschoolers also are discovering what it means to play with a friend instead of just alongside another child, as toddlers do. Being around other kids helps preschoolers gain important social skills, such as sharing and taking turns. Despite occasional conflicts, preschoolers learn to cooperate and interact during play.
Helping Kids Learn New Skills
Preschoolers develop important motor skills as they grow. New skills your preschooler might show off include hopping, jumping forward, catching a ball, doing a somersault, skipping, and balancing on one foot. Help your child practice these skills by playing and exercising together. When you go for a walk, your preschooler may complain about being tired but most likely is just bored.
A brisk walk can be dull for young kids, so try these tips to liven up your family stroll:
- Make your walk a scavenger hunt by giving your child something to find, like a red door, a cat, a flag, and something square.
- Sing songs or recite nursery rhymes while you walk.
- Mix walking with jumping, racing, hopping, and walking backward.
How Much Activity Is Enough?
Physical activity guidelines recommend that preschoolers:
- are active throughout the day
- move and engage in both active play and structured (adult-led) physical activity
- do activities such as jumping, hopping, and tumbling to strengthen bones
Preschoolers should do a variety of fun and challenging physical activities that help build skills and coordination but aren’t beyond their abilities. They should be active about 3 hours a day, including light, moderate, and vigorous activities. Preschoolers shouldn’t get more than 1 hour a day of screen time (watching on a TV, computer, phone, or tablet). Preschoolers should get a mix of physical activities, from playing “Duck, Duck, Goose” at preschool to moving around in a tumbling or dance class.
Sources: Raising A Fit Preschooler. https://kidshealth.org/en/parents/fit-preschooler.html, 29 July 2024.
How Can I Keep My Preschooler Moving?
Play together in the backyard and take trips to the playground where they can run, jump, and climb. Many kids love being outdoors, but lots of fun things can be organized indoors: a child-friendly obstacle course, a treasure hunt, or forts made out sheets and boxes or chairs. Designate a play area and clear the space of any breakables.
Here are some more ideas for active play inside:
- Play bounce catch.
- Use paper airplanes to practice throwing.
- Balance a beanbag on your heads while walking – make this more challenging by setting up a simple slalom course.
- Play freeze dance.
- Play wheelbarrow by holding your child's legs while they walk forward on their hands.
What About Organized Sports?
Many parents are eager to enroll their preschool child in organized sports. Some leagues may be open to kids as young as 4 years old, but most preschoolers can't understand complex rules and often lack the attention span, skills, and coordination needed to play sports. If you do sign up your preschooler in a sport such as T-ball or soccer, make sure the focus is on helping kids gain basic physical skills, like kicking a ball, and fundamental social skills, like following rules and taking turns. To teach preschoolers to play baseball, start by teaching them how to throw, catch, and hit off a T-ball stand.
Don't worry if your child doesn't tag first base — it's enough to get kids running in the right direction. If your preschooler is not ready for the team or not interested in sports, consider helping them continue to work on fundamental skills, like hopping on one foot, doing a somersault, and riding a bicycle or tricycle.
Preschoolers watch how their parents spend their time. So set a good example by exercising regularly and being active. Kids who see this as something their parents do naturally want to do it too.
Sources: Raising A Fit Preschooler. https://kidshealth.org/en/parents/fit-preschooler.html, 29 July 2024. | <urn:uuid:4f120d03-9a4d-4c94-afeb-ab6ef518631d> | CC-MAIN-2024-33 | https://www.ceoempowers.org/wp-content/uploads/2024/08/Aug-Newsletter-2024-Repaired.pdf | 2024-08-15T13:10:18+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641291968.96/warc/CC-MAIN-20240815110654-20240815140654-00113.warc.gz | 536,376,408 | 903 | eng_Latn | eng_Latn | 0.99651 | eng_Latn | 0.996806 | [
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The King of Cups
The King of Cups is a figure of authority and wisdom, often depicted as a king or a high-ranking official. He is associated with the element of water, symbolizing emotions, intuition, and the subconscious mind. The King of Cups is known for his gentle and compassionate nature, and he is often seen as a mentor or guide.
In tarot readings, the King of Cups can represent a person who is in a position of power and influence, but who uses their authority to help others rather than to dominate them. He may also indicate a period of emotional stability and well-being, or a time when you are able to tap into your own inner wisdom and intuition.
The King of Cups is often accompanied by symbols such as cups, flowers, and animals, which further emphasize his connection to the natural world and his ability to nurture and care for others. He may also be depicted holding a sword or a staff, which suggests his role as a protector and leader.
Overall, the King of Cups is a powerful and positive figure in tarot, representing wisdom, compassion, and a deep understanding of the human experience. | <urn:uuid:e65c02ef-788f-4002-be4d-1016624ad1e9> | CC-MAIN-2020-45 | https://www.nibelungenmuseum.de/nibelungenmuseum-wAssets/docs/T1_Ausmalbild-Koenig-Wenzel-II-von-Boehmen.pdf | 2020-10-31T08:14:21+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107916776.80/warc/CC-MAIN-20201031062721-20201031092721-00497.warc.gz | 784,553,881 | 228 | eng_Latn | eng_Latn | 0.997993 | eng_Latn | 0.997993 | [
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Anglo-Saxon Riddles
The *Exeter Book* contains almost one hundred riddles, some witty, some picturesque, some crude, and some so obscure that the reader could never hope to guess their meanings. The following riddles are among those that are challenging but not incomprehensible to the modern day reader. Read the riddle assigned to your group and answer the questions that follow.
**Riddle One:**
My clothes are silent as I walk the earth
Or stir the waters. Sometimes that which
Makes me beautiful raises me high
Above men’s heads, and powerful clouds
Hold me, carry me far and wide.
The loveliness spread on my back rustles
And sings, bright, clear songs,
And loud, whenever I leave lakes
And earth, floating in the air like a spirit.
**Riddle Two:**
A worm ate words. I thought that wonderfully
Strange—a miracle—when they told me a crawling
Had swallowed noble songs,
A night-time thief had stolen writing
So famous, so weighty. But the bug was foolish
Still, though its belly was full of thought.
**Riddle Three:**
I was a warrior’s weapon, once.
Now striplings have woven silver wires,
And gold, around me. I’ve been kissed by soldiers,
And I’ve called a field of laughing comrades
To war and death. I’ve crossed borders
On galloping steeds, and crossed the shining
Water, riding a ship. I’ve been filled
To the depth of my heart by girls with glittering
Bracelets, and I’ve lain along the bare
Cold planks, headless, plucked and worn.
They’ve hung me high on a wall, bright
With jewels and beautiful, and left me to watch
Their warriors drinking. Mounted troops
Have carried me out and opened my breast
To the swelling wind of some soldier’s lips.
My voice has invited princes to feasts
Of wine, and has sung in the night to save
What savage thieves have stolen, driving them
Off into the darkness. Ask my name.
**Riddle Four:**
Our world is lovely in different ways,
Hung with beauty and works of hands.
I saw a strange machine, made
For motion, slide against the sand,
Shrieking as it went. It walked swiftly
On its only foot, this odd-shaped monster,
Traveled in an open country without
Seeing, without arms, or hands.
With many ribs, and its mouth in its middle.
Its work is useful, and welcome, for it loads
Its belly with food, and brings abundance
To men, to poor and to rich, paying
Its tribute year after year. Solve
This riddle, if you can, and unravel its name.
**Riddle Five:**
A creature came through the waves, beautiful
And strange, calling to shore, its voice
Loud and deep; its laughter froze
Men’s blood; its sides were like sword-blades.
It swam contemptuously along, slow and sluggish,
A bitter warrior and a thief, ripping
Ships apart, and plundering. Like a witch
It wove spells—and knew its own nature, shouting”
“My mother is the fairest virgin of a race
Of noble virgins: she is my daughter
Grown great. All men know her, and me,
And know, everywhere on earth, with what joy
We will come to join them, to live on land!”
**Riddle Six:**
This thing all things devours:
Birds, beasts, trees, flowers;
Gnaws iron, bites steel;
Grinds hard stones to meal;
Slays kings and ruins town,
And beats high a mountain down.
Riddle Seven:
I war with the wind, with waves I wrestle;
I must battle with both when the bottom I seek,
My strange habitation by surges o'er-roofed.
I am strong in the strife, while still I remain;
As soon as I stir, they are stronger than I.
They wrench and they wrest, till I run from my foes;
What was put in my keeping they carry away.
If my back be not broken, I baffle them still;
The rocks are my helpers, when hard I am pressed;
Grimly I grip them. Guess what I'm called.
Riddle Nine:
I wear gray, woven over
With bright and gleaming gems. I bring
The stupid to folly's paths, fool
The ignorant with sin, urge all useless
Roads and ruin the rest. I can't
Explain their madness, for I push them to error
And pick their brains, yet they praise me more
For each seduction. Their dullness will be sorrow,
When they lead their souls on high, unless
They learn to walk wisely, and without my help.
Riddle Eight:
Wounded I am, and weary with fighting;
Gashed by the iron, gored by the point of it,
Sick of battle-work, battered and scarred.
Many a fearful fight have I seen, when
Hope there was none, or help in the thick of it,
Ere I was down and fordone in the fray.
Offspring of hammers, hardest of battle-blades,
Smithed in forges, fell on me savagely,
Doomed to bear the brunt and the shock of it,
Fierce encounter of clashing foes.
Doctor cannot heal my hurts with his simples,
Salves for my sores have sought in vain.
Blade-cut sorrows, deep in the side of me,
Daily and nightly redouble my wounds.
Riddle Ten:
I cannot be seen, cannot be felt,
Cannot be heard, cannot be smelt.
I lie behind stars and under hills,
And empty holes I do fill.
I always come first and always follow after,
I end life, kill laughter.
Riddle Eleven:
Voiceless I cry,
Wingless I flutter,
Toothless I bite,
And mouthless I mutter.
Riddle Twelve:
An eye in a blue face
Saw an eye in a green face.
"That eye is like to this eye"
Said the first eye,
"But in a low place,
Not in high place." | <urn:uuid:1180a978-764b-48c2-a4d9-dbce35c0478a> | CC-MAIN-2023-50 | https://www.neshaminy.org/cms/lib/PA01000466/Centricity/Domain/2740/Beowulf%20Anglo%20Saxon%20Riddles.pdf | 2023-12-04T06:01:46+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100525.55/warc/CC-MAIN-20231204052342-20231204082342-00657.warc.gz | 1,010,076,466 | 1,312 | eng_Latn | eng_Latn | 0.998337 | eng_Latn | 0.998306 | [
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2017-2018
EXTRA-CURRICULAR ACTIVITIES
AT CENTRAL SCHOOL
Free Activities:
5th Grade: A.M. Art Club, Co-Ed Climbing Club, Good Morning Technology/Code Academy, Intramural Sports, Literary Magazine, Spanish Club, Student Council, Yearbook
6th Grade: A.M. Art Club, Co-Ed Climbing Club, French Club, Good Morning Technology/Code Academy, Intramural Sports, Literary Magazine, Music Activities, Science Olympiad, Spanish Club, Student Council, Yearbook
7th Grade: A.M. Art, Co-Ed Climbing Club, Debate Club, French Club, Good Morning Technology/Code Academy, Intramural Sports, Literary Magazine, Music Activities, Science Olympiad, Spanish Club, Student Council, Yearbook
8th Grade: A.M. Art, Co-Ed Climbing Club, Debate Club, Executive Cabinet, French Club, Good Morning Technology/Code Academy, Intramural Sports, Literary Magazine, Music Activities, Science Olympiad, Spanish Club, Yearbook
Activities With Fees:
5th Grade: Co-Ed Cross Country
6th Grade: Co-Ed Cross Country, Co-Ed Track
7th Grade: Boys’ Basketball, Girls’ Basketball, Boys’ Volleyball, Girls’ Volleyball, Co-Ed Cross Country, Co-Ed Soccer, Co-Ed Track
8th Grade: Boys’ Basketball, Girls’ Basketball, Boys’ Volleyball, Girls’ Volleyball, Co-Ed Cross Country, Co-Ed Soccer, Co-Ed Track
Intramural Activities:
Open Gym meets five (5) days per week. The Co-Ed Climbing Club meets two (2) days per week.
Art Activities:
A.M. Art meets five (5) days per week.
Music Activities:
The schedule for all music activities will be set by the supervising teacher.
****Please see on-line Fee Schedule for the cost(s) associated with the above activities.****
Additional Fees: Basketball ($380.00), Co-Ed Cross Country ($40), Soccer ($210), Track ($40), and Volleyball ($225.00) per child per sport.
Information will be provided once team members are selected. | <urn:uuid:fbb75f0b-22f8-4bba-afb2-765a40385351> | CC-MAIN-2017-34 | http://www.glencoeschools.org/images/district/2017-18_Extracurricular.pdf | 2017-08-16T17:29:08Z | crawl-data/CC-MAIN-2017-34/segments/1502886102309.55/warc/CC-MAIN-20170816170516-20170816190516-00130.warc.gz | 509,559,807 | 461 | eng_Latn | eng_Latn | 0.810472 | eng_Latn | 0.810472 | [
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First Grade Homework Note For The Week Of: January 14-18
Monday: ___________________________ Tuesday: Lego Club After School
Math: H.W. 9.5 Math: H.W. 9.6
Spelling: Write 5 spelling sentences Spelling: Write words total 3 times
Reading: The Cart Reading: The Cart
Wednesday: ___________________________ Thursday: Mass Uniform
Math: n/a Math: n/a
Spelling: Study Spelling: test Friday
Reading: The Cart Reading: The Cart
Spelling Words This Week:
1. afraid
2. again
3. few
4. how
5. soon
6. ask
7. cart
8. park
9. yard
10. bark
Unit Study This Week:
Push and Pull
Skills We Are Working On:
Listening Skills
Important Information:
Lego club is this Tuesday. Have a great week!
Mrs. Farris | <urn:uuid:2fa2eb41-85f8-4028-ac58-0f1caa22fced> | CC-MAIN-2019-04 | http://bjccs.org/Websites/bjcs/files/Content/6200407/January_14,_2019_Homework_Note.pdf | 2019-01-18T06:06:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583659890.6/warc/CC-MAIN-20190118045835-20190118071835-00404.warc.gz | 33,762,465 | 195 | eng_Latn | eng_Latn | 0.981147 | eng_Latn | 0.981147 | [
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693
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Test Taking Tips
PREPARING FOR AND TAKING TESTS
Tests measure how you are doing in a course. Usually test scores are the key determinants of your course grade. Doing well on tests requires test-taking skills, a purposeful positive attitude, strategic thinking and planning, and naturally, a solid grasp of the course content. This handout contains tips that apply to all types of tests.
I. HOW TO PREPARE FOR TESTS
A. Familiarize yourself with the test. Ask the professor how long it will be and what kind of questions will be on it. Ask your instructor which concepts are most important, which chapters to focus on, and what you will have to do on the test. Also ask for some sample test questions, and whether there is a copy of a similar test on file in a library. Look over the tests you have already taken in the course to predict what you will need to prepare for. Your aim is to determine both the content of the questions and the type of memory/intellectual skills you will be asked to use. Examples of these skills include:
1. Remembering specific facts, details, terms, and definitions.
2. Comparing, contrasting and otherwise interpreting meaning in the information studied.
3. Applying principles and theories to solve problems that may not have been covered explicitly in the materials.
4. Predicting possible outcomes given a set of variables.
5. Evaluating the usefulness of certain ideas, concepts, or methods for a given event or situation.
B. Overview all the work to be done and schedule time to do it. On the basis of your familiarity with the test, make a list of all the tasks you must complete to prepare for it. Given what topics you expect to be most important on the test, set priorities among your study tasks and plan to do the most important ones first. In scheduling your test preparation work keep as much as possible to your own routines. If you do not know how to make a study schedule pick up the Counseling Center’s handouts on time management.
C. Avoid the “escape syndrome.” If you find yourself fretting or talking about your work rather than studying, relax for a few minutes and rethink what you are doing – reappraise your priorities and if necessary rethink your study plan to address your worries and then START WORKING.
D. Deal with unread materials – succinctly. Approach your unread material keeping in mind all of your study plan, how much time you have to catch up on your reading, and what it is you need to pull out of the reading. Preview the material, dividing it up into parts, looking for the organizational scheme of the work. Decide what parts in the reading you can omit, what parts you can skim, and what parts you want to read. Set time limits for each part, and keep to the limits. Use the following techniques to help move through the reading:
1. Skim all the reading material first (except the parts you have decided to omit) so you will have at least looked at everything before the test. Take notes on what you skim.
2. Read, emphasizing key sentences and concentrating on understanding the ideas expressed. Try editorializing as you read by asking yourself questions regarding WHO, WHAT, WHERE, WHEN, and HOW about the information.
3. Recite the material to yourself immediately, self testing at the end of each part to enhance recall even without later review.
E. Review actively. Integrate notes, test, and supplementary information onto summary sheets by diagramming, charting, outlining, categorizing in tables, or simply writing summaries of the information. Try to create a summary sheet for each study session, or for each main idea, or for each concept. Use as many of the suggested ways possible, bringing all your senses as well as your sense of humor to bear on these summary sheets to make them really personally meaningful. The more of yourself you put into these sheets the better you will remember the information.
F. Practice doing what you will be doing on the test. If you will be solving problems, then that is what you need to do while studying; if you will be conjugating Spanish verbs, then write these out. Answer unassigned problems or questions in the text or anticipate test questions by thinking frequently “If I were making up this test I would probably ask . . .,” and then answer your questions. Remember, the single most effective way to prepare for any test is to practice doing what you will have to do on the test.
G. It is frequently useful to study with other well-prepared students and to attend any review sessions if available. Use these studying formats to clarify any questions you have about the materials and the test. Do not expect review sessions to repeat any lectures nor to present any additional information. The purpose of these sessions is to give you the opportunity to ask questions about the information to further your understanding.
II. HOW TO TAKE TESTS
A. Be prepared emotionally and physically as well as intellectually. Get into a “fighting” attitude, emotionally ready to do your best. Stay away from others right before the test. Anxiety is highly contagious. Focus on what you know rather than on what you do not know; reinforce your strengths and arrest your weaknesses. Get your rest the night before a test, eat well balanced meals, keep up with your regular exercise – prepare your brain for optimum functioning by keeping your physical resources well maintained. Avoid fasts; do not take any stimulants you are not used to, and if you are used to them (i.e., coffee or soft drinks) keep within moderate amounts.
B. Arrive at the test room early enough to arrange your working conditions, establishing a calm and alert mode. Select a seat where the lighting is the best (frequently at the front of the room), and where your view of the other students will be minimized.
C. When you receive your test, use the back to jot down all the information you are worried you might forget. Remember first to ask whether you can write on the test form itself.
D. Preview the whole test before beginning to answer any questions. Make sure your copy has no missing or duplicate pages. Ask the instructor or proctor to clarify any ambiguities. Read the directions carefully. Budget your time carefully. Check yourself at 15-20 minute intervals to see if you are on track.
F. Start with the easy questions to build your confidence and to gain time for the harder ones. Work the entire test: put some answer down for each question even if you must guess (unless there is a “correction for guessing”). If you find yourself blocked, move on to the next question.
G. Do not panic if you see a question that you did not anticipate or prepare for. Use everything you know about the content of the course, the instructor’s explanations, and your own reasoning ability to analyze the question and create a logical answer. Go for partial credit when you know you cannot get all the points: if you have studied you are bound to know something. Don’t answer too fast. Ponder each question, but don’t agonize over them since it may keep you from getting to other questions.
H. Read the question as is. Avoid overanalyzing or oversimplifying, or you will end up answering a question that exists only in your mind, not on the grading key. Answer the question the test maker intended: interpret the test within the scope of the course.
I. Organize the subject material using charts, diagrams, or time lines whenever possible.
J. Know your professors and his/her biases.
III. HOW TO ANALYZE RETURNED TESTS
A. If you receive your test back to keep, rework your errors trying to reason out why the correct answer was correct.
B. If you do not receive your test back, visit your instructor’s office to take a look at your answer sheet and the questions you missed.
C. Look for the origin of each question – test, notes, labs, supplementary reading, etc.
D. Identify the reason you missed questions. Did you fail to read it correctly? Did you fail to prepare for it? Was the test at a more difficult level than you prepared for? Did you run out of time?
E. Check the level of detail and skill of the test. Were most of the questions over precise details and facts or were they over main ideas and principles? Did the questions come straight from the test or did the test maker expect you to make sophisticated transformations and analysis?
F. Did you have any problems with anxiety or blocking during the test?
Complied By: UT-Austin
I. Objective Exams
A. General Hints
1. Answer the easy questions first.
2. Avoid mechanical errors (putting answers in wrong place and misreading directions).
3. If machine scored, erase completely and no stray marks.
4. Know the scoring rules or formula and plan accordingly (guess if there is not a sizeable penalty for wrong answers).
5. Later items may be useful in answering earlier ones.
6. First reactions or impressions tend to be the correct ones.
7. An exam is not a battlefield for proving your point. Select the answer the professor supports.
8. Do not think too hard about the choices – you could make a case for almost any choice if you try.
9. Do not change your answer because of a mere doubt; change only if you find clear indication that it is wrong and another right.
10. Always bear in mind that the professor is not attempting to trick you, so don’t outsmart yourself looking for devious or tricky interpretations and ignoring the obvious.
B. True-False Questions
1. Do not assume that answers are in a certain order or pattern, e.g. TTF, TTF, TFT, TFT.
2. There are no exceptions to these qualifying words and others like them: all, alone, always, entirely, never, only, totally, etc.
3. Remember that a statement partly false should be marked false, but don’t go out of your way to look for wild exceptions.
4. Guess if you don’t know the answer.
C. Multiple Choice Questions
1. Read through the questions with the answer.
2. Look for clues (e.g., grammar, tenses)
3. Guess if you don’t know the answer.
4. Work backwards—read the answers, then the question.
5. Choose the best alternative (more than one answer may be correct).
6. Determine first what the question asks, throw out obvious misfits, and select the best answer after eliminating what you can.
7. Ask yourself the question before looking at the choices, then find one similar to your answer.
8. Watch out for the “except” type of question where all choices fit the question but one (you are looking for the item that does not belong).
9. The alternative differing most in length from the others tends to be correct.
10. Qualifying words like “usually” or “sometimes” tend to make choices correct: “always” and “never” tend to make choices incorrect.
D. Matching Questions
1. Ask if you can use alternatives more than once.
2. Do not match if you are not sure.
3. Take each entry in turn in the left column and try to think of the answer before reading the choices.
4. Choose the best answer and mark the answer sheet according to the directions.
5. Avoid changing answers.
6. Beware of lists with more answers than questions.
7. Do those items of which you are certain first; by eliminating some, the remaining choices may be correctly guessed.
E. Short Answer
1. Pay attention to grammar.
2. Answer within the context of the course.
3. Use terms the instructor used.
4. If you are having a problem, answer by giving an example.
5. Beef up your answers if you have time.
F. Fill-in-the-blank
1. Look for clues (e.g., grammar, tenses).
2. Use common sense.
3. Choose the best word.
4. Pay attention to the length of line given or to the number of lines.
5. Read through after you answer to make sure it sounds right.
G. Problem Solving
1. Read the question.
2. Re-read getting important information.
3. If there is a multiple option, estimate your answer.
4. Work backwards (e.g., $2 + 3 = 5$, $5 - 2 = 3$).
5. Watch for careless errors.
II. Essay Exams (Discussions measuring your ability to recall, to explain, and to discuss).
A. Variations on essay questions.
1. Compare and give similarities and differences.
2. Describe, define, list, evaluate (give judgment).
3. Discuss, explain, outline, contrast (give differences only).
4. Give a certain number – 3 reasons, 2 advantages, 4 causes.
5. Express a certain point of view – yours, the instructors, the textbook author’s.
6. Illustrate by examples, diagrams, or tables.
B. Use the first minute or two to read the instructions and questions (note point values for the different parts of tests). Re-read questions. (Pay attention and know the meaning of key words).
C. Set up a time schedule – stop when time is up for a question and begin the next one. (Several incomplete answers usually receive more credit than one thoroughly answered question).
D. Outline the answer briefly before writing.
E. Writing the answer
1. To begin writing in the hope that the right answer will somehow turn up is time consuming and usually futile.
2. To know a little and to present it well is superior to knowing much and presenting it poorly.
3. Include an introduction and summary.
4. Include details.
5. Qualify answers when in doubt, e.g. “Toward the end of the 19th century” rather than “In 1894.”
F. Take time to re-read the paper.
1. Did you do what each question asked you to do?
2. Did you answer the correct number of questions?
3. Did you answer all parts of questions (or the number of parts indicated by the directions?)
4. Did you check for: misspelled words, omitted words, grammatical errors, mistakes in dates and figures?
KEY WORDS IN ESSAY QUESTIONS
1. Compare Bring out points of similarity and points of difference. *Compare the legislative branches of the state government and the national government.*
2. Contrast Bring out the points of difference. *Contrast the novels of Jane Austen and William Makepeace Thackeray.*
3. Criticize State your opinion of the correctness or merits of an item or issue; criticism may approve or disapprove. *Criticize the increasing use of executive agreement in international negotiations.*
4. Define Give the meaning of a word or concept, place it in the class to which it belongs, and set it off from other items in the same class. *Define the term “archetype.”*
5. Describe Give an account of; tell about; give a word picture of. *Describe the Pyramids of Giza.*
6. Discuss Talk over; consider from various points of view; present the different sides of. *Discuss the use of pesticides in controlling mosquitoes.*
7. Enumerate Name over; one after another; list in concise form. *Enumerate the great Dutch painters of the 17th century.*
8. Evaluate Give the good points and the bad ones; appraise; give an opinion; regard the value of; talk over the advantages and limitations. *Evaluate the contributions of teaching machines.*
9. Explain Make clear; interpret; make plain; tell “how” to do; tell the meaning of. *Explain how man can, at times, trigger a full-scale rainstorm.*
10. Interpret Make Plain; give the meaning of; give your thinking about; translate. *Interpret the poetic line, “The sound of a cobweb snapping is the noise of my life.”*
11. Illustrate Use a word picture, a diagram, a chart, or a concrete example to clarify a point. *Illustrate the use of catapults in the amphibious warfare of Alexander.*
12. Justify Show good reasons for; give evidence; present facts to show your position. *Justify the American entry into World War II.*
13. Prove Establish the truth of something by giving factual evidence or logical reasons. *Prove that in a full-employment economy, a society can get more of one product only by giving up another.*
14. Summarize Sum up; give the main points briefly. *Summarize the ways in which man preserves food.*
15. Trace Follow the course or trail of; give a description of progress. *Trace the development of television in school instruction.* | <urn:uuid:0e4c0c7c-0dd4-48d3-b8c0-752cc0259ea8> | CC-MAIN-2019-04 | https://www.uhcl.edu/counseling-services/resources/documents/handouts/test-taking-tips.pdf | 2019-01-18T06:08:02Z | crawl-data/CC-MAIN-2019-04/segments/1547583659890.6/warc/CC-MAIN-20190118045835-20190118071835-00399.warc.gz | 981,135,058 | 3,459 | eng_Latn | eng_Latn | 0.997623 | eng_Latn | 0.998421 | [
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Give answers to one decimal place if necessary.
Find the area of each shape below. All lengths are in cm.
1.
2.
3.
4. The area of the parallelogram is equal to the area of the trapezium. Find the value of $x$.
5. Find the shaded area.
6. Find the shaded area.
7. Find the area of each shape. All arcs are either semi-circles or quarter circles and the units are cm.
8. Find each shaded area below. All lengths are in cm.
9. A circular pond has a radius of 13 m. A path goes all the way round the circumference of the pond. The path is 1-2 m wide throughout. Find the area of the path.
10. Calculate the radius of a circle of area 68 cm$^2$.
11. The area of this parallelogram is 112.5 cm$^2$. Calculate the value of $x$.
12. Find the area of this regular pentagon. | <urn:uuid:9d2ead51-94ae-4827-bbac-61ea869723bb> | CC-MAIN-2021-10 | http://piedpypermaths.weebly.com/uploads/1/3/7/2/13725392/3.1_area_of_shapes_mensuration_2.pdf | 2021-03-01T07:49:47+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178362133.53/warc/CC-MAIN-20210301060310-20210301090310-00637.warc.gz | 74,450,640 | 214 | eng_Latn | eng_Latn | 0.996547 | eng_Latn | 0.99818 | [
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An adjective is a word that describes a noun.
List 3 adjectives that describe this fish.
1. ___________
2. ___________
3. ___________
List 3 adjectives that describe this gem.
1. ___________
2. ___________
3. ___________
What adjectives could you use for both animals?
1. ___________
2. ___________
3. ___________ | <urn:uuid:86859a86-aeba-4219-88c4-96437a263e75> | CC-MAIN-2023-50 | https://www.roomrecess.com/Worksheets/ELA/Adjectives2.pdf | 2023-12-06T13:24:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00774.warc.gz | 1,054,868,551 | 85 | eng_Latn | eng_Latn | 0.960121 | eng_Latn | 0.960121 | [
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## CHILD TALK + CONTINUATIONS
| Form of Utterance Codes | Definition and keywords | Frequency counts | Total |
|-------------------------|----------------------------------------------------------------------------------------|------------------|-------|
| Child Comment | **Definition:** Child declarative sentence form used to convey information or imperative sentence used to request action from the listener. | 13 | 46 |
| Child Questions | **Definition:** Child interrogative sentence form designed to elicit a response from the listener. – *Why doesn’t Diego get a turn?*
**Keywords:** Who, What, When, Where, Which, Why, How, Have (Has, Had, Having), Can, Could, Do (Does, Did), Will, Would, Is, Are, Was, Were, Being, Been, May, Might, Must, Need, Shall, Should | 0 | 0 |
| Repeat/Recast/Extend | **Definition:** Repeat/recast/extend – This teacher code involves elaborating on child utterances by repeating, recasting or expanding the topic in a way that uses at least one word from the child’s previous utterance.
These continuations of child topics/utterances must use at least one word from the child’s previous utterance(s); this includes root word that are carried over from C’s talk (C: They read. T: They’re reading). This must include teacher talk that immediately follows a child utterance. | 5 | 17 |
## TEACHER QUESTIONS
| Form of Utterance Codes | Definition and keywords | Frequency Counts | Total |
|-------------------------|----------------------------------------------------------------------------------------|------------------|-------|
| Auxiliary-Fronted Yes/No Question | **Definition:** These questions are designed to elicit a yes/no response and contain an auxiliary (“helper”) verb.
*Note: Auxiliary verb may not be the very first word in the question, but should still be coded here. – *Do you see that? / When they were playing, was she being nice?
**Keywords/Auxiliary verbs:** Have, Has, Had, Having, Can, Could, Do, Does, Did, Will, Would, Is, Are, Was, Were, Being, Been, May, Might, Must, Need, Shall, Should | 10 | 13 |
| Yes/No Question | **Definition:** A question that can be answered with yes/no question response but does NOT have an auxiliary verb at beginning – *See that?* May also include tag questions (rhetorical questions) – *She’s bossy, huh?* | 2 | 12 |
| Basic Wh- Question | **Definition:** Who, what, when, where, which (but not why) + interrogative sentence form/question – *What happened?* | 4 | 19 |
| Why Question | **Definition:** Why + interrogative sentence form/question – *Why are they mad?* | 0 | 1 |
| How Question | **Definition:** How + interrogative sentence form/question – *How did they build the tower so high?* | 1 | 2 |
| Turn-Taking Question | **Definition:** Where the teacher uses a question form, but it does not fit the other Q categories and is designed to give the child a turn to speak (*Yes, Felicia?*) | 2 | 12 |
## SABR 2.2 Video Coding Sheet
### TOPIC/CONTENT CODES: ALL TEACHER TALK
These categories only apply to teacher utterances; these utterances can co-occur, but Literacy- or Meaning-Related trump Behavior if within one utterance.
| Behavior Code | Definition and common phrases | Frequency Counts | Total |
|---------------|------------------------------------------------------------------------------------------------|------------------|-------|
| **TEACHER TALK** | | BEFORE | DURING | AFTER | |
| Redirection/Reminders | Definition: Positive and negative behavior management related talk (redirection and reminders)
Key phrases: Raise your hand, just a minute, hold on, I am looking for..., I like how..., shhh, sit down, wait, wait your turn, stop, be quiet; Look, see (Do not double count attention-directing words if they are embedded in a longer behavior-focused utterance, e.g. Sit criss-cross applesauce and look up here!) | 11 | 19 | 3 | 33 |
| Literacy Codes | Definition and Common Phrases | Frequency Counts | Total |
|----------------|------------------------------------------------------------------------------------------------|------------------|-------|
| **TEACHER TALK** | | BEFORE | DURING | AFTER | |
| Book and Print Conventions | Definition: Talks about how to use books, book parts or rules and conventions that English print requires.
Keywords/phrases: Title, title page, page, cover, spine, end pages, dedication page, turn page, left/right, top/bottom, "this is called" + title of book, genre | 5 | 0 | 1 | 6 |
| Letters/Words/Writing | Definition: Talks about letter names, letter sounds, alphabetical order or letter features; identifies whole words in print; models writing of words; talks about how to write, invented spelling, or writing notes to friends
Keywords: Letters, uppercase, lowercase, letter sound, starts with + letter name, rhyming word, write, writing center | 3 | 11 | 0 | 14 |
| Meaning Codes | Definition and Common Phrases | Frequency Counts | Total |
|---------------|------------------------------------------------------------------------------------------------|------------------|-------|
| **TEACHER TALK** | | BEFORE | DURING | AFTER | |
| Character References | Definition: Names specific characters with proper noun.
Keywords: Proper nouns that name characters in text (e.g. Petunia, Diego) | 1 | 6 | 0 | 7 |
| Cognition | Definition: Indicates cognitive processes in the brain.
Keywords: Think, know, believe, make believe, remember/remind, pretend, idea, plan, find out, learn, understand, imagine/imagination, wonder, guess, decide/decision, choose/choose/choice, pick | 3 | 24 | 1 | 28 |
| Feelings/Emotions | Definition: Captures feeling/emotions.
Common keywords: Mad, sad, happy, angry, sorry, miss, scared | 8 | 15 | 0 | 23 |
| Define/Elaborate on Vocabulary | Definition: Asks for or providing a word's definition, or elaborating on word meaning.
Key phrases: "What does ___ mean?"; "The word ___ means ..." | 2 | 23 | 0 | 25 |
| Act Out/Pretend | Definition: Promotes dramatization of the book or other pretend role-play.
Key phrases: "Let's pretend..."; "Let's imagine..."; make believe, (dramatic) play | 0 | 14 | 0 | 14 |
| Other Observations | Author/Illustrator reference
Check modifiers if 1+ utterances | Making Predictions
"What will happen...?"; "Guess what's next?"; "I expect..." | Making Connections
"Remember when we..."; "Reminds me of our..." | Background Knowledge
"Yes" | No
"What do you know about...?" | Causal Reasoning/Problem Solving
"Yes" | No
"because, why?", since/so, problem, solve, trouble | Judgments/Opinions
"Yes" | No
mean/nice, bossy, fair, smart, friendly, bully, agree, good/bad | Desires/ Preferences
"Yes" | No
like, dislike, want, hate, decide, favorite | | <urn:uuid:f70bdf47-7d2d-4cb6-b096-0d958af7eb01> | CC-MAIN-2024-46 | https://public.cliengage.org/wp-content/uploads/sites/10/2018/09/Video-Practice_111509107_Key.pdf | 2024-11-10T18:00:30+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028187.61/warc/CC-MAIN-20241110170046-20241110200046-00520.warc.gz | 458,504,896 | 1,671 | eng_Latn | eng_Latn | 0.987523 | eng_Latn | 0.98837 | [
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1. Explain the process of semiconductor purification by describing the terms Zone refining, Single crystal growth, and scheme of IC production. Give an account of electronic component fabrication on a chip.
2. Set up differential equation for an oscillation of a spring using Hooke’s and Newton’s second law. Find the general solution of this equation and hence the expressions for period, velocity and acceleration of oscillation.
3. Describe Frank Hertz experiment. Discuss its result and outline limitations.
4. Discuss magnetic dipole moment. What is its effect on atom and on molecules? Explain.
5. Explain Bloch theorem? Discuss its use in Kronig-Penny model and hence in band theory.
6. Explain the construction and working of bipolar junction transistor (BJT).
7. A large wheel of radius 0.4 m and moment of inertia 1.2 kg-m², pivoted at the center, is free to rotate without friction. A rope is wound around it and a 2-kg weight is attached to the rope. When the weight has descended 1.5 m from its starting position (a) what is its downward velocity? (b) what is the rotational velocity of the wheel?
8. An electron is placed midway between two fixed charges, \( q_1 = 2.5 \times 10^{-10} \text{ C} \) and \( q_2 = 5 \times 10^{-10} \text{ C} \). If the charges are 1 m apart, what is the velocity of the electron when it reaches a point 10 cm from \( q_2 \)?
9. A small particle of mass \( 10^{-6} \text{ gm} \) moves along the x axis; its speed is uncertain by \( 10^{-6} \text{ m/sec} \). (a) What is the uncertainty in the x coordinate of the particle? (b) Repeat the calculation for an electron assuming that the uncertainty in its velocity is also \( 10^{-6} \text{ m/sec} \). Use the known values for electrons and Planck’s constant.
10. What is the probability of finding a particle in a well of width \( a \) at a position \( a/4 \) from the wall if \( n = 1 \), if \( n = 2 \), if \( n = 3 \). Use the normalized wavefunction \( \psi(x,t) = \left( \frac{2}{a} \right)^{\frac{1}{2}} \sin \left( \frac{n\pi x}{a} \right) e^{\frac{iEt}{\hbar}} \).
11. Assuming that atoms in a crystal structure and arranged as close-packed spheres, what is the ratio of the volume of the atoms to the volume available for the simple cubic structure? Assume a one-atom basis.
12. The output of a digital circuit (y) is given by this expression:
\[ y = (CB + \overline{C}A)(\overline{B}A) \]
where A, B and C represent inputs. Draw a circuit of above equation using OR, AND and NOT gate and hence find its truth table. | <urn:uuid:f76c0c02-4549-41a4-9064-f7d3011663b8> | CC-MAIN-2023-06 | https://samriddhicollege.edu.np/wp-content/uploads/2021/02/Physics-2075.pdf | 2023-02-05T08:28:48+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500250.51/warc/CC-MAIN-20230205063441-20230205093441-00305.warc.gz | 509,761,345 | 665 | eng_Latn | eng_Latn | 0.991158 | eng_Latn | 0.989428 | [
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ELEMENTARY JAPANESE TEACHER’S GUIDE
2006-02-15 Yoko Hasegawa ELEMENTARY JAPANESE TEACHER’S GUIDE PROVIDES TEACHERS AND SELF-STUDY STUDENTS WITH HELPFUL INFORMATION FOR USING ELEMENTARY JAPANESE VOLUME ONE AND VOLUME TWO.
JAPANESE FROM ZERO! 1
2006-05-01 George Trombley “THE JAPANESE LANGUAGE USES A SET OF SYMBOLS CALLED ‘HIRAGANA’ (TO SPELL JAPANESE WORDS), ‘KATAKANA’ (TO SPELL FOREIGN WORDS), AND ‘KANJI’ (TO REPRESENT ENTIRE WORDS OR NAMES). OVER THE COURSE OF BOOK 1, WE WILL TEACH YOU GROUPS OF HIRAGANA PIECE-BY-PIECE TO GRADUALLY BUILD UP YOUR UNDERSTANDING AND FAMILIARITY.”—INTRODUCTION.
GENKOYOUSHI NOTEBOOK
2019-06-02 Red Tiger Press GENKOYOUSHI NOTEBOOK - KANJI AND KANA CHARACTERS WRITING PRACTICE BOOK This stylish traditional notebook style workbook contains 120 pages of kanji paper, also known as genkoyoushi paper. Each large square holds one character and each square is divided into four quadrants to guide the correct positioning of the elements of each character. This notebook is ideal for both adults and children who are learning Japanese and need to practice the written language. Size: 8.5 x 11 in. 120 Pages of Kanji Paper Premium Matte Finish Soft Cover Printed on White Paper
2011-09 学習ノート
Learning Japanese Hiragana and Katakana
2013-12-20 Kenneth G. Henshall Learning Hiragana and Katakana is a systematic and comprehensive Japanese workbook that is perfect for self-study or use in a classroom setting. Written Japanese combines three different types of characters; the Chinese characters known as kanji, and two Japanese sets of phonetic letters, hiragana and katakana, known collectively as kana, that must be mastered before the Japanese kanji can be learned. Learning Japanese Hiragana and Katakana provides beginning-level students of Japanese a thorough grounding in the basic hiragana and katakana phonetic symbols or syllabaries. A comprehensive introduction presents their primary function, origin, pronunciation and usage. The main body of the book is devoted to presenting the 92 hira and kata characters along with their variations, giving step-by-step guidelines on how to write each character neatly in the correct stroke order, with generous practice spaces provided for handwriting practice. This Japanese workbook includes: Systematic and comprehensive coverage of the two Japanese kana systems. Ample provision for Japanese kana practice, review, and self-testing at several levels Detailed reference section explaining the origin and function of kana, and the various kana combinations. Access to online Japanese audio files to aid in correct pronunciation. Helpful additional information for language students accustomed to romanized Japanese. Vocabulary selected for usefulness and cultural relevance. About this new edition: The new third edition has been expanded and revised to include many additional reading and writing exercises. Accompanying online recordings demonstrate the correct pronunciation of all the characters, vocabulary, and sentences in the book.
REMEMBERING THE KANJI 2
2012-04-30 James W. Heisig Following the first volume of Remembering the Kanji, the present work provides students with helpful tools for learning the pronunciation of the kanji. Behind the notorious inconsistencies in the way the Japanese language has come to pronounce the characters it received from China lie several coherent patterns. Identifying these patterns and arranging them in logical order can reduce dramatically the amount of time spent in the brute memorization of sounds unrelated to written forms. Many of the "primitive elements," or building blocks, used in the drawing of the characters also serve to indicate the "Chinese reading" that particular kanji use, chiefly in compound terms. By learning one of the kanji that uses such a "signal primitive," one can learn the entire group at the same time. In this way, Remembering the Kanji 2 lays out the varieties of phonetic pattern and offers helpful hints for learning readings, that might otherwise appear completely random, in an efficient and rational way. Individual frames cross-reference the kanji to alternate readings and to the frame in volume 1 in which the meaning and writing of the kanji was first introduced. A parallel system of pronouncing the kanji, their "Japanese readings," uses native Japanese words assigned to particular Chinese characters. Although these are more easily learned because of the association of the meaning to a single word, the author creates a kind of phonetic alphabet of single syllable words, each connected to a simple Japanese word, and shows how they can be combined to help memorize particularly troublesome vocabulary. The 4th edition has been updated to include the 196 new kanji approved by the government in 2010 as "general-use" kanji.
1989 Makino, Seiichi Grammatical terms - Characteristics of Japanese grammar - Basic conjugations - Verbs - Connection forms of important expressions - Numerals and counters - Compound words.
REMEMBERING THE KANJI 1
2011-03-31 James W. Heisig V. 1. A complete course on how not to forget the meaning and writing of Japanese characters.
ELEMENTARY JAPANESE VOLUME TWO
2006-02-15 Yoko Hasegawa This is an extensive beginning level Japanese textbook and Japanese language learning package. Elementary Japanese is designed for students who are just beginning their study of Japanese at the first-year college level or on their own. The author and contributors have created a highly structured approach to learning Japanese that is based on learning the fundamental patterns and constructions of the language as well as the writing system including basic kanji. Systematic grammatical explanations are provided in enough detail for this book to be used as a reference work as well as an introductory textbook. The accompanying MP3 audio CD is a great way to learn Japanese and ensures correct pronunciation and helps to build listening comprehension. After completing this course, you will be able to: Describe yourself, your family and your friends. Talk about daily events using basic vocabulary and grammatical constructions. Understand conversations on these topics as well as classroom activities. Read Japanese articles and write short and simple compositions and letters.
JAPANESE SHORT STORIES FOR BEGINNERS
2020-08-07 Lingo Mastery Do you know what the hardest thing for a Japanese learner is? Finding PROPER reading material that they can handle...which is precisely the reason we've written this book! You may have found the best teacher in town or the most incredible learning app around, but if you don't put all of that knowledge to practice, you'll soon forget everything you've obtained. This is why being engaged with
interesting reading material can be so essential for somebody wishing to learn a new language. Therefore, in this book we have compiled 20 easy-to-read, compelling and fun stories that will allow you to expand your vocabulary and give you the tools to improve your grasp of the wonderful Japanese language. How Japanese Short Stories for Beginners works: - Each chapter possesses a funny, interesting and/or thought-provoking story based on real-life situations, allowing you to learn a bit more about the Japanese culture. - Having trouble understanding Japanese characters? No problem - we provide you with the English translation below each paragraph, allowing you to fully grasp what you're reading! - The summaries follow a synopsis in Japanese and in English of what you just read, both to review the lesson and for you to see if you understood what the tale was about. Use them if you're having trouble. - At the end of those summaries, you will be provided with a list of the most relevant vocabulary from that chapter, as well as slang and sayings that you may not have understood at first glance! Do not get lost trying to understand or pronounce it all, either, as all of the vocabulary words are Romanized for your ease of learning! - Finally, you'll be provided with a set of tricky questions in Japanese, allowing you the chance to prove that you learned something in the story. Whether it's true or false, or if you're doing the single answer questions, don't worry if you don't know the answer to any - we will provide them immediately after, but no cheating! We want you to feel comfortable while learning Japanese; after all, no language should be a barrier for you to travel around the world and expand your social circles! So look no further! Pick up your copy of Japanese Short Stories for Beginners and level up your Japanese language skills right now!
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For Free genki second edition workbook answers pdf pdf Ever-expanding universe of spy thrillers, "Shadows of Deceit" (The Handler's Gambit/"The Spymasters Deception") by the incomparable Jessica Knight stands as a beacon of narrative brilliance. Knight's meticulous research and razor-sharp prose have turned what could have been a mere spy novel into a gripping exploration of the human psyche and the implications of moral ambiguity. | <urn:uuid:a82186aa-7a5a-486e-9742-38e5c4c31875> | CC-MAIN-2023-50 | https://vla.ramtech.uri.edu/fill-and-sign-pdf-form/files?PDF=genki-second-edition-workbook-answers-pdf.pdf | 2023-12-06T14:34:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00777.warc.gz | 657,580,566 | 6,589 | eng_Latn | eng_Latn | 0.989518 | eng_Latn | 0.996415 | [
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ABSTRACT
Using the newspaper to provide opportunities for students to learn current events and further develop writing skills is described. Seven activities outline how to use cooperative learning to teach current events. Four types of assignments based on newspapers develop various types of writing skills: (1) personal writing; (2) descriptive writing; (3) expository writing; and (4) persuasive writing. The next activity focuses on the triangle style of writing. Social studies activities provide active involvement in speaking, writing, listening, and reading skills. Practice locating specific details in newspaper articles develops reading skills. Political cartoons and comics provide ideas for using humor in student activities. An example of a bio-historical poem shows an unrhymed poem that gives each student an opportunity to listen or read and then write about a figure in the news without the difficulties of composition. The final idea for using a newspaper is to create a file box of 14 activities listed. A student contract for studying the theme of using the newspaper provides students the choice of contracting for certain requirements and the agreement of teacher and parent. (CK)
1993 Downeast Social Studies Conference
CIVIC COMPETENCE
AND THE
PACE OF WORLD EVENTS
A CLIP BOARD OF ACTIVITIES
FOR
USING THE NEWSPAPER
BY
ANN LOCKLEDGE
IDEAS FOR USING COOPERATIVE LEARNING TO TEACH CURRENT EVENTS
MAKE A WEB
In a group of 3 or 4 each student selects one recurring news event. The group decides on a style for their word web. Then simultaneously on a piece of chart paper or poster board, students write in main concepts and supporting elements represented in today's news or of the newspaper they are using. Finally bridges are drawn representing the relationship of the ideas expressed.
PARTNER'S CIRCLE
Students stand in two concentric circles. The inside circle faces out; the outside circle faces in; with equal numbers in each circle. The two people facing each other are partners. The teacher asks a question involving news that has been in the paper during the week. Partners talk over the answer and hold up hand when they think they have the answer. The teacher calls on one pair. As soon as a correct answer has been given, the students take a step to the right and find their new partner. Another question is asked and the activity continues.
GROUP ROUNDUP
In small groups (4 to 5) each person tells of one thing that was in the news that week. After each has spoken, the group decides which is the most important event of the week and why. Groups share with the class to see if there is consensus.
PARTITION
The teacher puts a poster in each corner or section of the room identifying one news event or one point of view about the news of the week. A limit is put on the poster announcing the number of people allowed in the group. Each student moves to the part of the room representing an alternative they wish to discuss. Students discuss within corners and appoint a spokesman to paraphrase their ideas for the rest of the class.
HEADS TOGETHER
After students are in prearranged groups, the teacher asks a question. The students consult to make sure everyone agrees upon the answer. One group is called upon to supply the answer and the other groups signal whether they agree. The spokesman for the group rotates with each question asked.
INTERVIEW
Each current events day, one of the prearranged groups (6 groups of 5 each) is assigned the task of having each member become an expert on one news event. Each "expert" goes from group to group on a signal answering questions about the event. Each group is responsible for having a list of prepared questions. As students interview the expert, one person in the group is assigned to take notes. Roles of interviewer and note taker rotate each week. Each group conducts a review session using the notes before a quiz is given.
JIGSAW
Each student on the team becomes an "expert" on one section of the newspaper. Experts work with members from other teams assigned the corresponding section. Upon returning to their teams, each one in turn teaches the group.
Ann Lockledge
POSSIBLE WRITING ASSIGNMENTS BASED ON NEWSPAPERS
THE INTIMATE VOICE: PERSONAL WRITING
The Journal - In a journal you just ask students to record their reactions to what they are reading or discovering.
Autobiographical Narrative - You ask the student to be a person in a given time period or the subject of one of the news articles and then describe the setting, present the central action, and then like events in real life, move chronologically.
Personal Essay - Instead of re-creating an experience the writer explains the effect it has. It focuses on a general theme or conclusion of the author. This is good for getting a reaction to a continuing situation -- or one that links with similar historical events.
THE INFORMATIVE VOICE: DESCRIPTIVE WRITING
Personal Description - These begin with an expression of the writer's main impression. It can be approximated with lists or word association. When I say ________ what comes to mind... List details according to sensory appeals. Most news articles can provide a starting point.
Factual Description - These are mainly concerned with physical data. Ask the student to paint a picture with words. Sentences are short and simple. Some news articles are of this type providing factual details but little of the emotions within.
THE EXPLANATORY VOICE: EXPOSITORY WRITING
Process Description - Trace the steps involved in the process of doing or using some item. The sports pages or self help columns are often examples.
Classification - Explains what something is composed of. Have the student define something like investments by classifying the various types of information provided by the financial pages.
Definition - This is somewhat the same as developing a concept map. Students must take into account the connotative meaning. An extended definition involves more than a dictionary.
Essay Answers - Much like newspaper articles - Use inverted triangle and cover the most important things first. Who, what, when, where and why are covered in the first paragraph. Just seeing if this can be found in the first few sentences provides a building block for later writing.
THE ARGUMENTATIVE VOICE: PERSUASIVE WRITING
Proposition Argument - This is used to convince someone that your proposed action is the correct one. You state your idea and then give supporting reasons and evidence telling how the reader would benefit. It reflects the biased convictions of the writer. Less concerned with facts than the logic of the conclusions. Refuting an editorial or letter-to-the-editor with which one does not agree helps the decision making process.
Problem-Solution Argument - State and analyze a current problem in one of the articles and then convince readers your solution would be best. The writer must point out the weaknesses in other solutions.
There is also The Critical Voice which is writing about literature or the arts and The Authoritative Voice which is research paper. Certainly journalists use these voices at times and students might like to try their hand.
Ann Lockledge
SOCIAL STUDIES ACTIVITIES
INVOLVEMENT WITH CONTENT
ORAL/EXPRESSIVE
SPEAKING
1. Debating issues
2. Present a character in a play
3. Make a tape
4. Interview someone for an oral history
5. Group discussion
6. Give a speech
7. Oral reports
8. Sing songs
9. Give oral directions using a map
WRITTEN/EXPRESSIVE
WRITING
1. Describe a field trip
2. Label a map
3. Write down a recipe from afar
4. Make a brochure
5. Write a research paper on a country
6. Correspond with a penpal
7. Write a speech you might have given
8. Compare and contrast two people
9. Make a list of topics
10. Reorganize material into a chart
ORAL/RECEPTIVE
LISTENING
1. Children's theater
2. Bring a speaker to class
3. Recording of a famous speech
4. Video tape that depended on words
5. Listening to family stories
6. Following oral directions
7. Comparing music from different places
8. Oral history tape
WRITTEN/RECEPTIVE
READING
1. Find a fiction book on the lesson topic
2. Look at travel brochures
3. Read aloud to parents, siblings or peers
4. Read lots of short biographies
5. Use an encyclopedia
6. Read what someone else researched
7. Edit another student's essay
8. Evaluate a comic strip on the topic
Ann Lockledge
CUT OUT THE FIRST 3 PARAGRAPHS OF AN ARTICLE FROM THE NEWSPAPER AND PASTE THEM HERE
Locate Specific Details. Underline the words that tell who, when, where and why or how in this article. Write each word you underlined in the correct space below.
Who
When
Where:
Why
USING THE HUMOR IN POLITICAL CARTOONS AND COMICS
Societal concerns and political commentary are often expressed by means of humor. This humor is almost always representative of one point of view and is difficult to understand until the background, the metaphor, and the symbolic conventions are explained. As you look at your favorite comic strips or cartoonists, consider these questions: How is this an example, extension or update of something I teach? Would the children enjoy this if I helped a little? How could the theme be explained to my students? What controversy or issue is represented? What concepts would you need to explain to students? What bias does the cartoonist exhibit? What focusing questions might I ask students that would enhance their understanding of the issue?
GENERALIZATIONS ABOUT HUMOR, COMIC STRIPS, POLITICAL CARTOONS
Political cartoons are thought provoking devices
Cartoonists point out the dichotomies in our society.
Getting people to laugh at a situation may be more influential at getting support than editorializing or sermonizing about it.
Comics often provide excellent nonexamples of concepts showing deliberate misinterpretations.
Humor is often used to point out human foibles.
It may be easier to use humor to explain a value laden situation than to lecture about it.
You can use a comic or cartoon to:
catch attention and focus on
the topic of your lesson,
as a lead-in to some of the
information in your input,
or with words cut out it can
become guided practice.
CUT OUT A CARTOON
PASTE IT BELOW
DECIDE WHEN TO USE IT
WRITE QUESTIONS TO ASK
REPORTING USING CURRENT EVENTS BIO-POETRY
The Bio-Historical Poem is an unrhymed poem that gives each student a chance to listen or read and then write about a figure mentioned in the news without the problems of tedious composition.
THE SETUP OF THE POEM IS LIKE THIS:
Line 1: First name only
Line 2: Four traits that describe the person
Line 3: Sibling of .... Son of... friend of ....
Line 4: Lover of.... (3 ideas)
Line 5: Who feels..... (3 items)
Line 6: Who needs.... (3 items)
Line 7: Who gives... (3 items)
Line 8: Who fears... (3 items)
Line 9: Who wants to see ... (3 items)
Line 10 Resident of ....
Line 11: Last name only ....
EXAMPLE
Hillary
Educated, forceful, caring, informed
Wife of Bill, Mother of Chelsea
Lover of the law, equality for women, family rights
Who feels useful, dedicated, purposeful, powerful
Who needs support from the Congress, cooperation from lobbyists
Who gives of her time, her knowledge, her skills, her voice
Who fears negative publicity, lack of action, discrimination
Who wants to see health care for all, success for her husband
Resident of the White House
Clinton
Try It:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
7. ________________________________________________________
8. ________________________________________________________
9. ________________________________________________________
10 ________________________________________________________
11 ________________________________________________________
ACTIVITIES FOR USING YOUR NEWSPAPER
Cut out each of the following ideas and paste them on a separate 3x5 or 4x6 file card. Store in a file box or envelope labeled:
USING YOUR NEWSPAPER
1. Circle all of the cities listed in today's newspaper. Find each city on a map or in an atlas. List each city with its latitude and longitude either by estimating on the map or looking it up in the gazetteer. Tell why it is important.
2. Go through the newspaper and cut out photographs, advertisements and stories about different jobs or careers. Decide which of these can be done by women, which by men, which would be most interesting. Make a poster.
3. Find pictures of people that exemplify leadership. Paste the picture on a piece of notebook paper and then write below it about the way in which the person is showing himself/herself to be a good or bad leader.
4. Find an article in the newspaper about the President of the United States or another national or international figure. Write a diamante poem about what that person is doing using this format: 1st line-title of office; 2nd line-2 adjectives that describe him; 3rd line-a phrase about what he is doing; 4th line-2 adverbs or participles about how it is being done; 5th line-name of the person.
5. Find a problem or controversy that is discussed in an article in the newspaper. Write a letter to the editor or an editorial telling what you think should be done and why.
6. Find an article that tells how something has changed. This change may be physical as in the use of appearance of a building, legal as in the way laws are applied, or a change in attitude and beliefs. Write an outline for a speech to convince people that this is a change for the best.
7. Cut out articles from the paper and post them on a cardboard bulletin board according to whether the topic is local, state, national or world news. Estimate the percentages in each category and draw divisions in a circle showing how you think news stories are distributed.
8. Cut out the first 3 paragraphs of an article from the newspaper and paste them on a piece of paper. Below the article identify: Who, When, Where, How.
9. Cut out a picture from the newspaper and paste it on a piece of paper. Below the picture list: Who, What, Where, When. Use this information to write one or two sentences that explain the picture.
10. Cut out the weather information from the newspaper and paste it on a piece of paper. Answer the following questions for your weather diary.
- What is the day and date?
- When will the sun rise tomorrow?
- What is the weather prediction for here?
- What will the weather be like someplace you just read about?
- What are the high and low today for your place.
- In general what is the weather like across the country?
11. Find the movie ads in the paper. Cut one out and paste it on a piece of paper. Answer the following questions:
What is the name of the theater?
Does it appear to be part of a chain?
What kind of rating does the movie have?
Who is the star? Other actors/actresses you like?
What does it cost? Are any discounts available?
Take the answers to the above questions and put them together to form two or more logical sentences.
12. Cut out a number of graphs from the newspaper and paste each on a 5/8 card. Write multiple choice or true/false questions near the bottom of the card. Under the A,B,C or T,F, make a hole with a paper punch. Put your pencil through the hole of the correct answer and circle it on the back of the card.
13. On the editorial page find editorials, columns, or cartoons that represent two sides of a question. Write the topic on a piece of paper and divide the paper into 2 columns. List reasons under the headings PRO and CON. This can be used as preparation for a debate.
14. Paste a USA weather map on a piece of paper. Then turn to the sports pages and locate where each of the teams were playing the previous day. Mark these on the map. Explain how the weather might have influenced the outcome of the game or the attitude of the fans.
STUDENT CONTRACT ON THE NEWSPAPER
Our theme for the next three weeks will be THE NEWSPAPER. Read and talk to your parent(s) about this contract. When you have made a choice about the work you will do, sign your name and ask your parent and a friend to witness it.
I will contract for a(n): __________
Student signature: _______________________
Witnesses: ______________________________ (Parent)
_______________________________ (Friend)
I agree to help however I can: ___________________________ (Teacher)
All students must complete the first set of requirements which will result in a grade of "C." Any work which is not of acceptable quality will be returned for recycling.
CONTRACTING FOR A 'C' -- complete all of the following
___#1 - Construct a dictionary using both meanings and sentence examples with a minimum of ten words that you have found in the newspaper that you did not know.
___#2 - Complete 2 of the activities in the Using Your Newspaper file box.
___#3 - Read several articles of interest to you. Cut out the headline and the first three paragraphs. Underline the who, what, when, where, and why.
___#4 - Read about some of the political or ideological movements that are taking place all over the world. Label and color code maps that locate these points of conflict. Make a chart of their characteristics.
___#5 - Bring at least one article for the Class Bulletin Board on classifying the news.
___#6 - Take and possibly retake the test on Current Events until you have achieved a minimum of 70%.
CONTRACTING FOR A 'B' -- complete #1 and four more
___#1 complete all of the requirements for a "C"
___#2 Choose a person mentioned in the news that you might roleplay. Write a personal essay about the person and be prepared to have a conversation between your character and one chosen by a classmate.
___#3 Find five examples of the use of mathematics in one issue of a newspaper. Cut out the articles and paste them on notebook sheets. Write a word problem to be solved.
___#4 Read the weather page for five days. Make a chart showing changes in weather. Write a paragraph contrasting the weather in two parts of the country.
___#5 Do two more activities from the Using Your Newspaper file box.
___#6 Add ten more in-the-news words to your dictionary from your reading.
___#7 Write a poem about some news event following one of the formats presented (diamante, autobio, cinquain, prepositional, etc.).
CONTRACTING FOR AN 'A' -- complete #1 and four more
___#1 Complete the five required activities for a "B".
___#2 Participate in the development of a mural illustrating events around the world this year.
___#3 Construct a diorama showing one of the areas of the world that is in the news.
___#4 Keep a record of the movement of tides for one week. Chart low and high tides with times, and phases of the moon.
___#5 Write a 2 page persuasive letter to the editor on why we should or should not move to using the metric system of measurement in the United States.
___#6 Complete 2 more of the activities in the Using Your Newspaper file box.
___#7 Prepare a group presentation of a conference or series of meetings that has been taking place. Role play the leading characters and have them tentatively solve a problem.
Ann Lockledge | <urn:uuid:ed0df4c7-f91a-4078-b031-1511e923b36a> | CC-MAIN-2023-06 | https://files.eric.ed.gov/fulltext/ED369723.pdf | 2023-02-05T08:44:36+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500250.51/warc/CC-MAIN-20230205063441-20230205093441-00312.warc.gz | 267,592,823 | 4,174 | eng_Latn | eng_Latn | 0.981473 | eng_Latn | 0.999285 | [
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During its short lifetime, the United States space program has accelerated rapidly to keep pace with man's desire to investigate and travel far beyond his planet. Since the National Aeronautics and Space Administration was established in 1958, the nation's resources in science and technology have been marshalled for the tremendous task of research and development that has led to progress in exploration. Today, the program -- diversified, complex and costly -- is nationwide in scope. Men and women in every-known field of science and the work force in thousands of factories are participating in a vast effort to acquire knowledge of space and to use space for beneficial purposes. A few of the scientific and technological details of this effort are shown in this group of photographs.
15-16 A technician attaches electrical leads to a group of the smallest known cooling devices, designed for use in the electronic systems of rockets. The thermoelectric units are rugged, simple and require no maintenance. The units contain semiconductor materials, which achieve refrigeration when an electric current is passed through them. Since the thermoelectric devices require no compressor, refrigerant or apparatus with moving parts, they are highly desirable for cooling purposes in space vehicles. (62-2632)
62-2632 Science: Astronautics (Research)
Un técnico añade unos conductores eléctricos a un grupo de los más pequeños instrumentos conocidos de enfriamiento, creados para ser utilizados en los sistemas electrónicos de los cohetes. Las unidades termoeléctricas son resistentes, sencillas, y no requieren cuidados de mantenimiento. Las unidades contienen materiales semiconductores, que logran la refrigeración cuando pasa a través de ellos una corriente eléctrica. Puesto que los instrumentos termoeléctricos no requieren compresor, refrigerante o aparato con órganos en movimiento, son grandemente recomendables para usos de enfriamiento en los vehículos espaciales. | <urn:uuid:02e9af97-a7f8-479d-869f-92f09312372a> | CC-MAIN-2023-06 | https://ebuah.uah.es/dspace/bitstream/handle/10017/3334/C20S27F5.pdf?sequence=11&isAllowed=y | 2023-02-05T06:54:55+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500250.51/warc/CC-MAIN-20230205063441-20230205093441-00313.warc.gz | 236,253,309 | 411 | eng_Latn | eng_Latn | 0.942222 | eng_Latn | 0.942222 | [
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Using Behavioral Activation to Overcome Depression
Objective
To engage in behavioral activation to reduce symptoms of depression.
What to Know
When you are depressed, you may become less active, and the less active you are, the fewer opportunities for positive and rewarding things to happen to you. The fewer positive things you experience, the lower your mood. Behavioral Activation (BA) is one way out of this unhealthy cycle.
Behavioral Activation is an evidence-based treatment for depression that focuses on engagement in activities aligned with personal values and interests to increase positive reinforcement from the environment. Depression is maintained by a cycle of avoidance, withdrawal, and inactivity, leading to a decrease in rewarding experiences and an increase in depressive symptoms. BA breaks this cycle through a process that gradually increases your contact with pleasurable and rewarding activities.
Research indicates there is a close relationship between activity levels and mood. When you feel good, you spend time with people whose company you enjoy, do activities that make you feel good, and take on challenging tasks and adventures. This activity has positive feedback effects, including:
- feeling pleasure
- the opportunity to grow and learn
- a sense of mastery
- feeling connected and valued
If you are depressed, you probably tend to do less, so you have fewer opportunities to feel pleasure, mastery, and connection.
One way to break the cycle of depression is to increase your activity level – even if you do not want to. This process involves making life meaningful and pleasurable again through the following steps.
1. Learn about the cycle of inactivity --> depression --> inactivity and understand you must activate yourself to feel better.
2. Monitor daily activities to understand the relationship between your activity and mood.
3. Identify your values.
4. Schedule and do meaningful activities to increase experiences of pleasure and mastery.
5. Problem-solve obstacles to activation.
What to Do
Monitor Activity Levels and Mood. You can keep a diary or use the chart to track your daily activities and rate your mood. Record what you do each waking hour every day for a week.
Record everything you do – even unimportant activities. Rate your mood for each time slot on a scale of 0 to 10, with 0 representing feeling very depressed and 10 representing feeling great.
Day of the week: _______________________
| Time | Activities | Rating |
|--------|------------|--------|
| 5:00 | | |
| 5:30 | | |
| 6:00 | | |
| 6:30 | | |
| 7:00 | | |
| 7:30 | | |
| 8:00 | | |
| 8:30 | | |
| 9:00 | | |
| 9:30 | | |
| 10:00 | | |
| 10:30 | | |
| 11:00 | | |
| 11:30 | | |
| Noon | | |
| 12:30 | | |
| 1:00 | | |
| 1:30 | | |
| 2:00 | | |
| 2:30 | | |
| 3:00 | | |
| 3:30 | | |
| 4:00 | | |
| 4:30 | | |
| 5:00 | | |
| 5:30 | | |
| 6:00 | | |
| 6:30 | | |
| 7:00 | | |
| 7:30 | | |
| 8:00 | | |
| 8:30 | | |
| 9:00 | | |
| 9:30 | | |
| 10:00 | | |
| 10:30 | | |
| 11:00 | | |
Copy this chart for each day of the week, or use a journal, notebook, or diary.
Once you have monitored your activity for a week, look for patterns between your activity and your mood. Review your completed charts and ask yourself the following questions.
What activities were associated with your best mood? What were you doing?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What activities were associated with your lowest mood? What were you doing when your mood was lowest?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What do you notice about the relationship between your mood and how active you were?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Were there days when you did not leave the house? What was your mood like on those days?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What was your mood like on the days when you were most active?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Now, make a list of activities that helped you feel good, and which made you feel less good.
Identify Values. Your values reflect what you find meaningful in life, what you care about, and what you consider important. Everyone’s values are different, and they can change over time. Values reflect how you want to engage with the world, the people around you, and yourself.
There might be values you think are important and others that do not matter as much to you.
Think about your values. Which values are important to you? How successfully are you living your life in accordance with your values? Use the chart below as a guide. Rate the values in the left-hand column from 0 to 10, with 0 representing the value means nothing to you and 10 representing the value is extremely important to you. In the third column, rate how successfully you have lived your life in accordance with this value in the past month, with 0 representing not at all, to 10 representing completely.
To create an activity hierarchy, write a list of activities from the previous list and rank them according to how difficult you think they will be to accomplish (0 = not at all difficult, 10 = very difficult).
See the example below.
| Activity | Anticipate Difficulty (0-10) |
|-----------------------------------------------|-----------------------------|
| Get out of bed by 7:00 a.m. every day | 7 |
| Eat a healthy lunch each day | 5 |
| Brush my teeth twice a day | 3 |
| Call my grandmother | 1 |
| Activity | Anticipate Difficulty (0-10) |
|-----------------------------------------------|-----------------------------|
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
Schedule Activities. Next, schedule activities for the upcoming week. Start with activities with low-difficulty ratings and write them on the following chart. Write down when you will do the activity, where you will do it, and with whom. After you complete the activity, describe how it went for you. Finally, rate your mood on a scale of 0 to 10, with 0 representing feeling very depressed and 10 representing feeling very good. Note: Initially, the focus might be on relatively easy or short activities to ensure success, gradually building up to more challenging or longer activities.
| Activity | When will you do it? | Where will you do it? | With whom? | Outcome | Mood rating (0-10) |
|----------|----------------------|-----------------------|------------|---------|-------------------|
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
What are some barriers or obstacles to engagement in the above activities? Be specific!
_______________________________________________________________________________________
_______________________________________________________________________________________
What can you do to overcome these barriers? Who can help you?
Can you think of a way of treating yourself if you complete half of your planned activities? What would be a good reward if you completed all of them?
**Reflections on This Exercise**
Did anything surprise you about this activity? If so, describe.
What will help you continue to engage in rewarding activities?
How helpful was this exercise? _____
(1 = not very helpful, 5 = moderately helpful, 10 = extremely helpful)
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James Madison (1751-1836) is known as the “father of the Constitution” because of his important contributions at the Constitutional Convention. He is one of our best sources of information on the political intent of the drafters of the Constitution. He shared authorship with John Jay and Alexander Hamilton for a collection of essays known as the *Federalist Papers*. These essays explained the theory upon which the Constitution is based. They also helped with the ratification of the Constitution. He is also given credit for writing the Bill of Rights.
Madison’s political philosophy is considered conservative. He was convinced that democracy was a failure. He feared that a popularly controlled governments turned into “mob rule” when faced with a crisis. In short, he and the other delegates to the Constitutional Convention had little regard for democracy.
Madison believed that individual liberty was the main goal of a political system. But, he did not believe that an individual had the ability to achieve and maintain liberty in a democratic society. People ought to govern themselves in some way, but popular governments soon turned into dictatorships. He was convinced government was necessary, but when left unchecked became oppressive and cruel. Because people where aggressive and selfish by nature he wanted to build a system that would play the government against the people. The result would be a system of good government with individual liberty.
The heart of Madison’s theory is based on groups of individuals called *factions*. People will group themselves together to form these political factions to express their political power. Each faction would compete with other factions with the goal of becoming the majority. As the majority faction they could express their political will at the expense of the other minority factions, thus becoming oppressive. Madison believed that the Constitution should protect minority factions so they could divide and frustrate the majority. In that way no one faction or group of similar factions could take tyrannical control of the government. Madison extended this belief into economics by suggesting a diverse and competitive system led to capitalism which is perfectly suited to his system of factions. Competition in economics and politics is basic to his system.
Remember, he was skeptical of democracy, but he thought people should somehow rule themselves. The system he devised is called a republic (or what we would call a representative democracy). The United States would be governed by enlightened and good leaders or representatives that would protect the interests of the people and protect the people from themselves.
How Madison Applied His Theory to the Constitution
Madison’s ideas resulted in a complex system of governmental and popular restraints imposed by separating the powers of government through checks and balances. The government would be divided into three branches, the executive, the legislative and the judicial. Each would have specific, well-defined powers that checked or balanced the powers of the other branches.
Another way Madison diffused power was by creating federalism. The powers of government were also divided between the state and national governments. In this way, both levels of government are prevented from gaining too much power. The people of each state would comprise factions through their statehood, and factions would develop within each state. So, the national and state governments divide power, the power of states are divided among the several states, and power within the state is divided among its many factions.
The people’s check on government or the practice of popular sovereignty is exercised through the election process. But even this process is complicated so that an elaborate scheme of the selection of governmental officials divides representation. Government officials are designed to be selected by different constituencies (groups with different interests and responsibilities). Some examples are listed below:
- Members of the House are elected directly by the people.
- Senators were originally elected by state legislatures (this was changed by the 17th Amendment).
- The President and Vice President are chosen by the electoral college.
- Judges (at the national level) are appointed for life removing them from any direct popular control.
Our system was designed to be a republic, where the interests of the people are represented by officials chosen by different constituencies. The people are protected from the tyranny of government through an elaborate system of divided powers. James Madison’s impact on our government is extremely important. We should also remember that he did not act alone. Many of his ideas came from earlier theorists like Locke, Harrington, and Montesquieu. Also, the other Founding Fathers who wrote the Constitution also made their own significant contributions. It was Madison, however, who is credited with leading the way to apply the political theories of the 17th century into a practical governmental system which created the United States of America. | <urn:uuid:f5162284-e39b-4e10-9475-02802db9e6ff> | CC-MAIN-2018-47 | http://moellerhistory.weebly.com/uploads/2/4/8/8/24884569/political_phil._of_madison__1_.pdf | 2018-11-19T13:54:46Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00220.warc.gz | 225,886,032 | 919 | eng_Latn | eng_Latn | 0.998736 | eng_Latn | 0.99877 | [
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Spelling Rule:
Endings which sound like /ʃəl/ –tial after a consonant letter
potential
essential
initial
substantial
partial
Common exception words for this week:
hindrance
identity
immediate
immediately
individual
Date of Test: Thursday 9th December 2021
Activity Ideas
Upper Case & Lower Case
Can you write out each of your spellings in UPPERCASE and lowercase letters?
Spelling Race
How many times can you write each spelling in one minute?
Eyes Closed
Can you write your spellings with your eyes closed?
Vowels and Consonants
Write your spellings and use a different colour for the vowels and the consonants.
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Looking Far Away Means Looking Back in Time
The cosmic microwave background (CMB) provides us with a view of the early universe. We see astronomical objects as they were in the past because of the time it takes light to travel across space. When we look at the Sun, we see it as it was 8 minutes ago, because it takes light 8 minutes to travel from the Sun to us. It takes light 4 years to reach us from the next nearest star, and 2 million years to reach us from Andromeda, the nearest galaxy. Looking far away in distance is like looking far back in time. When we look at the CMB, we are looking back billions of years, to a time before the first stars and galaxies were formed, when the universe was only a few hundred thousand years old.
The Big Bang Model
The Big Bang model, which states that the universe was once much smaller, hotter and denser in the past, is based on Einstein’s theory of general relativity and stands on three key observational pillars:
- **Expansion of the universe.** Discovered in 1929, this implies that the universe must have been smaller, and thus denser and hotter in the past.
- **Lightest elements.** The observed amounts of light chemical elements, such as deuterium, helium, and lithium, could not have formed in stars. These elements were created in the first few minutes, when the entire universe was hot enough for nuclear fusion to occur.
- **Cosmic Microwave Background (CMB).** The CMB, which is virtually uniform in all directions, presents a spectrum that cannot be attributed to any source other than a hot, uniform, dense early universe.
Observing the CMB
The CMB, discovered in 1965 as excess noise in a microwave receiver, has a nearly uniform temperature across the entire sky: 2.73 degrees Kelvin above absolute zero. Superimposed on this uniform background are tiny (about 10 parts per million) variations in temperature. This departure from uniformity, called anisotropy, was first observed by the COBE satellite in 1991. The BOOMERANG map of the CMB is over 40 times more detailed than the COBE map.
What Can the CMB Tell Us About the Universe?
Measurements of the CMB directly probe conditions of the early universe and are a powerful tool for examining properties of the universe, including:
- The geometry of the universe
- Whether the universe will expand forever or collapse
- The amount of matter in the universe
- The amount and nature of dark matter and dark energy
- The expansion rate of the universe
- The age of the universe
- The primordial seeds of galaxies and clusters
How the CMB Formed
When the universe was very young, it was much hotter and denser than the center of our Sun. It was an opaque soup of sub-atomic particles and light (photons) colliding with each other. As it expanded, the universe became cooler and less dense.
There were small density variations in the soup from one place to another, which would eventually grow gravitationally to become the galaxies and clusters of galaxies we see around us today. These density variations were extremely weak, but strong enough to affect the temperature of the photons. The more dense regions correspond to hot spots in the CMB and the less dense regions correspond to cold spots in the CMB.
When the universe was roughly 300,000 years old, it had cooled enough that the sub-atomic particles could come together to form atoms. This made the universe transparent; the photons could travel through it without scattering or being absorbed. These photons, which last interacted with matter when the universe was 300,000 years old, form relic radiation which is today called the CMB.
Gravitational collapse, starting when the universe was about 1 billion years old, created large structures, such as galaxies and clusters of galaxies, from the early density variations. Thus the CMB is a link between the hot, smooth early universe and the cool, “lumpy”, 10 to 15 billion year old universe of today.
The Shape of the Universe
General relativity tells us that gravity is due to the way mass and energy curve spacetime. If the universe contains enough mass and energy to counteract its expansion, it will eventually collapse. If not, it will expand forever. By measuring the curvature of the universe, we can determine the amount of mass and energy in the universe, and thus its fate.
If spacetime is curved, light travelling to us from the edges of a distant object will follow the curve of spacetime, and it will appear to be a different angular size. In the diagram above, the thick line in the spherically curved space is the same size as the thick line in the flat space, but it spans a wider angle. For the CMB, we can measure the angular size of the hot and cold spots and thus determine the curvature and fate of the universe.
BOOMERANG Overview
BOOMERANG flew around Antarctica, carried by a stratospheric long-duration balloon (LDB). The balloon takes the instrument above most of the atmosphere, which can interfere with our measurements. Our 1998 LDB flight was 10.5 days long, more than 30 times longer than traditional flights flown from North America. The instrument measures the sky at four frequencies to help us separate faint Galactic emissions from the CMB.
Flight: December 29, 1998 - January 9, 1999
Altitude: 37 km (120,000 ft)
Weight: 3100 lbs
Telescope: 1.2 meter primary mirror, off-axis
Thermal: Detectors cryogenically cooled to 0.28K
Detectors: Bolometric array
Frequencies (GHz): 90 150 240 400
Wavelengths (mm): 3 2 1.25 0.75
Resolution (FWHM, deg): 0.30 0.17 0.23 0.22
Number of Channels: 2 6 4 4
Sky Coverage: 1800 square degrees (3% of the sky)
BOOMERANG’s 10.5 day journey took it slowly around Antarctica at an altitude of 120,000 feet, riding the stratospheric polar vortex. We tracked its status via satellite link. The payload was dropped on a parachute to a spot about 30 miles from the launch pad, for an easy recovery.
The BOOMERANG gondola, without most of its outer shielding. The cryogenic system containing the detectors is at the center of the gondola, and the primary mirror is near the bottom underneath a protective cover. The gondola hangs from a balloon during flight, and scans back and forth repeatedly over the selected observing field to map the CMB. | <urn:uuid:b07074ba-d7fa-4b86-9b94-d1cb8f5c7b72> | CC-MAIN-2024-33 | https://oberon.roma1.infn.it/boomerang/pressrelease/cmb/cmbfacts.pdf | 2024-08-15T13:11:16+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641291968.96/warc/CC-MAIN-20240815110654-20240815140654-00124.warc.gz | 347,847,848 | 1,419 | eng_Latn | eng_Latn | 0.997307 | eng_Latn | 0.997973 | [
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Extraordinary in the Ordinary
Creation of a still life composition in Photoshop
VISUAL ART AND TECHNOLOGY
GRADE LEVELS: 6 – 12
BASED ON
Tom Wesselmann (1931-2004), USA
Still Life #35, 1963
Oil and collage on canvas
OBJECTIVES
• Students observe and discuss still life paintings, including Still Life 35, and talk about the challenges of creating an eye-catching composition.
• Students identify SEVEN distinctive objects that they plan to merge to create a realistic still life.
• Students utilize their Photoshop skills to select, manipulate, add shadows, lighting and merge these objects together into a realistic composition with foreground, middle ground and background.
CONCEPT
In this unit, students discover a variety of still life artists. The students practice their Photoshop skills in selecting and merging different objects to create a realistic still life.
VOCABULARY
• Still life
• Realistic
• Focal Point/Center of interest
• Merging
• Foreground
• Middle ground
• Background
• Visual Appeal
• Proportionate
• Pop Art
• Composition
• Brand name
• Overlap
MATERIALS
cincinnati art museum
we bring people and art together
PROCEDURE
1. Students look at various still life paintings and photographs, including *Still Life 35*. Discuss the concept of placing objects that seem natural together vs. objects that don’t belong together. Scale, placement, focal point, as well as foreground, middle ground and background are reviewed and discussed.
2. Students brainstorm possible ideas for a still life, including creating a theme vs. collecting totally random items and placing them together.
3. Students look through the internet to gather at least SEVEN items that they believe could be used. What should be in front? What should overlap? Where would the shadows be? Lighting and scale will also need to be reviewed for each of the items. Within the still life, objects can be disproportionate to each other, as long as the composition looks like all the objects ‘belong together’.
4. Students use the software program, Photoshop (CS4) to develop a still life composition with at least seven different objects. Specific Photoshop criteria includes:
A. The still life that you create must include at least SEVEN different objects. Consider the background as well. These seven objects should be from seven different sources. Your job is to arrange, scale, overlap, and shadow the objects so that they ‘feel like they are one composition’.
B. At least one of the objects should be a brand name item with type and this object should be the focal point (for example, a Nike running shoe and shoe box). Keep in mind that your center of interest can be placed anywhere in your composition and does not have to be in the center of the page.
C. Items must overlap and include appropriate shadows. The items should look like they belong together. You will be creating a foreground, middle ground and background with your objects and composition.
D. Objects can be disproportionate to one another, some larger than life or much smaller. You can include subject matter that would not normally be in a still life composition.
E. Your image should have at least 8 layers, even if you merge layers, you still need to maintain at least 8 total layers.
F. Set up the document at approximately 8”x10” size and at least a 72 dpi resolution, RGB. Save as PSD and name each layer as to what is on that layer.
G. At least 6 selections (and/or selection masks) used within the PS document. Make accurate selections. Remember, no halos around the selections! Clean up the edges of each selection. When the still life is completed, it should look like one image, not a bunch of ‘cut out objects’.
H. Visual Appeal & Expertise in Photoshop- Show what you know! Be creative! How can you show off what you know about Photoshop, and show off a unique still life? THIS IS A CREATIVE, PERSONAL statement. Challenge yourself to be as creative as possible. At the same time, consider the composition. How does it look?
5. Students are reminded to truly utilize their Photoshop skills and not to rely on the same techniques…show what they know. Note that in-process short critiques are held so that all students can view each other’s still life on screen as they are developed.
6. Students consider the overall visual appeal and creativity, answering the questions: Does this still life appear realistic and unified? Consider composition, focal point, overlapping, shadows, and overall visual appeal. How creative can you be? Does the blending and merging of the objects appear seamless?
7. Students complete their still life in Photoshop.
8. The students share their still life on the Smartboard and they receive feedback on their success. Students identify ‘most creative’ still life, ‘most realistic’ still life and ‘best use of Photoshop technology’.
**ASSESSMENT**
Extraordinary in the Ordinary still life images will be evaluated on the following criteria: *meeting the goals of assignment*: Following the Photoshop criteria as listed in #4 of the procedure, creating a realistic still life that is a seamless overlapping of seven objects, *successful craftsmanship*: Attention to detail in the design and application of the Photoshop program including all the details that create a strong Photoshop image, *overall effort*, and *creativity/visual impact*: Visually appealing still life image that incorporates objects seamlessly.
**NATIONAL STANDARDS**
*Visual Art*
Standard 1- Understands and applies media, techniques and processes related to the visual arts.
Standard 3- Knows a range of subject matter, symbols and potential ideas in the visual arts.
*Technology*
Standard 2- Knows the characteristics and uses of computer software programs.
**RESOURCES**
www.artcyclopedia.com
www.artlex.com
After the hunt: William Harnett and other American still life painters, 1870-1900, Alfred Franken
Manet: the still-life paintings, George Mauner
William Harnett, Doreen Bolger
Wayne Thiebaud, John Wilmerding
Still life: the object in American Art, 1915-1995: selections for the Metropolitan Museum of Art
Janet Fish: Paintings, Vincent Katz
www.theartwolf.com (10 great still life paintings)
Your assignment is to create a still life. A still life is an arrangement of mostly inanimate subject matter, typically commonplace objects which may be either natural (food, flowers, plants, rocks, shells, etc.) or man-made (drinking glasses, books, vases, jewelry, coins, etc.).
**CRITERIA**
1. The still life that you create must include at least SEVEN different objects. Consider the background as well. These seven objects should be from seven different sources. Your job is to arrange, scale, overlap, and shadow the objects so that they ‘feel like they are one composition’.
2. At least one of the objects should be a **brand name item with type** and this object should be the focal point (for example, a Nike running shoe and shoe box). Keep in mind that your center of interest can be placed anywhere in your composition and does not have to be in the center of the page.
3. Items must overlap and include appropriate shadows. The items should look like they belong together. You will be creating a foreground, middle ground and background with your objects and composition.
4. Objects can be disproportionate to one another, some larger than life or much smaller. You can include subject matter that would **not** normally be in a still life composition.
5. Your image should have at least 8 layers, even if you merge layers, you still need to maintain at least 8 total layers.
6. Set up the document at approximately 8”x10” size and at least a 72 dpi resolution, RGB. Save as PSD and name each layer as to what is on that layer.
7. At least 6 selections (and/or selection masks) used within the PS document. Make accurate selections. Remember, no halos around the selections! Clean up the edges of each selection. When the still life is completed, it should look like one image, not a bunch of ‘cut out objects’.
8. Visual Appeal & Expertise in Photoshop- Show what you know! Be creative! How can you show off what you know about Photoshop, and show off a unique still life? THIS IS A CREATIVE, PERSONAL statement. Challenge yourself to be as creative as possible. At the same time, consider the composition. How does it look? | <urn:uuid:75268f19-c55b-4a9a-9014-c46f8facfb31> | CC-MAIN-2018-47 | https://collections.cincinnatiartmuseum.org/pictiondmz/ump.di?e=E21649232271293CE60265BC0BBA70F7ABB68B483914A72D078732EE4779524A&s=21&se=981294611&f=%5Cd0867%5Cu17808672%5CCE_Wesselmann_Still%20Life.pdf | 2018-11-19T14:10:22Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00226.warc.gz | 577,913,483 | 1,784 | eng_Latn | eng_Latn | 0.991157 | eng_Latn | 0.995663 | [
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Introduction to Vectors
In the last note, we talked about systems of linear equations and tomography. Now, we are going to talk about a very useful way of conceptualizing things.
What is a vector? Vectors can be used to help solve a system of equations on your math homework, but they are also used to represent a multitude of things. For example, in the tomography example, the first column of the matrix describing light absorption is a vector that represents the light absorbed by each bottle in that stack. To begin talking about vectors, let’s actually first define what a scalar is.
**Definition 2.1 (Scalar):** A scalar is a number. In mathematics and physics, they can be used to describe magnitude or used to scale things (e.g. halve every element of a vector. Another example is flipping all the signs which we will interpret as multiplying by $-1$.)
*Remark.* Often, vectors are represented as letters in boldface ($\mathbf{x}$), or with a small arrow on top ($\vec{x}$). In these lecture notes we will use the latter arrow notation, and the size of the vector will be given (for example, $\vec{x} \in \mathbb{R}^3$).
Suppose we are given a collection of $n$ real numbers, $x_1, x_2, \cdots, x_n$. We can represent this collection as a single point in an $n$-dimensional space, denoted:
$$\vec{x} = \begin{bmatrix} x_1 \\ x_2 \\ \vdots \\ x_n \end{bmatrix}$$ \hspace{1cm} (1)
**Example 2.1 (3-D Vector):** For $n = 3$, we could have $x_1 = -1, x_2 = 3.5, x_3 = 0$, and $\vec{x} = \begin{bmatrix} -1 \\ 3.5 \\ 0 \end{bmatrix}$. This vector represents a point in 3-D space.
**Definition 2.2 (Vector):** $\vec{x} \in \mathbb{R}^n$, where $\vec{x} = \begin{bmatrix} x_1 \\ x_2 \\ \vdots \\ x_n \end{bmatrix}$, is called a vector. In this case, we say it is a vector in $\mathbb{R}^n$. Each $x_i$ (for $i$ between 1 and $n$) is called a component, or element, of the vector. The size of a vector is the number of components it contains. Two vectors $\vec{x}$ and $\vec{y}$ are said to be equal, $\vec{x} = \vec{y}$, if they have the same size, and $x_i = y_i$ for all $i$.
**Example 2.2 (Different kinds of vectors):** Vectors can be much more general than the popular $\vec{x} \in \mathbb{R}^n$. For example,
(a) $\vec{x} \in \mathbb{C}^n$: Here, $x_i$ is a complex number.
(b) $\vec{x} \in \mathbb{R}^{m \times n}$: Here, $\vec{x}$ is an $m \times n$ array with real entries, we can also think of it as an array with the rows stacked on top of each other.
$$\vec{x} = \begin{bmatrix} x_{11} & \cdots & x_{1n} \\ \vdots & \ddots & \vdots \\ x_{m1} & \cdots & x_{mn} \end{bmatrix} \Rightarrow \begin{bmatrix} x_{11} \\ \vdots \\ x_{mn} \end{bmatrix}$$ \hspace{1cm} (2)
(c) Functions are also vectors! For example, $x$ could be a function over the integers. We usually write $x(t)$ as “$x$ as a function of $t$”, where $t \in \mathbb{Z}$ and $x(0), x(1)$, etc. are components of the vector:
$$\vec{x} = \begin{bmatrix} \vdots \\ x(-1) \\ x(0) \\ x(1) \\ \vdots \end{bmatrix}$$ \hspace{1cm} (3)
Note that if the function is over all integers, the vector representing it has an infinite number of components! We call such vectors *infinite-dimensional*, and they will be come in handy when we learn signal processing. But for the most part, in this course when we say “vector” we will mean a finite-dimensional vector.
One way to use vectors is to represent the *state* of something.
**Definition 2.3 (State):** The minimum information you need to completely characterize a system at a given point in time, without any need for more information about the past of the system.
State is a really powerful concept because it lets us separate the past from the future. The state completely captures the present — and the past can only affect the future through the present.
**Example 2.3 (Quadrotor):** The 3D position, angle, velocity, and angular velocity of a quadrotor (Figure 1) at a particular time can be represented as - you guessed it - a vector $\vec{X} \in \mathbb{R}^{12}$.
**Example 2.4 (Color):** This is relevant to the lab we will do! The vector
$$\vec{x} = \begin{bmatrix} x_1 \\ x_2 \\ x_3 \end{bmatrix}, \quad \vec{x} \in \mathbb{R}^3$$ \hspace{1cm} (4)
can represent a color, with its components giving the red, green, and blue (RGB) intensity values. Typically $\vec{x}$ will fall in a range that reflects the range of the color (0 - 255).
However, the reality of color is quite subtle and involves psychophysics as well as ideas that are related to ideas of sampling that we will talk about in 16B.
**Example 2.5 (Position):** $\vec{x} \in \mathbb{R}^n$ can represent the sample values of a quantity at $n$ time points. Imagine a car moving along a line. The positions at time $t_1, t_2, \cdots, t_n$ can be represented in a vector:
$$\vec{x} = \begin{bmatrix} x_{t_1} \\ x_{t_2} \\ \vdots \\ x_{t_n} \end{bmatrix}$$ \hspace{1cm} (5)
Figure 1: A quadrotor and the vector containing the information needed to determine its state. The dot above the components represents the derivative with respect to time.
Here, $x_{t_i}$ represents the position at time $t_i$.
**Example 2.6 (Image):** A black and white image of $m \times n$ pixels can be represented by a vector of length $mn$, with the components giving greyscale levels at the pixel location.
\[
\begin{bmatrix}
x_{11} & x_{12} & \cdots & x_{1n} \\
x_{21} & x_{22} & \cdots & x_{2n} \\
\vdots & \vdots & \ddots & \vdots \\
x_{m1} & x_{m2} & \cdots & x_{mn}
\end{bmatrix}
\Rightarrow
\begin{bmatrix}
x_{11} \\
\vdots \\
x_{1n} \\
x_{21} \\
\vdots \\
x_{2n} \\
\vdots \\
x_{m1} \\
\vdots \\
x_{mn}
\end{bmatrix}
\]
*What about a color image?* The image could be stored in a vector in $\mathbb{R}^{3mn}$, because each of the $mn$ pixels has values for red, green, and blue.
*What about a color video?* This could be stored in a vector in $\mathbb{R}^{3mn(\text{number of frames in the video})}$.
**Special Vectors**
**Definition 2.4 (Zero Vector):** A **zero vector** is a vector with all the components equal to zero, usually just represented as $\vec{0}$. You can usually tell the size of the zero vector $\vec{0}$ from the context: if $\vec{x} \in \mathbb{R}^n$ is added to $\vec{0}$, then $\vec{0}$ must also be in $\mathbb{R}^n$.
**Definition 2.5 (Standard Unit Vector):** A **standard unit vector** is a vector with all components equal to 0 except for one element, which is equal to 1. A standard unit vector where the $i$th position is equal to 1 is...
written as $\vec{e}_i$. We can denote the 3 standard unit vectors in $\mathbb{R}^3$ as:
$$\vec{e}_1 = \begin{bmatrix} 1 \\ 0 \\ 0 \end{bmatrix}, \vec{e}_2 = \begin{bmatrix} 0 \\ 1 \\ 0 \end{bmatrix}, \vec{e}_3 = \begin{bmatrix} 0 \\ 0 \\ 1 \end{bmatrix}$$
(6)
When talking about standard unit vectors in the context of states, we might also use the word “pure” to refer to such states. This is because they only have one kind of thing in them. Other states are mixtures of pure states.
**Vector Addition**
Two vectors of the same size and in the same space (e.g. complex numbers, real numbers, etc.) can be added together by adding their corresponding components, for example:
$$\begin{bmatrix} -1 \\ 3.5 \\ 0 \end{bmatrix} + \begin{bmatrix} 2 \\ -1 \\ 3 \end{bmatrix} = \begin{bmatrix} -1 + 2 \\ 3.5 - 1 \\ 0 + 3 \end{bmatrix} = \begin{bmatrix} 1 \\ 2.5 \\ 3 \end{bmatrix}$$
(7)
In $\mathbb{R}^n$, you place the first vector’s tail at the origin, and attach the second vector’s tail to the first vector’s head. The origin to the second vector’s head is the resulting vector.
**Properties of Vector Addition:** for $\vec{x}, \vec{y}, \vec{z} \in \mathbb{R}^n$
- commutative: $\vec{x} + \vec{y} = \vec{y} + \vec{x}$
- associative: $(\vec{x} + \vec{y}) + \vec{z} = \vec{x} + (\vec{y} + \vec{z})$
- zero: $\vec{x} + \vec{0} = \vec{x}$
- additive inverse: $\vec{x} + (-\vec{x}) = \vec{0}$
**Scalar Multiplication**
We can multiply a vector by a number, called a **scalar**, that is in the same space as the vector (e.g. also in the reals or in the complex numbers). Just multiply each of the components of the vector by the scalar:
$$(-3) \begin{bmatrix} -1 \\ 3.5 \\ 0 \end{bmatrix} = \begin{bmatrix} 3 \\ -10.5 \\ 0 \end{bmatrix}$$
In general, this looks like
Example 2.7 (Negative Vector): $-\vec{x}$, where $\vec{x} \in \mathbb{R}^n$, is just $-1 \times \vec{x}$ where -1 is a scalar.
Example 2.8 (Zero Vector): $0\vec{x} = \vec{0}$
Properties of Scalar Multiplication
\begin{align*}
\text{associative} & \quad (\alpha \beta) \vec{x} = \alpha (\beta \vec{x}) \\
\text{distributive} & \quad (\alpha + \beta) \vec{x} = \alpha \vec{x} + \beta \vec{x} \\
\text{identity} & \quad 1\vec{x} = \vec{x}
\end{align*}
(8)
Vector Transpose
The transpose of a vector is crucial for vector and matrix calculations. We write the transpose of vector $\vec{x}$ as $\vec{x}^T$. If $\vec{x} = \begin{bmatrix} x_1 \\ \vdots \\ x_n \end{bmatrix}$, then $\vec{x}^T = \begin{bmatrix} x_1 & \cdots & x_n \end{bmatrix}$. This is sometimes used so that writing down long column vectors doesn’t take up vertical space.
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Food Allergy Facts and Statistics
- Food allergy is a growing public health concern in the U.S.
- Though reasons for this are poorly understood, the prevalence of food allergies and associated anaphylaxis appears to be on the rise.
- Peanut allergy doubled in children over a five-year period (1997-2002).
- Research suggests that food-related anaphylaxis might be underdiagnosed.
- An increasing number of school students and staff have diagnosed life-threatening allergies.
- A 2007 study has shown that milk allergy may persist longer in life than previously thought. Of 800 children with milk allergy, only 19 percent had outgrown their allergy by age 4, and only 79 percent had outgrown it by age 16.
- More than 12 million Americans have food allergies. That’s one in 25, or 4 percent of the population.
- The incidence of food allergy is highest in young children – one in 17 among those under age 3.
- About 3 million children in the U.S. have food allergies.
- The number of emergency room visits due to food-induced anaphylaxis in the US ranges from 50,000 to 125,000, depending on the source.
- Eight foods account for 90 percent of all food-allergic reactions in the U.S.: milk, eggs, peanuts, tree nuts (e.g., walnuts, almonds, cashews, pistachios, pecans), wheat, soy, fish, and shellfish.
- There is no cure for food allergies. Strict avoidance of food allergens and early recognition and management of allergic reactions to food are important measures to prevent serious health consequences.
- Even trace amounts of a food allergen can cause a reaction.
- Most people who’ve had an allergic reaction to something they ate thought that it was safe.
- Food allergies are life-altering for everyone involved and require constant vigilance.
- Early administration of epinephrine (adrenaline) is crucial to successfully treating anaphylactic reactions. Epinephrine is available by prescription in a self-injectable device (EpiPen® or Twinject®). | <urn:uuid:36272f49-aa76-4ed5-8d8c-3879d9976168> | CC-MAIN-2018-51 | http://www.smithmillspreschool.org/app/download/4279974/FoodAllergyFactsandStatistics.pdf | 2018-12-09T22:53:19Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00437.warc.gz | 539,336,201 | 445 | eng_Latn | eng_Latn | 0.998352 | eng_Latn | 0.998352 | [
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Developing young authors: Collaborating in a supportive community
Carol L. Moutray
*King's College*
John F. Ennis
*King's College*
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons
Part of the Education Commons
Recommended Citation
Moutray, C. L., & Ennis, J. F. (1998). Developing young authors: Collaborating in a supportive community. *Reading Horizons: A Journal of Literacy and Language Arts, 39*(2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol39/iss2/2
This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact email@example.com.
Developing young authors: Collaborating in a supportive community
Carol L. Moutray
John F. Ennis
King’s College
ABSTRACT
When a classroom provides an environment that promotes writing, students have the resources, time, and opportunity to create collaborative stories. In a third grade classroom, three girls unite to write a series of humorous stories through group negotiation and class prompting. The classroom’s instructional design and its sharing, encouraging climate promoted writing.
The original reason to be in Room 8 was to observe the influence of a genre of humorous material on the children’s writing through a qualitative study designed to examine reading-writing connections. The variety of interactions and responses in the classroom allowed for phenomena to surface which could not be foreseen when the study was originally designed. Within the classroom community of writers, a collaborative effort emerged among three girls who created a series of stories, a relationship and process worthy of examination.
What does a classroom promoting collaboration in reading and writing look like? Let’s visit Room 8, a third grade class in a suburban school district in the Midwest. Spending mornings with this class, you see children participating in reading, language, and writing instruction in large blocks of time. You see the children investigate a genre of humorous materials in a variety of formats and media for their reading and language period.
The children read and discuss literature, view and discuss humorous material, and explore personal interests among genre materials in whole class, small group or individual activities. They follow a similar practice in writing workshop. Some children write on their own; others
work in small groups. The students in the groups talk about ideas for or in their writing, share their writing for responses, or work on group projects.
On most days Heather, Maria, and Rebecca (pseudonyms), write together at a table toward the side of the room. Sometimes they write individually, but they also collaborate on stories. The girls discuss ideas and write group stories that they enjoy sharing with the class for feedback. Over several weeks they create and share a series of humorous stories. As we view the girls’ writing group, we have an image of how a community spirit develops in a reading and writing environment that promotes collaborative learning and encourages authors.
The ‘Rose’ Stories
At the end of writer’s workshop one day, the girls share the first story. Rebecca introduces the story by saying, “It’s romantic and gross.”
Hi, my name’s Rose. I’m in the fourth grade. On the day before Valentines I got a love letter. It was taped to my crayon box. This is what it said…
Dear Rose
You are like a rose blossom in a big garden. I love you.
Love Your
Secret admire
P.S. Your Next love letter will be in your favorit spot.
I didn’t know were it came form. But I was soon to find out.
Thus begins the tale of young Rose as she searches for her admirer. As Rebecca reads the story, the class responds with laughter. The laughter tells the writer that the audience perceives the message and purpose of the writing. But we also sense a community feeling of well-being as children share laughter (Fakih, 1993).
The next day I got to school an hour early. But when I looked on the teacher’s desk I couldn’t find it. Do you want to know why I couldn’t find it? Don’t tell but SHE THROUGH IT AWAY! When I looked in the trash can there it was all crumbled up. This is what it said…
Dear Rose,
I love you dearly. So it is time for us to meet.
Love Your
Clayton
I could not believe who it was. And why he would like me. The next day I went to see him where he said he would meet me. I got so carried away that I accidently got him cornered in the corner... and pushed him...
Classmates respond with praise for the content and suggestions for more jokes to be done to the boy. The laughter and suggestions motivate the girls to add to the adventure.
If you want to find out what he is going to do next. Find our next book called PART TWO SIXTH GRADE.
Writing Time
As Nancy Atwell (1998), among others, has suggested, students need regular blocks of time to think, to write, to confer, to read, to change their minds, and then to write some more. It is within those large blocks of time that young students form a community of writers, a community based on mutual trust and encouragement.
For Room 8, writer’s workshop occupies the first hour of each day. Following an initial mini-lesson on a specific writing skill, the children spend 35 minutes writing while the teacher and aides wander the room, interacting with students who might ask for help or advice and having writing conferences with students. During this time, the children are free to write individually, with partners, or in small groups. For the last ten minutes of writer’s workshop, children share their writing.
The teacher creates a relaxed atmosphere in the class by allowing the children freedom to move around the room as they work. Students choose various places in the room to write and conference. Some choose to stay at their desks; some move into groups to work. Some choose to sit at the tables in the room, even though they are writing individually.
Children at the table become a support or resource group. They ask each other for feedback on sections of their writing, ask for a word
that means..., or ask for an idea to include in their topic. Peer and teacher conferences occur at various places in the room — at desks or tables, on the floor, in the reading center. Although there is a great deal of movement and grouping, the noise level of the class is never overbearing. Writers are busy crafting their pieces, which is the focus of the class.
The day after the class response to Rose’s adventures in fourth grade, Heather, Maria, and Rebecca are at the table writing a sequel about Rose being in sixth grade. The girls are deciding what will happen to Rose and what will be done to the boy. The story takes on new characters and strange twists. When they share this in-progress story, their classmates again laugh at the situations written.
All of a sudden Anthony walked up and said, “Do you want to go out?” I don’t like him so I said “NO” My friends saw me and started to tease me about him.
The next day I was so embarrassed that I pushed him in the pool at school. And he was so excited that he lost his undershorts and everyone found out that he wore Barney underwear.
As the girls consider writing more, they ask the class to vote on a continuation of the saga. One student comments, “This is a series,” and this assures the next episode. Classmates comment on the funny situations in the story and comment that the time order in the story does not seem right. After sharing the second ‘Rose’ story and receiving constructive comments, Heather and Rebecca revise some content with Maria’s ideas. The story had Valentine’s Day and the Fourth of July occurring at the same time. So the girls decided that since the boy was pushed in a pool, the time of the story had to be summer. The story was revised to include a meeting to watch fireworks.
**Writing with Reading**
Because learning to write is a complex process, teachers recognize the need to use multiple approaches to help students develop this ability. In an integrated curriculum where reading and writing are taught in relationship to one another, as Louise Rosenblatt (1976) points out, readers gain diverse insights and satisfactions from the text material by actively creating meaning. Such reading and writing activities involve children in meaningful learning experiences that enhance the ability of students’ awareness of language and language use.
During the language arts period in Room 8, the teacher reads *Ramona Quimby, Age 8* by Beverly Cleary aloud for 15-20 minutes each day. Heather, Maria, and Rebecca enjoy the read-aloud book so much that they select other Beverly Cleary books for individual reading. Rebecca chooses *Ramona Forever* for a literature set book, and both she and Maria check out other Ramona books from the school library. As the next class read-aloud Heather requests *Beezus and Ramona* by Beverly Cleary.
Just as Beverly Cleary created situations for humorous events, the girls create situational humor. The girls’ stories are a verifiable writing form, because as Wilde (1985) explains, it exists in a trade book which provides structure for the writing. As Heather, Rebecca, and Maria write their stories, they discuss how Ramona had “all those things” happening to her. They want the girl and boy in their story to be doing things that appear silly to others.
Reading and writing are process-oriented thinking skills. In reading and writing, ideas are constructed and reconstructed while comprehending and composing text. As children experience a genre study, Phillips (1986) found that they began to produce the genre form (or structure) in their writing. They assimilate words and more global and substantive aspects of a genre into their writing (Tierney and Shanahan, 1991). What is known and thought is revealed through their writing.
While in their group the girls have opportunities to explore and work out differences about story ideas and actions. They are able to negotiate among different perspectives of situations to include in the stories. Hanssen (1990) reported that in groups of three or four people, when topics and perspectives are introduced and shared, participants are able to develop their perspectives more fully. For the first story Heather and Maria want the boy and girl to play together at recess. Rebecca has different ideas. She wants something to happen to the boy. Ideas are battered around until the group decides on having the girl accidentally push the boy in her excitement of discovering her secret admirer.
When collaborating on writing tasks, the girls exchange, examine, and expand ideas. The discussion provides them opportunities to engage in problem-solving for unclear content (Leal, 1993). Heather, talking about the advantage of the group writing, said, “they were able to talk things out.”
**Continuing Saga**
As you watch Heather, Maria, and Rebecca over several weeks, you see them writing long stories which express complex ideas. Features
from their reading give the girls many forms of humor to experiment with in their writing.
*You now that boy named, Anthony, well he is getting cutier everyday.*
*The next day I went to the Max [a store] and saw that Anthony and Kelly were sipping a shake together. That really got me mad and I went over there and said “You are a no good dirty double crosser!!!” Then I knocked over the table and she got milkshake all over her new white blouse. She was so mad that she sprayed mustard all over my new jeans. I started getting really rough, so I threw an egg at her head. Then Anthony got up and said “I don’t remember you liking me,” and he tried to brake us up, but instead he got knocked out.*
As Graves (1983) expressed, time for thinking and shaping ideas is an important factor in developing writing. When the girls present the full story of Rose in eighth grade at sharing time, the class erupts in laughter. The girls’ writing is a huge success as classmates enjoy the surprise, slapstick, and verbal humor. You would hear comments like “My favorite [story] is the ‘Secret Admirer’ series.”
The class provides a supportive environment for the girls to write. Without the laughter and comments of the group, the young authors would not experience the thrill of positive response to their writing.
**Community**
You see in Room 8 a classroom climate that promotes writing in a supportive, daily, concentrated workshop. This format contributes to writing development, because a feeling of community exists in which children feel comfortable sharing incomplete writing and receiving constructive suggestions. From this encouragement children write more. And when humor is involved, children are even more relaxed and receptive to learning.
The real value of collaborative writing is in the peer interaction as groups concern themselves with the whole writing process (Dale, 1994). One student might begin a story with another adding a sentence or part, while the third student finishes the piece or evaluates the others’ work. During the whole process students are actively engaged with each other and the writing task. While writing, each member learns to communicate thoughts as the group works to create a story (Brockman, 1994). From topic selection to final revisions, students talk and negotiate in order to write.
As their stories develop, the girls decide on a division of labor. Heather begins to draft the next sequel from the ideas brainstormed. She often stops to ask for opinions about a section or to check what was in the previous story. Rebecca revises the previous story and often asks for help with a word or some other editing point. Maria decides to illustrate the boy’s letters in the first story. As she draws, she asks for opinions about what to include in the drawings or if they think her ideas are okay.
Working with others gives writers ideas and interpretations beyond their own ability. The response of others provides stimulation and encouragement to improve, continue, or produce alternate forms of writing. Later the girls convert the stories into a play to present at the end of the genre study. The girls negotiate converting story description into dialogue and narrator parts. They decide which parts will be left out and add parts to clarify the story for the audience. They add a final episode to the sequence that has the boy and girl in high school and becoming engaged.
Although writing is highly idiosyncratic, the girls follow a pattern of prewrite, draft, revise, and edit. During the writing process, the girls assume responsibility for their own writing and become, in the root meaning of the word, “authors.” They comment, “[Writer’s workshop] makes you feel like you can do a lot of stuff.”
**Developing Authors**
The classroom and classmates are important to the girls. The community within the classroom offers a social setting that allows the girls to join together to develop stories. They talk, negotiate, and expand ideas. Freedom to choose with whom, where, and what to write enhances their freedom to create.
The girls draw on collective knowledge and construct new ideas to create stories as they work together. When classmates perceive the message in the girls’ stories and provide feedback, the girls are encouraged to write more. As Rebecca said, “You get inspired by something and want to write.”
**REFERENCES**
Atwell, N. (1998). *In the middle: New understanding about writing, reading and learning* (2\textsuperscript{nd} ed.). Portsmouth NH: Boyton/Cook.
Brockman, E.B. (1994). “English isn’t a team sport, Mrs. Brockman”: A response to Jeremy. *English Journal*, 83, 60-61.
Cleary, B. (1979). *Beezus and Ramona*. Pine Brook NJ: Dell.
Cleary, B. (1981). *Ramona Quimby, age 8*. Pine Brook NJ: Dell.
Cleary, B. (1984). *Ramona forever*. Pine Brook NJ: Dell.
Dale, H. (1994). Collaborative research on collaborative writing. *English Journal*, 83, 66-70.
Fakih, K.O. (1993). *The literature of delight: A critical guide to humorous books for children*. New Providence NJ: Bowker.
Graves, D.H. (1983). *Writing: Teachers and children at work*. Portsmouth NH: Heinemann.
Hanssen, E. (1990). Planning for literature circles: Variations in focus and structure. In K.G. Short & K.M. Pierce (Eds.), *Talking about books: Creating literate communities* (pp. 199-209). Portsmouth NH: Heinemann.
Leal, D.J. (1993). The power of literacy peer-group discussions: How children collaboratively negotiate meaning. *The Reading Teacher*, 47, 114-120.
Phillips, L.M. (1986). *Using children's literature to foster written language development*. Memorial University of Newfoundland: Institute for Educational Research and Development. (ERIC Document Reproduction Service No. ED 276 027)
Rosenblatt, L.M. (1976). *Literature as exploration* (3rd ed.). NY: Noble & Noble.
Tierney, R., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), *Handbook of reading research: Volume II* (pp. 246-280). White Plains NY: Longman.
Wilde, J. (1985). Play, power and plausibility: The growth of fiction writers. In J. Hensen, T. Newkirk, & D. Graves (Eds.), *Breaking ground: Teachers relate reading and writing in the elementary school*. Portsmouth NH; Heinemann.
Carol L. Moutray is a faculty member in the Department of Education and John F. Ennis is a faculty member in the Department of English at King’s College, in Wilkes-Barre Pennsylvania. | <urn:uuid:f6f6a67f-8bfb-42c4-bc25-a19809b97d57> | CC-MAIN-2022-33 | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1232&context=reading_horizons | 2022-08-19T02:26:40+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00489.warc.gz | 476,575,033 | 3,799 | eng_Latn | eng_Latn | 0.978849 | eng_Latn | 0.998632 | [
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The Reading Paradigm is a journal designed to provide a viable avenue for newsworthy articles, projects, teaching tips, book reviews, and other information to highlight literacy efforts in today's classrooms.
The Reading Paradigm is a journal designed to provide a viable avenue for newsworthy articles, projects, teaching tips, book reviews, and other information to highlight literacy efforts in today's classrooms.
EDITOR
Betty Dean Newman
Professor Emeritus, Athens State University, Athens, AL
President Emeritus, Alabama Reading Association
Director of Continuous Improvement and Accreditation, University of North Alabama, retired
EDITORIAL REVIEW BOARD
Linda Armstrong
Professor, College of Education and Human Sciences
University of North Alabama, Florence, AL
Gay F. Barnes
National Board Certified Teacher, Assistant Professor, Birmingham Southern, Birmingham, AL
All NBCT Network, Board Member
Alabama Teacher of the Year, 2012, National Teacher of Year Finalist
Cynthia Biegler
Professor Emeritus
University of Mobile, Mobile, AL
Becky Fearon
Director of Curriculum, Jacksonville City Schools, retired
President Emeritus, Alabama Reading Association
Publications Consultant
Betty Marks
Director of Publications, retired
Athens State University, Athens, AL
ARTICLES
Preservice teachers’ perceptions of reader response and motivation when traditional and digital read-alouds are combined
April Sanders
page five
Using mentor texts in writing instruction: when modeling isn’t enough
Christie F. Calhoun
Julianne Coleman
page eleven
Using iPads to reinvent, reimagine, and leverage literacy
Victoria Cardullo
Bruce Murray
page thirteen
Engaging students in a novel study by using menus for differentiated instruction
Susan Clinton
page twenty
Lessons learned from project pre-K to K literacy transition
Cynthia P. Hicks
Pamela T. Wimbish
page twenty-two
Increasing preschool independent on-task book time
Katie Mashimann
page thirty-three
Inspiring a child’s passion of reading: A springboard for love and character
Tara L. R. Beziat
Shelly Bowden
Sherry Campbell
Gilbert Dueñas
Erin F. Klash
page thirty-six
Invitations to independence...Extending shared reading in early childhood
Kelly Hill
page forty
Preservice Teachers’ Perceptions of Reader Response and Motivation When Traditional and Digital Read-Alouds are Combined
April Sanders
As technology and multimodal options evolve, literacy in the classroom is transforming. The expansion of literacy to include technologies is at the core of the New Literacies (text-messaging, blogging, social networking, podcasting, videomaking.) Since the New Literacies are rapidly carving a place in literacy instruction, this study focused on digital read-alouds (DRA). The researcher investigated how pre-service teachers were able to effectively create digital read-alouds based on Layne’s (2015) model of digital stories. They examined the participants’ views based on Rosenblatt’s reader response theory on using a new literacy paired with a traditional option for read-alouds when doing clinical hours in the elementary classroom. All of the created digital read-alouds were part of a lesson taught in local elementary schools and paired with a traditional read-aloud. Data were gathered from preservice teachers who learned how to create digital read-alouds and use pedagogical strategies to effectively implement them as well as traditional read-alouds in the classroom.
Objective
The read-aloud has been a fixture in many elementary classrooms and libraries for decades, but understanding the inner workings of what constitutes a quality read-aloud is not always as clear to educators, parents, and administrators. Simply reading a book aloud to students is not a read-aloud. A traditional read-aloud is when a teacher prepares and reads a book aloud to students. Before reading, the teacher will establish a purpose for reading and listening. In the process of reading, s/he will plan points in the reading to stop and teach reading skills, such as inferencing and sequencing. Then a strategic ending is planned for the book so that young readers can discuss their experience with the text. The educational benefits of read-alouds can range from vocabulary acquisition (Kindle, 2009; Sinatra, 2008) to comprehension (Santoro, Chard, Howard, & Baker, 2008) to fluency (Tompkins, 2006). The landmark study, Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985) even highlighted the importance of read-alouds: “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (p. 23.)
Even though the traditional read-aloud can be very effective, the tools of literacy are transforming and allowing teachers the ability to incorporate technology alongside printed text. Digital read-alouds are an example of such a pairing of traditional and digital tools. Instead of relying completely on the teacher’s one-time reading in the classroom setting, the digital read-aloud allows the teacher to create a video of images and sounds as s/he reads the text. Leading educational organizations in the field of literacy have established the importance of including in the school curriculum technological advances along with more literacy. The International Reading Association (IRA, 2009) strongly encourages the use of information and communication technologies (ICTs) into literacy. The National Council of Teachers of English (NCTE) has established initiatives to define 21st century literacies (NCTE Position Statement, 2008). Those initiatives encourage teachers to provide opportunities for students who are creating original works with multimedia and technology tools. Even though a limited amount of research has been focused on digital storytelling (where students create a story through media), significant research has not been done with digital read-alouds created by preservice teachers and integrated into the elementary classroom.
Theoretical Framework
Louise Rosenblatt’s transactional theory is one theoretical lens to use in viewing the reader’s response to various new literacies. The distinction between aesthetic and efferent reading is based in the reader’s particular stance; for instance, in the pure efferent stance, the reader is concerned with the knowledge or information s/he will have after the reading, but the pure aesthetic stance allows the reader to have an actual experience with the text while reading (Rosenblatt, 1978). The complement of the image to composition can add to the overall experience for the reader/viewer as Rosenblatt describes in this theory.
Rosenblatt created the transactional theory, which moves literacy instruction away from prescribed answers that the teacher or experts have established into more of an experience with literature. The reading experience is so critical in Rosenblatt’s transactional theory that she believes meaning from the text is not created until the reader actually connects with the text writing that “a novel or poem or play remains merely inkspots on paper until a reader transforms them into a set of meaningful symbols” (Rosenblatt, 1983, p. 24). For Rosenblatt, reading transaction is not passive but an active event because meaning is created when the text and reader come together. The reader and the text have a particular affect on one another to create an experience. Works must be experienced and meanings produced as readers relate to texts (Rosenblatt, 2005). In other words, the transaction produces meaning, and its manifestation is the response from the reader to the text (Rosenblatt, 1978). The text does not contain a single meaning; the text and the reader combined create meaning and a unique transaction.
Rosenblatt argues that text must be read and interpreted by the individual; the reading will be influenced by the individual’s experience and stance. If the text is more than a literal piece, “the reader must have the experience, must ‘live through’ what is being created during the reading” (Rosenblatt, 1995, p. 33). The response emerges from what is in the text but also what is in the reader. The growth of a reader comes from sorting through the “ideas and emotions relevant to the work” in relation to life experiences and literature (Rosenblatt, 2005, p. 71). Instead of simply relying on or only regarding the knowledge of a critic or expert, the transactional theory gives credence to the reader and what s/he brings to the text. Whatever the reader brings to the text builds the foundation for the reading, which is particularly significant because the “reader needs to honor his own relationship with the text” (Rosenblatt, 1978, p. 141). Quite simply, the text is read (and experienced) by the reader, not a literary expert or outside other.
The transactional experience is influenced by the stance of the reader, which can be established by the reader or an outside person, such as a teacher. One’s stance can be defined as a position one assumes toward an event or, in this case, text. For Rosenblatt, a reader assuming an efferent stance is one concerned with what one might take away, as the Latin root of efferent means “to carry away.” The opposite of the efferent stance is the aesthetic stance. The more literary or aesthetic stance focuses on the combining of the private or personal contributions to the meaning (Rosenblatt, 1995). The experience flows through this transaction that is created when the reader melds text and personal experience together.
Methodology and Research Questions
This qualitative study was a case study involving 43 participants; the study looked at how preservice teachers experienced elements of the reader response theory through digital read-alouds when they combined both traditional and digital read-alouds in an elementary classroom. Rosenblatt’s (1978) reader response theory guided this part of the study as themes emerged from questionnaire responses. The questionnaire asked participants to rate their level of comfort in creating and using digital read-alouds versus traditional read-alouds. Additionally, preservice teachers participated in an interview after teaching lessons using the digital and traditional read-alouds in a classroom. The interview questions asked participants to explain their
intended stance and possible transaction during the reading experience. The interviews (Spradley, 1979) were recorded and transcribed verbatim. Using the descriptive coding method (Miles & Huberman, 1994; Wolcott, 1994), each transcript text was read three times, and participant responses were given descriptive codes summarizing their responses.
All of the participants answered similar questions in their interviews, so themes found after the descriptive coding of transcripts were connected to the questions asked during the interview. Additionally, importance was given to any prominent themes emerging from the texts with regard to a relation to Rosenblatt’s reader response theory. A list of emerging themes was constructed from the descriptive codes and then connected to Rosenblatt’s transactional theory in order to understand how reader response theory connects to digital read-alouds.
Research questions for this study about preservice preparation and implementation of traditional versus digital read-alouds include:
*How do pre-service teachers view the option of using the new literacy of digital read-alouds instead of a traditional option in their future classrooms?
*What aspects of reader response theory are demonstrated by pre-service teachers in the digital read-aloud experience?
Results
This study highlights how a traditional practice can be combined with and transformed through digital literacies to engage students and create a quality product without weakening the integrity of the curriculum content. The combination of the two modes (digital images and print text) related to how preservice teachers saw their stance moving along the aesthetic and efferent continuum explained in Rosenblatt’s reader response theory. Participants explained the movement on the continuum based on planned questions and discussions; the content study results substantiated their use of such strategies. The transactional experience varied between the traditional and digital read-aloud, and themes emerging (see Table 1) from the interviews demonstrated that the visual component and ability for repetition in the digital read-aloud could provide a different reading experience from the traditional mode when read-aloud guidelines were properly employed.
| Themes Found in Interview Transcript Texts | Transactional Theory Key Tenets |
|-------------------------------------------|---------------------------------|
| * Choice of Text | Efferent-Aesthetic Stance |
| * Planned Questions vs Unplanned | |
| * Type of Questions Asked | |
| * Level of Expression | |
| * Visual Component | |
| * Emotional Response to Text Through Discussion | |
| * Connections between Texts Used | |
| * Repetition of Video | Transaction |
Choice of Text
Participants reported that choice of text influenced their stance and ultimately how they connected with the text. The book used for the digital read-aloud was the choice of the preservice teacher, but most had to use a book chosen by their assigned mentor teacher for the traditional read-aloud. The chosen book was most often one that directly related to a particular topic from unit the elementary class was studying. Some preservice teachers decided on a book for the DRA that was directly connected to the book the classroom teacher wanted to use for the traditional read-aloud, but this was not a requirement. The majority of participants made at least one comment regarding the positive experience of being able to choose their own piece of reading.
Questions
When planning the questions, the preservice teachers reported that the type of questions they prepared were different after doing the DRA: “By having to prepare the visual and sound effects, I really connected to the book in a different way and planned questions differently. I was able to really ask questions to see how the story affected my students and how it made them feel instead of just asking simple questions about the book.” Repeatedly the participants discussed at length how the planning of questions changed after going through the process of the DRA, and the reason for this transformation was related to how they related to the story.
The participants wanted to plan their questions as they began to find themselves “getting into the book” by planning so many aspects related to visuals, sound effects, and music. As the participants’ experience with the book changed, then the questions went deeper and their “questions were more about how they [students] engaged with the story instead of just quizzing them.” Many remarked on how their planned questions went beyond simple knowledge type questions to ask students more about their own transaction with the text: “I wanted my students to fall in love with the stories. Doing the digital read-aloud made that super important to me. So then when I planned my questions, I realized I was asking about their connection instead of just what happened in the story.”
Level of Expression
Participants discussed at length how the digital read-aloud allowed them much more flexibility and options for expression, but above all, all the participants made at least one comment about how the expression “let the story come to life.” Using this mode allowed them to change their own voice as well as use music and sound effects.
Most of the participants admitted they wished they had done a better job of expression when reading with their students, but a combination of nerves as well as trying to be aware of classroom management kept them from fully focusing on inflections and voice modifications. Since the digital read-aloud had the advantage of more expression, the participants reported they were in much more of an efferent stance when doing the read-aloud for their video.
Visual Component
The participants fully believed that the visuals related to the digital read-aloud made the reading of the text quite a different experience from the traditional read-aloud, and many reiterated the idea of the story coming to life in the DRA. The reasons participants discussed for believing the visuals were key to the transaction varied to some degree. Some believed having a video allowed them to “zoom in and emphasize key aspects
of the text” they thought their young readers would not be able to see or recognize in a traditional read-aloud. Others thought the visuals were better able to help their students create a connection with the story.
**Emotional Response to Text Through Discussion**
“I want them to enjoy the text” was the resounding response by the participants when talking about how they planned to execute both the DRA and the traditional read-aloud for their students. The ability to plan specific questions that went beyond simple knowledge about the text led the participants toward creating a discussion with their students that went into discovering the emotional response their students had with the text. After doing the DRA, the participants were connected themselves to the story and then wanted to seek out the connections their students had: “I wanted them to fall into the story, to laugh with and at the characters, and feel as if they too were part of that world. But until I did the digital read-aloud, I honestly never felt so passionately about how I wanted that to happen for my students.” By having this type of response, the participants found the discussion with their students changed and went to a different depth of response than they had previously experienced.
**Connections Between Texts Used**
Many of the preservice teachers decided to use texts for both the DRA and the traditional read-aloud that had obvious connections in theme or topic. Of those who did choose books with such a pairing, they believed the connection between the two was made stronger for them and the student. The strength came through in their preparation and ability to ask a series of more in depth questions related to the topic as well as the text. The participants believed their students were able to “dig deeper into the unit topic by having both stories tied together.” Almost half of the participants who did pair their texts reported their questions, planning, and expressions used when reading for the traditional read-aloud was much more focused and went into more depth because of doing the DRA first. By doing the DRA first, the participants believed it made them think about how they could set up the same type of experience for the traditional read-aloud. Because they thought “the digital read-aloud was the perfect way to help a student create a connection to a book,” then they were able to move into the traditional read-aloud planning with a similar view of executing an experience with the book instead of just simply reading it.
**Repetition of the Video**
All of the participants involved in the study reported that the students in their classrooms asked to watch the DRA numerous times after the initial showing of it in class. Some found their students “liked the visual aspect and watched it many times” as a direct result of being able to experience digital images. Five of the participants were able to set up a viewing of the DRA in a center in their classrooms that students could go and watch after the initial DRA was done in class, and all five participants reported that the center was popular with their students. The setting the participants worked to establish in the DRA was also mentioned as a reason for why their students asked to watch the video again after experiencing it in class. When designing and creating the DRA, the participants were purposefully trying to create an environment that was appealing to their students to make them want to watch again.
**Implications**
Reader response studies explore the transaction occurring between the reader and printed text, but limited research is available including new literacies such as digital read-alouds. Preservice teachers are taught how reader response theory can be implemented in their classrooms with traditional literacy, but the literature does not focus on how the preservice teacher can effectively implement aspects of reader response theory.
through digital literacy tools. This analysis demonstrates how the reading transaction can be created through digital tools for read-alouds and impact young readers.
References
Anderson, R.C., Hiebert, E., Scott, J., & Wilkinson, I. (1985). *Becoming a nation of readers: The report of the Commission on Reading*. Champaign, IL: Center for the Study of Reading.
International Reading Association. (2009). *New literacies and 21st century technologies: A position statement of the International Reading Association*. Newark, DE: Author.
Kindle, K. (2009). “Vocabulary development during read-alouds: Primary practices.” *The Reading Teacher*, 633: 202-211.
Layne, S. (2015). *In defense of read-aloud: Sustaining best practice*. Portland, Maine: Stenhouse.
Miles, M.B., & Huberman, A.M. (1994). *Qualitative data analysis* (2nd ed.). Thousand Oaks, CA: Sage.
“NCTE Position Statement,” National Council of Teachers of English, August, 2008. http://www.ncte.org/positions/statements/21stcentdefinition.
Rosenblatt, L.M. (1983). The reading transaction: What for? In R. Parker & F. Davis (Eds.), *Developing Literacy: Children’s Use of Language*. Newark, DE: International Reading Association.
Rosenblatt, L. (1978). *The reader, the text, the poem: The transactional theory of literary work*. Carbondale, IL: Southern Illinois University Press.
Rosenblatt, L.M. (1995). *Literature as exploration*. The Modern Language Association of America: New York.
Rosenblatt, L. (2005). *Making meaning with texts*. Portsmouth: Heinemann.
Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). “Making the very most of classroom read-alouds to promote comprehension and vocabulary.” *The Reading Teacher*, 615: 396-408.
Sinatra, R.C. (2008). “Creating a culture of vocabulary acquisition of children living in poverty.” *Journal of Children and Poverty*, 142: 173-192.
Spradley, J.P. (1979). *The ethnographic interview*. Fort Worth, TX: Harcourt Brace Jovanovich.
Tompkins, G. (2006). *Literacy for the 21st century: A balanced approach*. 4th ed. Upper Saddle River, NJ: Pearson Education.
Wolcott, H.F. (1994). *Transforming qualitative data: Description, analysis, and interpretation*. Thousand Oaks, CA: Sage.
April Sanders, Ph.D., Assistant Professor, Education Department Springhill College, Mobile, AL | <urn:uuid:e87f41d3-223f-414b-8995-6f1feb231aea> | CC-MAIN-2018-51 | http://www.aprilsandersphd.com/uploads/1/2/2/1/12212191/dra_publication.pdf | 2018-12-09T21:34:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00435.warc.gz | 374,086,642 | 4,618 | eng_Latn | eng_Latn | 0.952855 | eng_Latn | 0.996541 | [
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Preventing Rats on Your Property
A Guide for Property Owners and Tenants
Reprinted and/or reproduced with permission from the New York City Health Department
How to Control Rats
Step One: Look for Evidence
Step Two: Clean Up
- Wash Away Droppings and Track Marks
- Get Rid of Clutter
- Control Weeds, Shrubs and Bushes
Step Three: Starve Them
- Manage Your Garbage
- Keep Food Away
Step Four: Shut Them Out
- Seal Cracks and Small Holes
- Fill Large Gaps and Holes
- Close Burrows
Step Five: Wipe Them Out
- Rodent Baiting
- Trapping
Choosing and Working with a Pest Control Company
How to Find the Right Company
- Ask Around and Interview Companies
- Work Together
How to Control Rats
To control rats, you have to remove everything they need to survive: food, water, shelter and ways to get around.
Step One: Look for Evidence
- Look for places where rats live. Most rats live in nests or burrows. Burrows are holes in dirt or concrete from one to four inches wide, with smooth edges. Burrows can be found under bushes and plants. They will often have an entrance and exit hole.
- Look for droppings. They are often found close to garbage. If they’re moist and dark, it’s a sign that rats are in the area.
- Look for holes and gnaw marks on wood and plastic garbage cans.
- Check walls and grass for signs of runways. Rats run along the same path many times a day, leaving dark greasy track marks along walls and worn down paths in grass.
Rats come out at night, so walk around outside with a flashlight after dark. This will help you see where rats are going, so you can check for burrows when it gets light.
- Runways and tracks
- Gnaw marks
- Rat droppings
- Gnaw marks on trash bags
- Burrow near sidewalk
Step Two: Clean Up
Wash Away Droppings and Track Marks
Rats communicate and attract each other through their urine and droppings.
- Sweep up droppings and clean up dark greasy track marks. Wash down the area with water and a mild bleach solution (one part bleach, 10 parts water).
- Talk to your neighbors and work together to clean up, so rats don’t move from one place to another.
Get Rid of Clutter
Clutter gives rats lots of places to hide, sleep, nest and reproduce.
- Remove (and recycle) piles of newspapers, paper bags, cardboard and bottles.
- Clear out your basement and yard.
- Store items away from walls and off the ground.
Control Weeds, Shrubs and Bushes
Rats are often found in burrows under bushes and plants.
- Keep tall grass, bushes, shrubs and mulch away from building foundations. Pull out ivy around burrows.
- Keep ground bare six inches from buildings, and trim under shrubs.
- Make space between plants and avoid dense planting.
- Keep gardens free of weeds and trash.
Step Three: Starve Them
Rats only need 1.28 grams (one ounce) of food each day. Don’t make your garbage their food.
Manage Your Garbage
• Bring garbage cans and bags to the curb as close to pick-up time as possible. Leaving them out overnight invites rats.
• Make sure you have enough garbage cans to hold trash between pickups.
• Use hard plastic or metal cans with tight fitting lids.
• Insist that tenants put garbage inside cans.
Keep Food Away
• Keep all food in tightly sealed containers.
• Don’t put food out for stray cats, pigeons or squirrels.
Step Four: Shut Them Out
Rats chew holes into buildings, and can squeeze through cracks and holes as small as 1.27 cm (a half inch). To keep rats out for good, seal all holes and cracks in foundations, walls, floors, underneath doors and around windows. Most repairs can be done by maintenance staff, superintendents, handy persons or pest control professionals. Materials are inexpensive and available at most hardware stores.
Sheet metal
Metal door sweeps
Caulking gun
Roof cement and trowel
Tin snips and metal lath
Seal Cracks and Small Holes
- Seal cracks and small holes with caulk or use roofing cement – it’s durable and easily applied with a caulking gun.
- Close gaps under doors with rodent-resistant metal door sweeps.
- Close window gaps with metal flashing.
- Put screens on vents, especially on lower floors.
Fill Large Gaps and Holes
The way to close large gaps and holes depends on the building material and amount of space behind the hole.
- Use mortar or ready-mix cement to fill gaps and holes in cement and stone foundations. Cover large holes with metal lath or screening, then seal with mortar or cement.
- Cover floor drains and vents with heavy-duty metal screening, secured with masonry nails or cement.
• Install sheet metal kick plates on the lower exterior of doors where rats have been gnawing or entering the building. Install metal thresholds underneath.
• Use door sweeps to keep gaps under doors smaller than a quarter inch.
• Consider installing heavy gauge sheet metal between foundations and the ground.
• Seal pipes leading into walls with escutcheon plates (“pipe collars”). Check pipes regularly for leaks.
Close Inactive Burrows
An inactive burrow will often have leaves, cobwebs or other debris around the entrance. These burrows should be closed so rats can’t get back in.
- Close burrows in soil by filling with soil and tamping down with a shovel, or by stepping on them.
- Close burrows in cracked or broken sidewalks with metal filler and cement.
Step Five: Wipe Them Out
Rodent Baiting
Rodent bait is a common way of controlling rats but applying these poisons is a job for professionals. If you use a pesticide to control your pest problem, read the label to make sure you are choosing the right product for the right pest. Follow all label directions and warnings carefully. Always look for a Pest Control Products (PCP) number on the label so you know the product has been approved by Health Canada https://www.canada.ca/en/health-canada/services/pest-control-tips/rats-mice.html.
Make sure your pest control company follows these guidelines:
• Always read and follow the manufacturer’s label, and use the smallest effective amount of bait.
• Use disposable gloves when handling bait and wash your hands afterwards.
• Use secured bait chunks (called bait “blocks”) inside tamper-resistant bait stations. Secure or anchor bait stations to the ground or fence with cement, caulk or wire.
• Place bait stations on the same path as rats normally travel – often along building walls and fence lines. Since rats always travel on the same path, they’re more likely to eat from stations along it.
Replace bait after it’s been eaten. Leave bait stations and bait in place for at least two weeks after all rat activity has stopped. Monitor on a monthly basis.
**Trapping**
There are several types of traps that can be used to control rats. Snap traps and electronic traps are easy to use and very effective if well positioned and set properly.
---
**Choosing and Working with a Pest Control Company**
**How to Find the Right Company**
**Ask Around and Interview Companies**
- Ask your neighbors and friends for referrals.
- Look in the phone book and online for “integrated pest management” services. These companies are more likely to inspect, monitor and make recommendations and repairs.
- Interview companies. Ask for references, including previous customers.
**A good company will…**
- Inspect your property before giving you a price quote.
- Give you a written inspection report, and an action plan.
- Base quotes on inspection findings, not flat fees. The cheapest services are rarely the best.
- Make referrals for structural repair, if required.
- Visit often until the job is done.
- Put bait in tamper-resistant containers.
- Employ qualified, well-trained exterminators.
• Educate you on how to prevent rats.
• Work with you until rats are gone.
**Work Together**
• Walk around with the pest control professional during each visit, and keep track of work.
• Agree on a service plan and the cost.
• Follow-up on referrals and recommendations. | 0904ebfc-416b-45f2-8345-6656ea2c1fd9 | CC-MAIN-2019-47 | https://www.ottawapublichealth.ca/en/public-health-topics/resources/Documents/Rodent_Control_Final_ENG_Aug2019.pdf | 2019-11-17T08:30:55 | crawl-data/CC-MAIN-2019-47/segments/1573496668896.47/warc/CC-MAIN-20191117064703-20191117092703-00010.warc.gz | 936,184,433 | 1,743 | eng_Latn | eng_Latn | 0.98022 | eng_Latn | 0.997668 | [
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1. Match the words to the pictures. Choose the correct letter.
harmonica choose cello choose piano choose
accordion choose drums choose violin choose
trumpet choose bells choose guitar choose
2. Watch the video. Which instruments are mentioned?
3. Tick (✓) the correct answers A, B or C.
1. Harnes had to
a) train his hands □
b) change schools □
c) find a music teacher □
2. He stopped playing rugby because
a) it was unsafe
b) it was hard to be the best
c) he was too young
3. Eye-tracing technology makes it possible
a) to help your eyes relax
b) to develop new music style
c) to play music with the help of eyes
4. To play the drums the man uses his
a) special sticks, sensors, drums, and fingers
b) special sticks, sensors, feet, and hands
c) special sticks, sensors, hands, and legs
4. Watch and listen. Put a (✓) next to the things people use their hands for in the video.
Example: play a musical instrument (✓)
a) pick up things
b) pantomime
c) clean a window
d) drum on the table
e) speak a sign language
f) play the guitar
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Inviting baptism families at Harvest
Every school will encourage children to think about Harvest, thanksgiving and the environment, so churches are often pushing at an open door inviting baptism families back to church to celebrate Harvest.
Churches throughout Wales will be having Harvest Festival services, or other services of thanksgiving. These often involve bringing food donations and sometimes toiletries to give to food banks or homeless charities. Try and encourage school to get involved, or write to baptism families and invite them along to your Harvest service.
These are some simple ways to encourage families to say ‘thank you’ to God at home too. Here are some suggestions to pass on.
Say a ‘thank you’ prayer
A line in the Lord’s Prayer asks God to ‘Give us this day our daily bread’. When we say that line, we’re asking God to provide the basic things in life that keep us healthy and happy. It can start with the food we need to eat each day, but for lots of different reasons, not everyone has enough.
So saying thank you for our food is important – we might thank the person who cooked it, and we might go back further and think of the people in the shops where we bought the ingredients, and even trace it right back to the farmers who grew the crops in the first place.
For children who are old enough, trying talking about this together one meal time, taking each item on the plate and thinking about where it came from and all the people and work that has gone into bringing it to your table.
Saying grace before a meal is a way of saying thank you to God for making the earth and everything in it – all good things come from God, and it’s up to us to use them in the very best and most generous way.
Try singing this grace:
One, two, three, four, five, thank you God that I’m alive.
Six, seven, eight, nine, ten, thank you God for food. Amen!
One of the most traditional graces goes like this:
“For what we are about to receive, may the Lord make us truly thankful and keep us always mindful of the needs of others.”
Some families hold hands while they say grace – this reminds us that we are thankful not only for our food, but that we can share it with people we love, as in this prayer:
“Thank you God for food, and family, and friends. Amen.
or
“Thank you God for food, and family, and friends,
we remember those who have no food today,
and those who have food, but nobody to share it,
As you have blessed us, help us be a blessing for others. Amen.
Decorate a ‘grace’ table mat:
Take a piece of A4 paper, and in the middle draw round a medium sized plate to make a circle, then in that circle draw round a smaller plate. You should have something that looks a little bit like a plate. Then draw a fork outline on the left, and a knife outline on the right, and a spoon above – don’t worry about the quality of the artwork!
Now, have some fun decorating your plate with pictures of their favourite food – you can draw pictures yourself, or cut them out of magazines, or use pictures from food packets – and you can even label them if your child is old enough to start learning to read.
Somewhere on your paper, perhaps at the top or in a corner, write ‘Thank you God’ in big letters and colour it in – this is your thank-you place mat, a reminder of all the good things that God gives us.
Once you’ve finished decorating, you can either laminate your artwork, or slip it into one of those plastic folders and seal up the end with sticky tape.
Use your place mat at family meal times as a reminder of your thankfulness for all God’s blessings, and particularly for food.
This is such a fun activity, that you can create a new one every so often, with updated favourite foods, and perhaps even write a little ‘grace’ prayer of your own to go on it? Or simply include one of the prayers on this page.
Make food fun!
If your child is a bit of a fussy eater, you could try making their food more fun. Maybe arrange the veggies in the shape of a smiley face? | 6e2cfc4d-6d10-4642-bc5b-2caec0856b8d | CC-MAIN-2024-38 | https://stpadarns.contentfiles.net/media/documents/BAPTISM_Inviting_baptism_families_at_Harvest.pdf | 2024-09-17T03:12:33+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651722.42/warc/CC-MAIN-20240917004428-20240917034428-00751.warc.gz | 508,920,233 | 877 | eng_Latn | eng_Latn | 0.997117 | eng_Latn | 0.997041 | [
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Clean Faces, Strong Eyes
Trachoma Health Promotion to Change Knowledge, Attitudes and Practice in Work Place Settings
Fiona D Lange, Josie Atkinson, Hayley Brown, Hugh R Taylor
What is Trachoma?
The leading cause of preventable blindness, the poorest people in 53 countries, 210 million are at risk and 110 million need treatment. Repeated bacterial infection with *Chlamydia trachomatis* proceeds through stages of eye inflammation, scarring, intense pain, in-turned lashes, damaged cornea and blindness.
Stages of Trachoma
- Normal Healthy Eye
- Trachomatous Follicular (TF)
- Trachomatous Intense (TI)
- Trachomatous Scarring (TS)
- Scar Tissue from Proneal/Intraorbital Re-infection
- Corneal Opacity (CO)
- Trachomatous Trichiasis (TT)
- Inverted Eye Lashes (Rubbing Against Eye)
- Blind Eye Caused by Proneal/Intraorbital
Adapted from: http://www.who.int/blindness/causes/trachoma_documents/en/index.html
How Trachoma is Spread
Usually by young children in close contact with others with infected nose and eye secretions, living in over-crowded houses, with dysfunctional sanitation and poor personal and environmental hygiene. There is a lack of knowledge trachoma exists and how to eliminate it and an acceptance that dirty faces are normal in young children.
How is Trachoma Eliminated?
Using the four-part World Health Organization endorsed SAFE Strategy. Surgery for in-turned lashes, Antibiotics treat active infection and decrease prevalence, Facial cleanliness reduces transmission and Environmental improvements reduce exposure and reinfection.
Trachoma in Australia
Australia is the only high-income country with trachoma. It is endemic in 60% of remote Indigenous communities where it causes 9% of preventable blindness and scarring and in-turned lashes are found across the country.
Australia is a signatory to the Global Elimination of Trachoma by 2020, GET2020 to reduce trachoma to >5% in 1-9 year olds and have no operable trichiasis in >1% of Australian Indigenous population.
Prevalence of Trachoma 2011
Colour-coded trachoma prevalence in children aged 5-9 years and number of communities screened*† number of at-risk communities in 2011
* Including communities screened but not at risk
Trachoma Surveillance 2009-2011
| Trachoma Surveillance | 2009 | 2010 | 2011 |
|-----------------------|------|------|------|
| Community Screening Coverage | 57% | 63% | 73% |
| Prevalence Trachoma 1-9 years | 14% | 13% | 6% |
| Prevalence Clean Faces 5-9 years | 77% | 76% | 76% |
| Trichiasis Prevalence | 4% | 2% | 2% |
Impact in Workplace Settings
| Trachoma Elimination in 3 Settings Impact Evaluation (n=272/281) | Clinics | Schools | Community |
|---------------------------------------------------------------|---------|---------|-----------|
| Is Trachoma Endemic in Community | 80 | 82 | 63 |
| Is Trachoma Infectious | 90 | 95 | 61 |
| Is Trachoma Simple to Treat | 90 | 97 | 63 |
| Are Dirty Faces Normal in Children | 42 | 26 | 31 |
| Comfortable Talking About Hygiene | 92 | 93 | 79 |
| Willingness to Teach Trachoma Prevention | 76 | 89 | 50 |
Conclusion
Facial cleanliness is the key to trachoma elimination and needs to be included with hygiene related health programs for remote Indigenous communities. “Wash your face whenever it’s dirty” is the key health promotion message across all work place settings.
- Continue trachoma awareness for all settings
- Endorse clean faces as the social norm in all settings
- Community hygiene programs include facial cleanliness
- Input to health curriculum in schools
- Increase trachoma resource availability
The Trachoma Story Kits
The SAFE strategy is the basis for an extensive suite of resources for clinics, schools and community work place settings. Developed with the Ngumpin Reference Group at Katherine West Health Board, Centre for Disease Control NT and the Indigenous Eye Health Unit, the resources are suitable for many work place settings in remote Indigenous communities.
Baunach L, Lines D, Pedwell B, Lange F, Cooney R, Taylor HR. The development of culturally safe and relevant health promotion resources for effective trachoma elimination in remote aboriginal communities. Aboriginal and Islander Health Worker Journal, Vol. 36, June 2012.
“The Kit is really good because it actually shows you how they get trachoma, what happens and how you can prevent it. It’s all about education, screening, treatment and the importance of follow up. If you don’t follow up with the hygiene, well you may as well be flogging a dead horse”
Aboriginal Health Worker, Katherine West Health Board
Social Marketing and Community Adaptations
The Trachoma Story Kits have become the basis of a multimedia social marketing campaign and dozens of community adaptations that recognise strengths and emphasise empowerment. These strategies include community members and are based on community goals. The tailored approach allows for differences in settings as well as affirming and reflecting culture, language and regional diversity.
Australian Health Promotion Association Conference ‘Changing Settings; livable, vibrant, healthy places’ Sydney, June 2013
Trachoma Story Kits are now free of charge. For more information contact Fiona Lange
Indigenous Eye Health Unit
Melbourne School of Population and Global Health
The University of Melbourne
T: +61 3 8344 5529
E: email@example.com
W: www.iehu.unimelb.edu.au
We also wish to acknowledge the many community members, colleagues and stakeholder who were consulted, participated in and contributed to the project. Artist Lily McDonnell created original artwork and subsequent adaptations. Thank you to Rachael Ferguson for assistance in preparing this poster.
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IoT in Agricultural Field
Poornima Venkatesh, Sahana.C, Nayanashree.S, Ashwini kodipalli.
B.E Students, Dept. of ISE, New Horizon College of Engineering, Bangalore, Karnataka, India
Assistant Professor, Dept. of ISE, New Horizon College of Engineering, Bangalore, Karnataka, India
ABSTRACT: Agriculture field being the backbone of Indian economy deserves security in terms of resources but also agricultural products needs security and protection at initial stages. Agricultural modernisation can be achieved using latest technologies such as internet of things and wireless sensor networks. Keeping this scenario in mind, an “internet of things” based sensor network which is capable of analysing the sensed information and then transmitting it to the user has been designed, tested and analysed. This sensor consists of soil ph. sensor, soil temperature sensor and moisture sensor for soil. All these sensors are connected to one another by a wireless sensor network xbee and will convey data to station pic in the control room. From control room, it will be uploaded to websites where farmers can access all these data on his smartphones or tablets. Using the sensor data, the system controls water and fertilizer requirements for different types of crops in different time of the year. The stored sensor data can be farmer can plan accordingly. Also IOT provides atomised irrigation and fertilizers to the users in real time to farmers further analysed for future uses such as in which condition we get maximum yield from the crops so that.
KEYWORDS: IoT, Sensor, xbee, Wi-Fi.
I. INTRODUCTION
The new concepts in technologies nowadays are internet of things and wireless sensor network. The internet of things (IOT) is a network in which real world objects are connected to each other to form many embedded systems through which data can be transferred or received reliably. A real world thing in IOT in terms of animal farming can be an animal with biochip transponder which when assigned with an IP address and ability to reliably transfer data over the network is useful to farmers. Also the use of application on mobile phones, sensors and transfer to useful data generated by the system will make it easy to use. The system has wide area of applications like open farm, Greenhouse Farming, irrigation, water level etc. Can be managed with system and in Greenhouse Farming, temperature and moisture control are the applications of this system.
II. WHY IOT IN AGRICULTURE
The agricultural industry will undoubtedly become more important than ever before in the next few decades. The world needs to produce 70% more food in the year 2050 in order to feed the growing population. To meet this demand, farmers and agricultural industries are turning to Internet of Things (IoT) analytics and greater production capacities [1]. The internet of things is transforming agriculture industry and allowing farmers to compete with numerous challenges they face. This is set to promote the future of farmers to next level. Smart agriculture is already becoming more customary among farmers and high tech farming is quickly becoming a standard thanks to agricultural drones and sensors. The IoT technologies support precision agriculture, a type of agriculture whose main aim is to maximise return on investment in agriculture. Irrigation, water detection, soil detection sensors give alerts to help farmers protect their crops and wirelessly transmit information to water reserve points on when to irrigate. In areas where there is water scarcity, farmers can adopt drip irrigation. This can be achieved by linking the data from various sensors which not only controls where the water is released but also how much is needed.
Sensors are also built to monitor their crops or fires detected before they spread. Furthermore, the system that uses IoT technologies, track and monitor farm animals and detect probable signs of diseases. Such technologies can be integrated with a central system and help propagate relevant advice to farmers. These inform the farmers about any attack on, sensors that use IoT technologies such as GPS and RFID can be used to track and monitor the farm products during transportation and storage. IoT systems can also track farmers who need transport to carry their farm products to the final destination. Smartphones are equipped with IoT technologies such as Near-Field Communications (NFC) that allows purchasing of products without using cash. Electronic transactions that debit or credit bank accounts for both buyers and sellers rather replace exchange of cash. Mobile internet and low cost sensors could allow farmers to interact directly with customers without taking help from a middleman.
Applying IoT in agriculture also helps in
• Saving fertilisers and chemical crop protection agent
• Boosting soil fertility due to “SMART” correction.
• Controlling crop state and preventing its loss when stored
• Increasing machinery efficient
• Monitoring state and location of farm animals
• Tracking processing line equipment condition
III. SMART AGRICULTURE
Smart farming is a concept that is developing rapidly in the agriculture business offering high accuracy in crop control. Useful data collection and automated farming techniques, one way to solve all the issues is to increase the quality and the volume of the agricultural production, is by using sensing technology to make farms more intelligent and more connective to the so called “Precision agriculture” also known as the smart agriculture[2]. Smart farming which represents application of information and communication modernization has led to third green revolution. Smart farming has a real ability to deliver a more productive and sustainable agriculture production, based on more accurate and resource efficient ways. This efficiency will improve in the coming years as farms became more connected [3]. Given all the possible benefits of the IOT application in this agriculture, it is undoubtedly that all the farmers are turning towards smart agriculture which comprises agricultural drowns and satellites for the future farming.
Fig 3: precision agriculture as a Smart farming
IV. MAJOR APPLICATIONS OF IoT IN AGRICULTURE
**Climate control in Greenhouse**: Soil moisture, humidity, light intensity and temperature can be monitored through various sensors. These can then be linked to systems to generate alerts or automate processes such as water and air control [4]. They can also be set up to check for early signs of pests or disease.
**Logistics co-ordination**: Goods such as vegetables can be tracked and monitored visually during transportation and storage through GPS, RIFD and other location based sensors. This can also allow scheduling and further automation in the supply chain.
Food safety: From the farm, logistics and retail—the entire supply chain is set to become even more connected with information. Food products and ingredients can be tagged via RIFD for tracing and tracking, and help raise the level of transparency and consumer confidence.
Crop monitoring: A robot called Rosphere has been built, which is armed with sensors and can potentially monitor every single stalk on field. These robots can be configured to communicate to each other over the network. The data can be collectively used to build information sets such as crop yield maps, and further linked to information such as present crop prices.
Efficiency in livestock: The health of farm animals such as cattle or chicken can be monitored to find potential signs of disease, this can be linked to a central system which can generate relevant advice to be sent to farmers, and contribute towards analytics that can be used to identify any outbreaks or trends. Some of the existing solutions that help facilitate agricultural workflows and business in general
Water Bee: It is an intellectual irrigation system that collects data about soil moisture and other environmental factors by means of wireless sensor networks. Therefore, it allows for a significant water loss decrease.
Smart Bob: It is a device for measuring and reporting the level of grain and other food products contained in agricultural hoppers and hutches electronically on the farms.
Check It Now: It allows for online instant in-hutch temperature monitoring and sends automatic alerts in case the temperature crosses the pink limit.
Yellow Box: It is a device that allows farmers to use their smartphones for remote control of their hutches.
Z-Trap: It is an electronic insect trap that helps farmers monitor insect’s population remotely and protect seeding from them.
Fig. 4: Solutions for agricultural system using Advantech’s Gateway and Sensor node Integration.
V. CHALLENGES FACED IN IoT APPLICATIONS
Though IoT has been trend in developed nations, in spite of being an agricultural nation, countries such as India has faced various challenges while applying IoT in agriculture. Internet connectivity and availability is one of the major
challenges. There are several other aspects such as presumption amongst the vendors about Indian consumers not being ready for advanced products. This results in drastically low awareness of IoT devices and systems amongst consumers.
VI. IoT RESEARCHES IN AGRICULTURE
**Kindle e-books**: Relevant documents on crop farming, livestock, irrigation, natural resources etc. are uploaded to each of the e-readers. The documents include scientific research outputs, guidelines, best practice stories and resources. The goal of this project was to empower agricultural extension workers in their ability to advise farmers and support them in their agricultural activities [5].
**Drones**: These are introduced to monitor crop performance in farms and alert the farmers on what action has to be taken in various parts of the farm in order to maximise productivity and also to minimise crop or animal losses.
**Mobile Application**: A mobile application advises farmers in the latest prices of commodities in various markets help farmers to tackle emerging pests and diseases problems, daily weather forecasts for timely action by farmers etc.
**Site-specific nutrient management**: This is achieved with the help of sensors, GPS monitors [6].
VII. CONCLUSION
Internet of things has a huge potential in the agricultural field. Smart agriculture is constructed with combination of IoT and RFID. This paper introduces the concept of IoT, agriculture internet of things and its applications. It also talks about why we need IoT in agriculture in detail. IoT could be utilised to make the best out of our agricultural potential.
REFERENCES
1. e-Agriculture, Business Insider, according to “UN food and agriculture organisation”.
2. Michael Tharrington, Smart farming, IOT Zone, Nov. 05, 2015.
3. Andrew Moola, Dec 20, 2016, 2:12pm.
4. Ryan Huang, HWTrek (Hardware begins here), May. 04, 2014.
5. Vethaiya Balasubramanian, More than 45 years of International agricultural R&D experience.
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Port McNeill is located in the Queen Charlotte Strait on the east shore of Vancouver Island. It was named after William Henry McNeill, a captain of the Hudson’s Bay steamship the S.S Beaver. The S.S Beaver, was the first steamship on the Pacific Northwest Coast. Port McNeill was a hub for trading between Hudson Bay Co. and the local First Nations. Beaver pelts were abundant as was wood. It is believed that while the *Steamship Beaver* was anchored in the harbour, the crew went ashore to cut firewood. Coal was discovered in the area in 1835. In 1850, the Hudson Bay Company brought miners over from Durham England to mine the coal but the coal was not high quality so the experiment was abandoned. In the 1920s a number of small logging operations were in the area and by the 1930s, McNeill Harbour was beginning to draw the attention of larger forestry companies.
Port McNeill is considered to be the gateway to the Broughton Archipelago as well as the scenic waterways that lead out into the Queen Charlotte Strait and beyond. It is located 2 hours north of Campbell River and four hours from the mainland ferries. Port McNeill is considered to be the centre of North Island logging operations as well as the second largest community on the North Island. It has a population of approximately 2060 people. The economy has been based primarily on natural resources such as forestry, mining, fishing, aquaculture and tourism. It is rich with wildlife viewing (including grizzly bears), whale watching, diving, sea-kayaking as well as a destination point for fresh and saltwater fishing enthusiasts.
GROWTH OF PORT MCNEILL
In the 1930s, larger forestry interests were being attracted by Port McNeill. By 1936, three partners: Storey, Hoy and Chisnall set up camp on the beach. Pioneer Timber Company established a logging camp near the current Port McNeill waterfront in 1937. The camp was floated from Malcolm Island to Port McNeill and included bunk houses which could house 250 men and a few families as well as a cookhouse and washhouse. During the same time, a Japanese logging company subsidiary called N.S McNeil Trading company bought up private land on the West side of Port McNeill and started to log. Two years later, N.S McNeil contracted its logging operations to C&A Logging (owned by Phelan Cyr and Bob Allan). They also established a logging camp that could accommodate 60 loggers as well as some other staff. In 1941, the Canadian Government’s Custodian of Alien Property seized the assets and the local timber rights changed hands.
The camp grew, but so did the local services. A poker shack, pool hall, barber shop, community hall (also library and coffee shop) and Guide/Scout Hall were all built. The camp soon transformed from a single man camp to a more family orientated one. In 1954, the one-room school was made into a two-room facility that taught grades 1-8. There was also a gravel baseball and playing field and a swimming pool was constructed in 1957.
Travel used to be mainly by boat or float plane. Residents would shop at the co-op in Sointula or in Alert Bay. In 1951, a water taxi service ran between Beaver Cove, Sointula, Alert Bay and Port McNeill. Port McNeill and Port Hardy were connected by a gravel road in 1959 and the paved road was completed in 1979.
In the 1950s, Empire Development Mining Company started an open pit iron mine at Merry Widow Mountain. In 1961, the Cominco Mining and Smelting Company Ltd. developed a copper mine at Benson Lake. Orca Quarry, jointly owned by Polaris Minerals Corporation and ‘Namgis First Nation started commercial production in 2007. The quarry provides sand and gravel to major concrete producers active in residential, commercial and infrastructure construction on the west coast of North America as well as Hawaii.
Forestry continues to be one of the primary resources for the North Island. Over 650 jobs and approximately $26 million annual income is supplied to the Mt. Waddington Regional District. The District of Port Hardy recently partnered with the Town of Port McNeill and the Village of Port Alice to form the North Island Community Forest Ltd.
Broughton Archipelago Provincial Marine Park
The Broughton Archipelago Provincial Park is BC’s largest marine park. It is made up of dozens of undeveloped islands and islets on the west side of Queen Charlotte Strait, near the mouth of Knight Inlet. The park was established in 1992 as a result of BC’s Protected Areas Strategy and offers a wide variety of ways to explore it from boating to kayaking, diving as well as wildlife viewing. The numerous islands provide sheltered waters and offers anchorages with magnificent views for boaters. When kayaking or boating in the area it is easy to identify different areas that were used by First Nations. Signs of First Nation use can be seen at some beaches, culturally modified trees, clam terraces (undersea walls built to create habitat for clams) as well as petroglyphs. A rock wall on the north side of Berry Island has a rock formation known as “Chief’s Bathtub”. This formation is a natural rock basin that fills at high tide. It has been said that a local native chief would bathe in this rock basin that was warmed by hot stones taken from a nearby fire. The area still has signs of European settlements such as overgrown homesteads.
The park is only accessible by water. There is an abundance of wildlife in the area. Several species of marine mammals inhabit the area such as orcas, harbour seals, harbour porpoises, sea lions and sea otters.
First Nations
Port McNeill has a strong First Nations influence as it is surrounded by various different First Nations tribes that belong to the Kwakwaka’wakw peoples. The Kwakwaka’wakw are the traditional inhabitants of the coastal areas of the northeastern Vancouver Island and mainland British Columbia (Canadian Encyclopedia). They are well known for their woodcarving arts and totem pole carvings. The Kwakwaka’wakw use wood in most parts of their lives, they even made their clothing from the bark of trees.
The Kwakwaka’wakw are well known for their carving abilities. Their totem poles and masks often represent creatures from their mythology. The wooden masks were painted and decorated with
feathers and hair and each mask was unique. Some of the masks had moveable parts, such as mouths or beaks, that opened and closed while storytelling.
These masks are called “transformation masks” and they reflect the traditional Kwakwaka’wakw beliefs. In ancient times it was said that the only difference between birds, fish, animals and humans was the skin covering. It was believed that all wild creatures were able to transform into many different forms. They could also become supernatural beings. When a dancer puts on a mask, it is believed that they are transformed into that being. The Kwakwaka’wakw have four separate spirit realms: sky, sea, earth and otherworldly spirits. All four realms interact with each other and humans attempt to contact them at sacred ceremonies where dancers go into trances while wearing the masks associated with the spirit world.
The Kwakwaka’wakw oral history says that their ancestors came in forms of animals by way of land, sea or underground. When one of these ancestral animals arrived at a given spot, it discarded its animal appearance and became human. Animals that are spoken of include the Thunderbird, his brother Kolum, the seagull, orca, grizzly bear, or chief ghost. Some ancestors have human origins and are said to come from distant places.
When touring the North Island, visitors will be exposed to various different First Nations culture such as the uniquely carved totem poles, gift shops as well as museums in the area. There are a few different First Nations bands in the North Island and they all have a unique history depending on their area. The First Nations history and culture is rich and diverse on the North Island and definitely worth taking the time to explore and learn.
Port McNeill is the hub of the North Island for logging operations as well as for outdoor enthusiasts. It’s a great place to stay and explore the North Island. There are numerous sites to visit as day trips, weekends or week-long getaways!
- Port McNeill has two of the largest tree burls in the world. A tree burl is basically a wart or tumor of a tree. It is made up of a tree’s bud tissue that has not sprouted into foliage or grown into a twig. It is a grain characteristic that happens in many types of wood. Burls are often used to make furniture or other household items, even gun stocks. Burls don’t immediately kill trees but they can reduce the tree’s health and lifespan. The Ronning Burl in Port McNeill is an estimated 30 tons and measures just under 20 feet tall and 20 feet in diameter. It was removed from a Sitka Spruce in 2005 and placed in waterfront park next to downtown Port McNeill. The other giant burl, is also located in Port McNeill, is found next to the Western Forest Product building off SW Main Road, Port McNeill.
- Port McNeill Heritage Museum has some interesting artifacts and logging paraphernalia that showcase the history of the area and are all housed in a beautiful log building. The Museum is located on Shelley Crescent.
- BC Ferries: this BC Ferry terminal is the connector service to Alert Bay on Cormorant Island as well as Sointula on Malcolm Island. Each community can be visited as a day-trip or a weekend getaway. Cormorant Island is one of the oldest settlements on the North Island and is rich in First Nations culture and history. The trip across is 40 min but be sure to check the ferry schedule: https://www.bcferries.com/routes-fares/schedules. The Island is only 10 ha in size and can be walked, biked or driven. In addition, it has an impressive amount of local First Nation culture, art as well as areas to explore.
- Sointula, a 25 minute ferry ride from Port McNeill, Sointula began as a Utopian colony in the early 1900s started by a playwright named Matti Kurikka. Finnish for “harmony” he led disgruntled Finnish coal miners from Nanaimo to Malcolm Island to start a Utopian colony. The dream of a Utopian colony was to live in a place or state where everything ran perfectly and peacefully. The struggle was hard and the colony faced increasing financial hardships despite the hard work of the local community. In 1904, after a tragic
fire, the land was returned to the government in return for a loan to repay the colony’s creditors. The Utopian lifestyle did not survive, however, the Finnish language still remains and independence-seekers still arrive in Sointula looking for a slower paced life. Fishing is still the mainstay of the Sointula economy but tourism is quickly gaining popularity as travellers seek fresh air, outdoor fishing and whale watching to name a few.
The Co-op Store, located in downtown Sointula, was founded in 1909 and is BC’s longest running cooperative general store. Malcolm Island is dotted with colorfully painted houses, tidy-fenced gardens, an interactive museum, a working forge, cemetery, hardware store, bakery and a beautiful harbour. The Sointula Museum can be found near the old school and the public library. For a small island, the museum is quite large and has a vast amount of photos, books, fishing and logging tools as well as antiques used by the first immigrants to the Island. Dunroven Farm and Forge is a chance to sample living history. A quaint B&B, every guest is given the opportunity to learn the basic steps in blacksmithing and earn a diploma once completed. Bere Point Trail, located 6 km from Sointula is a public campground with picnic facilities for use. The Trail is a 10-km round trip that leads you to a viewing platform above a pebbled beach. The viewing platform is the closest access point to the orca rubbing beach. Other hikes in the area are the 6-km Mateoja Heritage Trail that starts on Third Street, meanders through marshland, passes by an early homestead and has an option to wind around to the manned lighthouse. The 3-km Kaleva Road Walkway, is an interpretive nature walk along the seaside to Mitchell Bay Road. There are various different B&B’s that one can stay at or you can opt to spend the day biking around the island and head back to Port McNeill on the last ferry.
- **Boating:** Port McNeill Harbour is open year round with room for both commercial and pleasure boats of all sizes. The area has become a major re-supply point for travellers up and down the coast.
- An excellent base for day trips to the Nimpkish Valley, Port Alice, Port Hardy, Zeballos and Telegraph Cove, Port McNeill has a variety of shops, restaurants and B&Bs for those wanting to explore in a relaxed setting.
• **Telegraph Cove** is a small cove off Johnston Strait located approximately 20 min south of Port McNeill. It’s a perfect access point to the Broughton Archipelago as well as Robson Bight where the orcas rub on the beaches. A spectacular way to spend a day or week kayaking and exploring the area. Telegraph Cove has kayak day trips available to visitors. It’s considered a perfect home base where you can stay in your RV or in the Marina and explore the area at your leisure. With only 20 year-round residents, Telegraph Cove is a perfect way to step back into time and unwind.
• **Whale watching**, **fishing** and **kayaking** are extremely popular day activities in the Port McNeill area. Guests would have opportunities to view orcas, humpback whales, minke, porpoises, sea lions as well as other marine and wildlife in the area. **Whale watching** is an incredible way to spend the day. **Salmon fishing** as well as **bottom-fishing** can be done almost year round in the Strait. There are numerous fishing charters in the area that have years of experience and would make the fishing experience an enjoyable one. If a slower pace was what you were looking for, there are plenty saltwater as well as freshwater areas to kayak in the area. It’s always best to check with the locals or even hire a guide to ensure that your trip is safe and memorable. The **Robson Bight (Michael Biggs) Ecological Reserve**, home to the **Orca Rubbing Beaches** is a sanctuary for the Orca and was established in 1982. Access by land or boat is prohibited. The total area of the Reserve is 5,460 hectares and was proclaimed as the best place in BC to see Orcas in the wild. The protected habitat provides sanctuary for the Killer Whales, and an abundant food source during the summer salmon run. It’s estimated that over half of BC’s salmon pass through this area en route to the Fraser River. The Orcas come to this beach (known as **Rubbing Beach**) to play and rub the barnacles off their bodies. When in the area, boaters (including kayaker’s) must observe the boundaries to ensure that they paddle past the area and not enter the reserve. | 68b25e54-63b6-47e8-9667-b030dfda6b64 | CC-MAIN-2024-10 | https://www.islandhealth.ca/sites/default/files/careers/images/Port_McNeill.pdf | 2024-02-22T00:59:03+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473598.4/warc/CC-MAIN-20240221234056-20240222024056-00395.warc.gz | 866,003,652 | 3,249 | eng_Latn | eng_Latn | 0.998494 | eng_Latn | 0.998733 | [
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The Lock Keeper’s Cottage
History of the Lagan Canal
- Late 17th & early 18th c massive development of the linen industry in the Lagan Valley.
- 1742 new canal opens linking Lough Neagh with Newry – competition for Belfast!
- 1763 September Belfast – Lisburn stretch opened “The Lord Hertford” was the first boat to travel along this stretch. Its arrival in Lisburn was greeted by bands and cheering crowds.
- 1782 Richard Owen appointed as engineer.
- 1794 stretch between Lisburn and Lough Neagh was open.
- 1839 the railway connection between Belfast and Lisburn (the second railway line in Ireland) opened. This eventually became competition for the canal.
- In the early 20th century, the advent of the more rapid road transport meant that eventually competition would prove too much.
- In 1954 Lisburn – Lough Neagh stretch closed.
- 1958 Belfast – Lisburn closed with the last barge delivering coal to the Island Mill.
History of the House
The river at this point had a series of shallow rapids so in 1756/7, the canal cut was made and a weir up towards Shaw’s Bridge diverted water into it.
The lock keepers were employed to look after the locks and help the boats pass through them. They had to ensure that the locks were kept clean and operational and that the banks were kept clear. The lock keeper had to look after the weir as well to help maintain the correct water level.
If it was too high or too low, the boats could not pass. Sometimes in severe weather conditions and flooding, they had to stay up all night moving constantly between lock and weir to make sure the level kept down.
The original lock keeper’s cottage was just over the bridge and up the lane from the present one. It was one storey high and in keeping with the Lagan Navigation Company’s policies, it came with a garden and small amount of land. This was necessary because the wages of the lock keeper were quite low and they needed to be able to supplement their income by growing vegetables etc.
Thomas Bateson, who owned Belvoir Estate, wanted to build a boundary wall, which effectively took the land at the cottage. He came to an arrangement with the Lagan Navigation Company where he rented the present cottage and the land down as far as the Red Bridge. This cottage dates back to the late 18th/early 19th century and was owned by Sir Richard Ferguson and attached to the nearby linen bleaching company James Ferguson and Sons. Thomas Bateson then rented the present house from Sir Richard Ferguson for the sum of £1 per year. William McLeave became lock keeper at Lock no 3 in 1861 and he was the first lock keeper to live in the present cottage. It remained as a lock keeper’s cottage until the closure of the canal in 1958. The original cottage was demolished in the 1950s and the site is marked by settling tank.
Family Life
William McLeave’s son James was the next lock keeper. In the 1901 census he is described as living there with his daughters Jane and Maria who both worked in the linen industry and his son James, a mechanic.
George Kilpatrick was the next lock keeper at Lock No 3 and he came from a long line of canal folk.
George Kilpatrick started work at 14 driving horse and trap for Charlie Magowan canal manager, and then worked on repair squad.
In 1922, George Kilpatrick took over as lock keeper at Lock No 3. On his marriage to Sarah in Lisburn Cathedral, he returned with her to the cottage and stayed there for the rest of his life. They had a family of ten, all of whom were born and raised in the cottage.
When the canal closed in 1958, the family continued to live in the cottage. On his death, it went to his son Stanley who lived in it until his death in 1993, at which point it went to his sister Dorothy McBride (nee Kilpatrick) who sold it to Castlereagh Borough Council. The restoration of the cottage, which featured on the BBC Restoration Programme, was undertaken by Lagan Valley Regional Park and Castlereagh Borough Council under the Landscape Partnership Scheme (Heritage Lottery Fund).
Outside
George had built a lean-to on the gable end of the cottage facing the towpath, which in time became an unofficial canteen for Wilson’s food factory. He also got the wooden gate lodge from Wilson’s and used it as a shed facing the front door. There was also a dry toilet outside. George Kilpatrick first introduced goats to the site, which many people will remember.
The Kitchen
The jamb wall is a feature of traditional houses and cottages. Its purpose is to control the draughts for the fire and the window provides a certain amount of light for the kitchen.
The fireplace in the kitchen was the heart of the house. This has been restored, as it would have been in the early part of the twentieth century. The grate itself probably dates back to the late 18th or early 19th century when the house was built. All the cooking would have been done over the fire with pots, griddles etc. being hung from a hook and set on the stone hobs beside to keep the food warm. The fender in front of the fire would have been used for “hardening” of oatcakes etc. Mrs Kilpatrick would have had the soda bread on the griddle for her family when they got up in the morning!
Bedroom/good room
This room served two purposes – it was the parents’ bedroom and the “good” room where important visitors were brought and for “Sunday best”. All ten Kilpatrick children were born in this room. The fire would have been lit on Sundays and special occasions.
Upstairs
The “stairs” attached to the wall at the door were what were used for access to the upper storey. During the Kilpatrick’s time, the six daughters slept in the room directly above the kitchen and the four brothers slept in the other room. | 3e0d6bea-1669-4aed-aaf6-3b589dd11290 | CC-MAIN-2020-40 | https://www.laganvalley.co.uk/sites/default/files/PDFs/LKCInfo.pdf | 2020-09-23T12:08:18+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400210996.32/warc/CC-MAIN-20200923113029-20200923143029-00575.warc.gz | 883,616,737 | 1,256 | eng_Latn | eng_Latn | 0.999329 | eng_Latn | 0.999337 | [
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Creating a Social Serious Game
An interdisciplinary experience among computer scientists and artists from UNLP Faculties
Javier F. Díaz, Laura A. Fava, Luciano J. Nomdedeu
Research Laboratory on New Information Technology - LINTI-
Informatics Faculty, La Plata National University,
Buenos Aires, Argentina
firstname.lastname@example.org, email@example.com,
firstname.lastname@example.org
Carlos Pinto, Yanina Hualde, Leo Bolzicco,
Vicente Bastos Mendes Da Silva
Multimedia Department
Fine Arts Faculty, La Plata National University
La Plata, Buenos Aires, Argentina
email@example.com, firstname.lastname@example.org,
email@example.com, firstname.lastname@example.org
Abstract—This article describes the interdisciplinary work carried out by teachers and students of the Faculties of Fine Arts and Informatics in La Plata city, to develop a serious game for social networks related with Argentine native peoples. The game presented is a serious video game, innovative for social sciences, which promotes more effective learning processes than traditional methods, adding to social networks the ability to transmit knowledge, besides favoring socialization, cooperation and entertainment. The artists, computer scientists, anthropologists and primary school teachers who are part of the team believe that this game help understand and become aware of the historical and current issues of native peoples, seeking to strengthen the concept of Argentina as a multiethnic and multicultural country. The most important aspect of this serious game, called Raíces, is to provide an innovative interactive interface to encourage the interests of school children in learning cultural history of Argentinean aboriginal communities. Also, the paper would be a guidance for other teams who would like to do similar work.
Keywords-Serious Game; Social Game; Heritage Culture; Games for kids; Games with kids.
I. INTRODUCTION
The use of multiple electronic media is an integral part of the lives of many children today. The TV, dominant media from the '90s to the present, is having significant competitors [1][2][3]. A child today can watch a TV program on his computer, use his cell phone to browse the Internet or connect to social networks from his Tablet. While this is not the reality for all children, a large percentage has access to one or another media and therefore spends many hours using them and playing through them. Our work with heterogeneous children communities reveals that children between 9 and 12 play an average of more than 3 hours a day. Also, the number of users who join social networks like Facebook and Twitter is growing daily [4][5]. Technological convergence, a hallmark of the use of the media today, allows children and adolescents in a greater extent to access the same places through different media, often to social networks. In this context, we intended to develop a game that benefits from social networks, creating a serious game where kids have fun, share experiences with the game, compete for scores in a collaborative and collaterally, learn without trying, without seeking it. Social networks have the potential to make this happen. They help promoting a pro-social behavior, increased social skills, and provide an attractive place to play, a significant space to transmit and acquire knowledge.
In Argentina, there are nearly one thousand communities established in different parts of the country with a self-recognized native population which is 2.38% of the total national population, representing a total of 955,032 people, according to the official report of the 2010 census INDEC [6]. It is also important to stress, extending ourselves geographically, that even though in Latin America there are nearly thirty million natives, a high percentage of children are unaware of their existence or have a distorted understanding about them. It is the aim of this game to introduce the culture of these people, help so that they are perceived as people who exist today and not something of the past, helping to make their values remain, knowing that their identity is constructed and reconstructed in the context of their relationships and situations, both within the community and outside of it.
It is important to highlight that there are other games related to aboriginal communities as Papakwaga [7] and Expedition Conquistador [8]; however, Raíces focuses on a social approach, language, technical aspects, and is also oriented - though not exclusively- to Argentinean children and adolescents. The former is an educational game whose aim is to teach about the history and culture of Atayal tribe from Taiwan. This is an interesting game but it only relates to one community of that country and is only available in Chinese. The latter is a strategy non-educational Spanish game for children and adolescents which recreates the genocide perpetrated by conquerors in America during the conquest. Raíces deals with local issues connected to the primary school curricula which is interesting for teachers since it could be used by students inside or outside the classroom as educational material favoring a learning process through the same multimedia they are used to.
This paper is organized as follows: after proposing a definition for serious games and discussing the current characteristics of social networks, the motivations for the development of social play are described. Then, the subgenres that make up the game and the artistic aspects are described, both visual and sound aspects. The article ends with a description of a prototype testing and conclusions.
II. SERIOUS GAMES DEFINITION
It is interesting to recover beginning the definition given by Salen and Zimmerman [9], who argue that: “A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome”. This definition has important features, such as the virtual conflict, the rules that must be met to solve the conflict and it also states that the game should have a measurable outcome, that is, that an appraisal of the possible outcomes can be done. It is also interesting to work with Juul’s [10] definition based on these aspects, but which discusses in more detail the relationship between the player and the game, the game outputs are classified as positive or negative, states that an effort is done by the player to achieve something and believes that a player will have different moods depending on whether he achieves a positive or negative result. Thus, the definition given by Juul is: “A game is a rule-based formal system with a variable and quantifiable outcome, where different outcomes are assigned different values, the player exerts effort in order to influence the outcome, the player feels attached to the outcome, and the consequences of the activity are optional and negotiable”.
Based on this latter definition, we propose incorporating the following premise for the game to be serious: the game should allow the acquisition of benefits in the real world. The benefits will depend on the goal of the game, for example, educational games should enable the acquisition of knowledge, health games should promote physical and / or mental improvement of a patient, business games may favor the incorporation of labor skills for employees, etc. In particular, the game we are presenting, will try to benefit non-aboriginal children and adolescents with the acquisition of knowledge through social networks. It will also seek to raise awareness on the values of native cultures and the rights of these peoples. On the other hand, it is expected for children of native communities to be satisfied with the game and can self-recognize as such, without fear of discrimination.
III. REASONS FOR CREATING A SERIOUS SOCIAL GAME
There are many motivations for undertaking the design and implementation of a new serious video game for Facebook. On one hand the high number of hours that children and teenagers spend online, sharing information with friends and playing video games is well known. This statement is based on a recent survey conducted for the National Ministry of Education which revealed that 70% of Argentine children are part of a social network and use the Internet to communicate with friends, have fun and spend time [11]. Also, to discover the habits, customs and preferences of Argentine school children between 9 and 12 years old regarding games, a quantitative methodology was applied using a survey in public and private urban educational institutions of our country. An illustrated questionnaire with 12 age-appropriate questions for scholars was designed and was provided to about 300 children in different schools by the teachers of each course. Below, the most significant data that influenced the decision to make a serious social game are shown in a graphic.
The graph in Fig. 1 shows the favorite activities of children outside school hours, where we can see a strong tendency to play video games, play with friends and use the internet.
On the other hand, from a more theoretical framework, it is interesting to recover Lazzaro’s analysis [12] regarding the ability of games to generate emotions and how they make game an entertaining didactic instrument. She has categorized emotions into four groups, Hard Fun emotions provoked with the intention of overcoming obstacles and progressing, Easy Fun emotions evoked by visual and sound features, Serious Fun emotions that arise when playing ins intended to have a meaning, to be useful for something, and finally People Fun which is the emotion that arises from the interaction with other players, cooperation and competition between them.
In short, the expansion of information and communication technology (ICT), the everyday use of social networks in all areas and the number of daily hours children spend playing must be used / exploited for other purposes and not just for fun. The data obtained from surveys and the undoubted emotions that social games provoke, led to the design of a serious social game that aims besides being fun, to help raise awareness among children about the problems of native peoples. The viral expansion provided by social networks will promote knowledge and values that are to be transmitted to spread more easily and reach the largest population/amount of people as possible.
IV. FEATURES OF SOCIAL GAMES
Social networks can stimulate collaborative learning because they facilitate the formation of effective and affective groups, enable communication within groups and help to strengthen individual and collective identities.
Most games embedded in social networks obey an asynchronous communication. This is due to the fleeting nature of how people use the social network: multiple daily and short sessions. For this reason, games have had to adapt to the player’s routines and not vice versa. Asynchronous game
has been successful in social networks as stated by Järvinen [6], who identifies five features causing playfulness in Facebook: *physicality, spontaneity, inherent sociability, narrativity* and *asynchronicity*. But now, synchronicity is also an interesting feature that could provide benefits in the interaction of players with the social game. For example, the fact that the game motivates real-time interaction reinforces the sense of "social presence" of children. Players choose social games to become more social. The immediate physical sense of the presence of other players, although in the form of avatars, is one of the factors favoring the creation of a strong sense of social immediacy. This accompanied by the immediate reciprocity that is achieved with this type of interaction, favor retention of the player in the game.
Data collected on game modalities shows a strong preference to share a common space simultaneously playing with other people (mostly friends). Moreover, it is observed that many children also like to play alone. Fig. 2 illustrates the data collected.
Attending to the data on the polls, the game we are presenting, called *Raices*, will contemplate different game modalities: playing alone, with friends and with strangers. To spread the word on the game, several of the functionalities provided by *Facebook* will be used, such as publishing the player's progress on their wall, showing the friends that are using the game and the level they are on, ranking the players, enabling gift sending and invitations, among others [14]. These are *asynchronous* functionalities. However, the game will also exploit some *synchronic* characteristics such as inviting players to the game to solve levels collaboratively, and communicating through virtual chats.
V. GAME GENRE
After analyzing the game genres most chosen by children at the time of having fun and considering that the video game would be embedded in the social network Facebook, we decided to make a platform game. In such games, the character handled by the player must move carefully from left to right jumping on airborne platforms, and overcome various obstacles. This genre, unlike adventure or role games, can easily be structured in short levels and does not require a continuous game, which makes it ideal for use on social networks, where access may have a fleeting nature.
In platform games, there are different aspects that may be more or less interesting for the players. In [15], three preference patterns or subgenres are identified: combat, flow and puzzle. Based on this classification and in order to make a game that appeals to any child, it can be played in three different ways (three paths). Each of these ways will have specific mechanical elements for these subgenres.
There will also be levels which combine elements of various subgenres and require the presence of other players synchronously; these players (friends or unknown) come from a different path than ours. Real-time cooperation to achieve goals, encourages the participation of players because each participant feels he is necessary to achieve a goal. Fig. 3 shows the map of the game's levels and subgenres provided.
All roads have one thing in common: to complete each level certain items must be collected (level pieces) and the player must get to a door (end of level).
Below, the basic characteristics of each subgenre are described:
**Combat:** based on struggles against various enemies to get to the next level. These enemies are creatures that hinder the progress of the player and should be eliminated until the end of the level. The enemies in this game are characters representing people who have been hostile to the story along with the native peoples. At different levels, appear different characters in the story line, such as Spanish settlers, landowners, soldiers, harvester machinery, etc.
**Flow:** the player must move skillfully, jump obstacles, etc. In this subgenre the rhythmic patterns of the jumps and movements are central. Levels have more cliffs, faster movements, elements that follow the character or fall from the sky, time constraints, etc. The objective of running in the game is getting to retain aspects of native culture before a certain time, arriving before their languages are lost, arriving before their ceremonies, music, etc. are extinguished.
**Puzzle**: the player must carefully observe the level identifying which objects and paths exist, and based on this, reason as to combine together all the pieces of the level. The objective of this subgenre is favoring the incorporation of elements of different cultures by children. We will make a particular emphasis on the communion of these peoples with nature. The player must interact with various elements looking for the right strategy to solve each level.
Next, we describe the game art, visual and sound aspects that have led each subgenre to have its own aesthetics, colors and iconic characters, native music and much more, for each native people selected for this game.
### VI. Game Art
Video games are a complex interplay of narrative, images and music which, from a digital platform, brings a unique experience to users. The plot provides the context in which actions take place in an environment that offers the player stimuli from an artistic discourse where different disciplines meet: music, sound, animation, painting and drawing. Below we describe sound and visual art composition of the videogame *Raíces*.
#### A. The sound as a narrative
According to the theorist Henri Pousseur [16], sounds must be considered as acoustic messages. They obey their own sound language syntax applied to different artistic media such as music, movies, video games, dance, etc. Henri Pousseur classifies sound messages into two types: unintentional: those that are evocative of the source producing the sound, like rain, a car passing, the wind; and intentional: those which are organized with the intention of communicating something. The latter classification can be divided into two sub types: verbal and nonverbal. Speech is part of acoustic verbal messages. Sound montage, background sound and music are considered nonverbal. Note that the background sound is the sound mimesis expected to be heard in a given area to be represented.
The sound montage is the composition of sounds that may or may not be evocative. One of the features of sound montage is the sound organization guided by the links between sounds and images. A rhythm that goes in sync with the actions of the accompanying image can be generated by sounds that evoke the represented space. The music alone, when executed by a machine or played by a musician or band, has no evocative properties, does not tell a story, just answers to the musical language and communicates through its own statement. But when being part of a sound montage it acquires contextual characteristics evoked in relation to the accompanying image: contextualizing an epoch, a feeling or a character for example.
The sound montage applied to video games serves to facilitate the player’s comprehension, accompanying his actions, capturing his attention, providing an appropriate setting to achieve the immersion of the player in a virtual world, thus reinforcing emotions. To create the sound montage of *Raíces* we opted to use sounds which evoked space and actions of the character as well as sound effects that semantically reinforce other actions without pretending to represent mimetically what is seen on the game screen.
The music of the first prototype has been made in relation to the region and culture of the native people involved in the story, with the presence of typical instruments of each region mixed with electronic effects generated by Musical Instrument Digital Interface (MIDI). The soundscape obtained is a hybrid made of two realities involved, the digital universe together with the native aspects of the country. The instruments used at this stage for the sound of the Collas uses local instruments such as *huayno*, *charango*, *the caja*, *guena*, *sikus*, *erkenka* and *anata*. Also we are beginning to produce the sounds for the Guarani people using the sounds of the *mimby*, *mbaraká*, *ravê*, *anguapú* and *takuapú* and for the Mapuche people we are using the *trutruca*, the *cultrín* the *huada* and the *kunkukahue*.
#### B. The visual identity of each ethnic group
The concept art is the visual universe and product design such as a film, a comic book, a video game, etc., which involves the study, development and aesthetic coherence of the characters, fonts, sets, animations, environment and other elements. It is essential to communicate to users or viewers the genre and style, time and place, as well as the atmospheres that make the different moments of a story, the characteristics and personality of the actors or characters.
For the visual art of this videogame regarding the clothes, ethnic features, landscapes and other elements of daily life in each community, was defined a style with geometric accents. We chose an aesthetic of valued lines, outlined in black for character design, with color lines in the background and elements: clouds, mountains, trees, rocks, etc. After performing several samples and sketches, we defined geometric lines as an articulating visual motif: synthesis of strokes and shapes, typical of textile art and aboriginal pottery, which was applied to all the art elements in the game.
Once we determined the prevalent morphology and visual style in the game, a production scheme was carried out with the first sketches, where the following items were ordered according to the native group: distinctive landscape depending on the geographic location of the people, characters of both sexes, wise community elder or shaman, typical animal and finally, in a story line, the people's enemies were plotted. Fig. 4 shows this production scheme of the game.
![Production Scheme of "Raíces"]
From this system, was determined that the backgrounds of each village would have a chromatic identity through color palettes featuring the natural landscape in which each culture settled in Argentina. They also took into account typical colors of clothes, ornaments or utensils, and a wide color symbolism in the worldview of each culture.
For the Colla people, we selected a palette of reds and oranges. This culture settled in northwest of Argentina, where hot climate prevails, so this warm range was chosen. In addition, this combination takes as reference the colors the popular area of the Quebrada de Humahuaca and the Cerro de los Siete Colores, an icon of the region, where there are predominantly reds, earth colors, yellows and oranges.
As for the Guarani people, a palette of green and yellow was selected. The chromatic combination draws on dominant colors in the jungle landscape according to the habitat of these aboriginal communities. Also these colors are present in corn, which beyond its importance as food has a strong symbolic presence. The green color was typical of the necklaces worn by women, as well as the color they chose for their headband feathers and body decorations. Wicker was an important element for building crafts and everyday objects, in yellows or golds, led us to choose these colors for the palette that identifies the natives of this region that inhabited northeastern Argentina.
Finally, for the Mapuche, a palette of blues and violets was selected. This combination adopted to identify this native people of Patagonia, was chosen taking as reference the blue seas and lakes that fully visually identify the landscape of southern Argentina and Chile where these communities lived and live. The monumental mountains and vast spaces between them generate an atmospheric perspective that makes blue colors predominate. The continental ice and snow also bring colors in these ranges. Blue is not just a visual reference, but also spiritual, blue color is associated with energy and great forces that occur in the location of the Wenu Mapu (above land).
In addition, for the design of the characters, features were synthesized considering physical characteristics and taking into account the costumes of the native peoples, giving the user the possibility to choose from a repertoire of traditional clothing of each region to customize clothing and accessories of his avatar. Fig. 5 shows the characters of the Colla people in the video game. The color palette for clothing was defined taking opposite colors from the chromatic circle to the predominant palette in the landscape to achieve color contrast and visibility.
So, landscapes and elements of the different levels of Raíces refer to aboriginal weaving and textile forms that allow linking to modular geometric aesthetic and which refer to pixel art, as seen in the elderly, in Fig. 6.
This choice is based on the translation of data on daily life according to the dialogue between the cultural layer and informatics layer. Formal synthesis operations, geometrization, chromatic organization and texturized surfaces in the design of characters, objects and interactive backgrounds was defined in relation to the processes of aesthetic research and technical resolution in accordance with the codes of the gaming device.
VII. TRANSMISISION OF KNOWLEDGE THROUGH PLAY
It is intended that as they progress in the game, children can recognize and incorporate aspects of the culture of these native peoples such as language, dress, music, customs, etc. The avatar customization contributes in this direction by including traditional clothing and accessories specific to each culture, allowing children to play with different combinations and, almost without seeking it, through descriptions, discover why and on what occasions it was used. Also each character will transit through their own geographical areas, enabling the transmission of information about the places of origin of these people.
Cultural aspects such as musical instruments, traditional medicine, artistic events (pottery, silverware, etc.) and religious symbols are represented in the game. The pieces to obtain at each level will correspond to these elements, allowing the player to discover through the levels the various elements that are part of each culture. For instance, when the player gets a piece representing a musical instrument, the real sound of the instrument will be reproduced, thus letting the children recognize their sonority.
Also important is the existence of cross-cutting themes that address common to all subjects. Respect for nature and the wisdom of the elderly are some of them. To reflect the first issue, respect for animals and plants will be stressed. If during the course of the game, a player causes unnecessary damage to nature, they will be warned and punished accordingly. With regard to the wisdom of the elderly Shamans, at each level there will be a character (elder) who gives advice to the player on how to move on, provides information on the meaning of the different elements and at certain levels narrates little stories.
As for language, an approach to the various sounds will be sought. Many of the items that appear will have their names in the original language as well as some words from the story of the elderly. The virtual chat necessary to communicate with other players include prefixed messages with bilingual text for children to recognize basic words.
During loading levels, time will be used to include information as a trivia offering the possibility to add additional points.
Finally, and to complete the educational aspect of the game, as the different pieces or objects are obtained, or certain stories told by the elderly are "heard", certain items will be unlocked in a kind of game album. This section can be accessed at any time to view all items achieved and the information about.
VIII. Technical Details
The selection of technologies for the implementation of the videogame Raíces (which, as anticipated, was thought for Facebook) was based on two requirements: the game should work in most web browsers and the web technologies used should be open. For these reasons, we chose to develop the game in javascript and HTML5. Flash technology, widely used for this kind of development, was discarded.
After analyzing the features provided by several existing game engines, small prototypes were implemented, initially with Construct2 [18], then with Impact [19], and finally, with Turbulenz [20]. This latest open-source 2D/3D engine provides a set of functions for handling graphics, sound, user input and resources, and has a complete and efficient 2D physics engine, which encouraged its selection for the implementation of Raíces.
WebGL [21] is an immediate mode 3D rendering API designed as a rendering context for the HTML Canvas element. The HTML Canvas provides a destination for programmatic rendering in web pages, and allows a better performance for that rendering using different rendering APIs.
Although the use of WebGL enables superior performance, not all browsers support this technology and Turbulenz graphic renderer works exclusively on WebGL. To solve this problem and in order to look for greater compatibility, the graphics engine management was replaced by the Pixi.js [22] library, a 2D canvas with WebGL renderer fallback. Thus, Pixi.js automatically identifies the best option: the rendering is done through WebGL when this technology is available and through the Canvas object for the case of non WebGL browsers.
Turbulenz engine also provides facilities to manage leaderboards, badges, networking and multiplayer. Although these features are heavily tied to Turbulenz game platform, they will not be used. Instead, the server-side part of the game will be supported through NodeJS, Javascript-based platform for data-intensive applications Real-time [23].
The integration of Raíces with Facebook will be done through the Javascript Software Development Kit (SDK) provided by the platform [24]. This SDK, among other things, allows Facebook Login and manage calls to the Graph API interface from which the application can read and write data and interact with the different components of the social network.
IX. Testing of a First Prototype
To get a first impression of the impact caused by the basic game mechanics, the dynamics generated from them and the emotional responses of children when they interact with the game, children between 9 and 13 years were convened at the Faculty of Informatics for testing a first prototype implemented with the three genres.
Fig. 7 shows video scenes filmed during the game testing session, where it is possible to observe that the game provokes emotions and a high concentration.
There was enthusiasm in passing to the next level and reaching the end of the game. Some faces of frustration were noted in gender thinking and less excitement in the run. This will be taken into account as feedback on the new stages of development. During the testing they were given a short survey to determine the feelings caused by the different genres. Fig. 8 shows some results. Also as part of the survey, 33% responded that the puzzle was the subgenre they liked most, 45% chose combat and 18% chose the subgenre run. While there are differences between them, each subgenre has its adherents.
After the testing, the children asked to continue playing and were interested in the new levels and stories. Following this, a group on Facebook was created that informs about new versions of the game and the kids comment and suggest new features. This is a way to incorporate them into the game design. In this line of work where a game for children and with children is designed we are also working with a plastic workshop of our city [25], where teenagers have drawn scenes from legends of native peoples with the topics covered in the video game, which then will be collated in legend and may be accessed on demand from the context of the game.
So far, two evaluations of prototypes have been carried out where the game mechanics and the emotions generated by the game were analyzed. In later versions of the game, we will also evaluate if the knowledge the game is trying to convey is acquired by the students, that is, if learning is favored by playing with *Raíces*. For this reason, we are working very closely with teachers from different schools participating in the project, so that we can compare if the learning process in students playing with *Raíces*, is different from that of students who are not.
**X. CONCLUSIONS**
After long struggles and silences, the aborigines of Argentina are starting to recover their place and rights as native peoples. However, many problems persist and the contribution of education to a final recognition of their rights and full integration is essential. This paper has presented the design of a serious game for *Facebook* that provides an attractive space to promote socialization, cooperation and entertainment for children, while collaborating with the acquisition of knowledge. It is also expected to help raise awareness of the historical and current problems of native peoples.
Regarding the design of the game, we have described the theoretical frameworks taken into account to manage to make it fun and encourage children to play with it, we have also described the game art, both visual and sound aspects.
Finally, it should be pointed out that the data collected from surveys of our own and others confirm that children and young people today are very crossed by audiovisual culture and consumption associated with new technologies making it positive to leverage these characteristics / traits / peculiarities when generating new educational proposals.
It is expected that this videogame, mark of the time, will be conducive to more effective learning processes than traditional teaching methods, and that along with teachers from educational institutions we may demonstrate the effectiveness of this innovative approach.
**XI. ACKNOWLEDGMENTS**
We are grateful to the educational institutions and teachers that made it possible to conduct the surveys.
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[17] M. Carabajal, "La generación de las conexiones múltiples" available at: http://www.pagina12.com.ar/diario/elpais/1-199322-2012-07-23.html. [Last accessed: February 20th, 2014]
[18] Construct2 Game Engine: https://www.scirra.com/construct2. [Last accessed: February 20th, 2014]
[19] Impact Game Engine: http://impactjs.com/. [Last accessed: February 20th, 2014]
[20] Turbulenz Game Engine: http://biz.turbulenz.com/developers. [Last accessed: February 20th, 2014]
[21] WebGL, WebGL Working Group: http://www.khronos.org/webgl/. [Last accessed: February 20th, 2014]
[22] Pixi.js Rendering Engine, available at: http://www.pixijs.com/. [Last accessed: February 20th, 2014]
[23] Node.js, available at: http://nodejs.org/. [Last accessed: February 20th, 2014]
[24] Facebook SDK for JavaScript, available at: https://developers.facebook.com/docs/javascript. [Last accessed: February 20th, 2014]
[25] Art Workshop "The cow with many colors", http://lavacademuchoscolores.blogspot.com. https://es-es.facebook.com/LaVacaDeMuchosColores. [Last accessed: February 20th, 2014] | 149f64db-9235-46ac-9520-5f9fecc30613 | CC-MAIN-2024-42 | https://www.thinkmind.org/articles/achi_2014_9_30_20247.pdf | 2024-10-08T22:14:43+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253563.54/warc/CC-MAIN-20241008202049-20241008232049-00835.warc.gz | 873,969,369 | 7,732 | eng_Latn | eng_Latn | 0.927068 | eng_Latn | 0.997364 | [
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The Jordan Goldfields were discovered in December 1861 and the four diggers responsible were each awarded a £50 reward. The site of the first discoveries became the township of Jericho on the Jordan River.
In January 1862, two quartz reefs were discovered and in the following month, ten miles of the Jordan River and numerous tributaries were being worked. About three miles south, the mining village of Red Jacket developed possibly taking its name from the Schooner ‘Red Jacket’.
The Gippsland Times in 1862 reported,
“The diggers’ dwellings are nearly all substantial slab homes, with canvas or calico roofs, and many small patches enclosed for gardens. The stores and other places of business in the townships are nearly all weatherboarded with shingle roofs. The only regular licensed hotel is the Jordan Hotel”.
The town provided services for miners working in the surrounding gullies and creeks such as Dry Creek, Blue Jacket, Violet Town and later Victor’s Quartz. The Red Jacket or Jordan Hotel was to become the focal point for the town which also boasted stores, post office, bank, butchery, church, school and numerous residences. Red Jacket continued as a quiet village into the 1900’s but with the decline of mining there was a constant loss of residents, and the school closed in 1903. A brief revival took place in the years after 1900 when the Jordan River Bucket Dredging Co. was operating, but it was short lived and broken up in 1905.
Another slight revival took place during the depression of the 1930’s when a few men returned to the mountains hoping to make a living. One of them wrote….
“Red Jacket turned out to be a real ghost town. One old prospector was camped in the school house…. On the opposite side of the river was the old hotel owned by O’Keefe and deserted now. I was fascinated by the old posters advertising soaps, beer, furniture of a long gone era, most of them covering that period from the turn of the century until the First World War. Also framed around the bar room wall were the feathers of lyre birds.”
The fires of 1939 destroyed the remaining buildings. | 24027582-b23f-44fb-b018-848a9017a8d5 | CC-MAIN-2021-31 | http://westgippslandinc.com.au/PDFfiles/Red%20Jacket%20Township.pdf | 2021-07-25T19:16:03+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046151760.94/warc/CC-MAIN-20210725174608-20210725204608-00365.warc.gz | 46,492,194 | 454 | eng_Latn | eng_Latn | 0.999336 | eng_Latn | 0.999336 | [
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Sam Noble Museum Tracks
Summer 2016 Newsletter Vol. 28, No. 2
IN THIS ISSUE
Volunteer of the Year
“Titanoboa”
Science Means the World to Us
The Poetry of a New Species
Citizen Science
MUSEUM INFORMATION
Address
Sam Noble Museum
The University of Oklahoma
2401 Chautauqua Ave.
Norman, OK 73072-7029
Telephone: (405) 325-4712
Email: firstname.lastname@example.org
Web: www.SamNobleMuseum.ou.edu
OUR MISSION
The Sam Noble Museum at the University of Oklahoma inspires minds to understand the world through collection-based research, interpretation and education.
OUR VISION
As one of the finest museums, we are at the heart of our community, collectively working to inspire understanding, appreciation and stewardship of the earth and its peoples.
TRACKS
Editor-in-Chief: Michael A. Mares
Managing Editor: Pam McIntosh
Associate Editor: Morgan Day, Elyssa Mann
This publication is printed on paper containing 30 percent post consumer recycled fiber. Please recycle.
This publication, printed by the Sam Noble Museum, is issued by the University of Oklahoma. 1,800 copies have been prepared and distributed at a cost of $2,700 to the taxpayers of the state of Oklahoma.
The University of Oklahoma, in compliance with all applicable federal and state laws and regulations, does not discriminate on the basis of race, color, national origin, sex, sexual orientation, genetic information, gender identity, gender expression, age, religion, disability, political beliefs, or status as a veteran in any of its policies, practices or procedures. This includes, but is not limited to: admissions, employment, financial aid and educational services. Inquiries regarding non-discrimination policies may be directed to: Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator, (405) 325-3546, email@example.com, or visit www.ou.edu/eoo.
FEATURES AND DEPARTMENTS
02 FROM THE DIRECTOR
04 NEWS
Volunteer of the Year
05 EXHIBITIONS
“Titanoboa: Monster Snake”
06 EDUCATION
Science Means the World to Us
08 FEATURE
The Poetry of a New Species
10 COLLECTIONS
Seeking Permian Pollen
12 COLLECTIONS
Swabbing Turns Students Into Citizen Scientists
ON THE COVERS:
Front: “Titanoboa: Monster Snake” features a full-scale model of the snake. Photo by James Di Loreta, Smithsonian Institution.
Back: The Arkansas Discovery Network traveling exhibition “Mystery of the Mayan Medallion.” Photo courtesy of the Arkansas Discovery Network.
Dear members and friends,
Since Jan. 1, almost 70,000 visitors have come to the Sam Noble Museum. Spring saw “First Folio!” Family Day and a member reception, Spring Break Escape, Breakfast with Dinos member event, Eggstravaganza, Volunteer Appreciation Week, the 14th annual Oklahoma Native American Youth Language Fair and the annual Board of Visitors meeting. Whew!
As of press time, 452 new memberships have been purchased in 2016 and now total more than 1,500 members of Oklahoma’s official natural history museum. As the only natural history museum in the state, we see support from across Oklahoma, from Norman to Ponca City to Claremore to Duncan, as well as from folks in Texas, Kansas and Colorado.
We have welcomed over 10,000 Oklahoma students and educators to the museum on field trips. Thanks to the Fossil Fuel Fund, some schools were able to afford the trip through financial assistance from the Board of Visitors, museum members and other donors. Travel costs for fuel and a bus driver can be reimbursed to the school by the fund. We continue to have scheduled groups, children from summer camps and adult tour buses visiting throughout the summer.
We have some staff changes to report. On June 1, we welcomed Matt Miller, Ph.D., curator of our ornithology department. You will read more about Matt and his research in the fall issue. We will begin the search for a curator of Native American Languages this fall. The position will be a joint appointment between the OU Department of Native American Studies and the museum.
Summer brings a change in our activities. Curators shift their teaching activities to research in the field to discover new facts about life on Earth. Students ages 4 through 14 enrolled in Summer Explorers classes experience the excitement of learning about life around them in classes that often take them outside on field trips. Museum attendance is high with vacationing families and out-of-state visitors. We are participating again in the National Endowment for the Arts’ Blue Star Museums Program, which offers complimentary admission to the museum for all active duty military personnel and their immediate families from Memorial Day through Labor Day. We took the program one step further to include retired military and their families.
ExplorOlogy’s Paleo Expedition and Oklahoma Science Adventure have taken place again this summer. Twelve lucky high school students from across the state were selected for Paleo Expedition. They spent their first week being introduced to paleontology and field science. They also traveled to geological and paleontological sites across the state and visited the Oklahoma City Zoo as well as worked in museum collections and labs. Through the Whitten-Newman Foundation, they were able to spend their second week at an active
paleontological dig site in Black Mesa again this summer. Oklahoma Science Adventure allowed 14 middle school students to work with staff and scientists, with whom they spent two days at the Rogers County Conservation District in Claremore and a day canoeing the Illinois River. They also visited a paleontology site in Sulphur. Both groups toured collections in the museum and gave presentations about their experiences to friends and family in the auditorium. For all of these participants, they said it was the experience of a lifetime!
We are fortunate to be able to provide our visitors with different exhibits several times a year. “Be the Dinosaur: Life in the Cretaceous” went on display at the beginning of March. We learned in June that we could keep this fun family exhibit through the summer until Labor Day. July 2 was the opening of “Titanoboa: Monster Snake,” a collaboration between the Florida Museum of Natural History, the University of Nebraska and the Smithsonian Tropical Research Institute. Both of these interactive exhibits have been popular. We are looking at another family-oriented exhibit for next summer – “Comets, Asteroids and Meteors: Great Balls of Fire.”
This spring, we said goodbye to two Board of Visitors members – Mary Beth Babcock and Bill Cameron. I appreciate their time on the board to move the museum forward. Our 15-member board will again be chaired by Jonathan Fowler for the coming year. We have three lifetime board members – Reggie Whitten, Carolyn Taylor and Lars Noble. Other board members are Kevin Easley, Gary England, Becky Franklin, Taylor Hanson, Elaine Hobson, Ross Kirtley, Tim Munson, Xavier Neira, David Nimmo, Roy Williams and Zane Woods. This impressive group of Oklahomans are from diverse backgrounds and careers, but all are wonderful ambassadors to the museum.
Come visit your museum. It’s the coolest building in the state!
Michael A. Mares, Ph.D.
Director
John Stonecipher has a life-long love of science. That passion brought him to the Sam Noble Museum in October of 2007, and has kept him in the vertebrate paleontology collection ever since. Thanks to his hard work and dedication to his craft, he recently was named the 2016 Tom Siegenthaler Volunteer of the Year.
Stonecipher began volunteering with the vertebrate paleontology collection after being approached by other museum volunteers during a member event. Since then, he has logged 2,006 hours with the museum.
“They made me realize that I was going to be able to learn about something that fascinated me and that I loved, while also treating the specimens with the respect they deserved,” Stonecipher said.
Stonecipher helps open fossil jackets, prepares bones for storage in the collection or display and creates casts and conducts mold-making. One of the largest projects he has worked on was aiding in the creation of casts and pouring the plaster for the baby Apatosaurus skeleton now on display in the Clash of the Titans exhibit in the Hall of Ancient Life. He was also part of the team that removed a set of a Sauroposeidon’s ribs from their fossil cast, which were over 7 feet long.
“I love getting to see things that haven’t been seen before by humans,” Stonecipher said. “I love working on them until they’re presentation-quality specimens.”
He also has spent his time trying to improve the way he and his fellow volunteers pour plaster into molds.
“I modified a pressure tool used for painting,” Stonecipher said. “I modified the tank with plumbing, and we’re able to pour the plaster in without any air bubbles now.”
Stoencipher is currently retired, but previously worked for three government agencies, two branches of the military and several savings and loan companies. In his spare time, he likes to go trout fishing at Montauk State Park in Missouri and is an avid reader of non-fiction. He says that while he never pursued a career in it, his avocation has always been science.
Titanoboa, the world’s undisputed largest snake, recently slithered into the Sam Noble Museum. A full-size realistic replica of the snake, which thrived in a hot tropical climate over 60 million years ago and is related to the modern boa constrictor, is on display as an awe-inducing exhibit.
The startling discovery of snake vertebrae fossils was made in 2009 by a team of scientists working in one of the world’s largest open-pit coal mines at Cerrejón in La Guajira, Colombia. These collecting expeditions began in 2002, when a Colombian student visiting the coal mine made an intriguing discovery: a fossilized leaf that hinted at an ancient rainforest from the Paleocene epoch.
Over the following decade, collecting expeditions led by the Smithsonian Tropical Research Institute in Panama and the Florida Museum of Natural History at the University of Florida opened a unique window into what some scientists believe to be Earth’s first rainforest, in which huge creatures fought to become the Earth’s top predators.
“Having Titanoboa come to the Sam Noble Museum is exciting for us to share current scientific knowledge of snake ancestry with museum goers,” said herpetology collection manager Jessa Watters. “Herpetology curator Cameron Siler also looks forward to the opportunity to share his ongoing research on the evolution of limb-loss in modern reptiles as it compares to ancient snakes in the family workshop ‘Scale Tales’ this August.”
The exhibition is a collaboration between the Florida Museum of Natural History, the University of Nebraska and the Smithsonian Tropical Research Institute. “Titanoboa: Monster Snake” will travel to 15 cities on a national tour organized by the Smithsonian Institution Traveling Exhibition Service.
“Titanoboa: Monster Snake” is on display through Sept. 25 and is sponsored by Love’s Travel Stops and Country Stores.
Lower left: Measuring 48 feet long, the massive predator “Titanoboa cerrejonensis” could crush and devour a crocodile. ©2012 SNI/SI Network, LLC. All rights reserved.
Lower right: Fossil plants and animals found at the site reveal the earliest known rainforest, teeming with life and dating to the Paleocene, 60 million years ago. Illustration by Jason Bourque, Florida Museum of Natural History.
Science Means the World to Us: What Does It Mean to You?
BY JES COLE, HEAD OF EDUCATION
“Fun!” said one museum visitor. “Problem solving for the betterment of mankind,” said another. Yet another said, “Learning new things.” Someone else commented, “Something that helps us understand stuff.” And finally: “Mud in your shoes!”
Every visitor who comes through the museum’s front door has a different idea of what “science” means to them. Serving the museum through the education department for the past nine years has given me the tremendous opportunity to meet and learn with a diverse group of youths and adults from across the state.
I often hear how much visitors appreciate the ability to explore science through seeing fossils, specimens and artifacts up-close. Just as often, I hear the wish that everyone in Oklahoma would be able to access places like the museum and the worry that many will never get the chance. Many concerns come from teachers who look to the museum and other science centers to supplement their classroom requirements. They’ve told me that they consider their students lucky to have the opportunity to visit at least once, knowing they might never have the means to visit the museum again.
As an outreach educator, I have traveled to schools in all areas of the state. From the Oklahoma panhandle to the Arkansas border, I’ve visited schools urban and rural, large and small. Teachers are proud of their students and passionate about their profession. But they are under increasing strain. Oklahoma has consistently ranked below the national average in student achievement, including science achievement. Many fault the educational reforms that necessitated high-stakes testing, which reduced the amount of instruction time for non-tested subjects. Others cite the lack of resources (whether lab equipment or trained staff), cuts in funding and state legislative support.
Indeed, 2016 has been a difficult year for Oklahoma economically. With mid-year budget cuts and an additional significant cut expected to public schools and higher education, many schools have been forced to cut staff, instruction time and field trips. Essentially, schools are being asked to do more with much less.
It is likely that funding will not immediately rebound for Oklahoma education, which means a prolonged reduction in the amount of science opportunities available to students in schools. With fewer staff and resources, there are fewer afterschool programs and clubs, less opportunity for varied curriculum and fewer supplies. However, just because the ability of schools to offer quality science education has been undercut does not mean the interest in or value of science has diminished for Oklahomans. Teachers, students and their families have increasingly sought ways to boost the quality and amount of science learning available to them.
Now, more than ever, the roles of museums are of critical importance to education. Museums are uniquely situated to be able to provide high-quality science content to all learners, regardless of age, ability or
previous experience. As free-choice learning spaces, they encourage exploration, critical thinking and communication. As community spaces, they give us a place to interact and to share with others what is valued. Above all, they can provide a meaningful, fun experience with science that many students would never have experienced otherwise — one that could inspire a lifetime interest.
Where else could someone touch an actual fossil thigh bone from the giant Apatosaurus, crawl through a limestone cave in search of bats, or see the oldest painted object in North America? For decades, the Sam Noble Museum has strived to be a valuable community resource for science learning and exploration. By designing a variety of educational programs and resources that seek to immerse students and teachers in the process of science, the museum is responding to the overwhelming need for more science content.
Whether through professional development training that pairs teachers with working scientists or delivering actual museum specimens to classrooms with an accompanying curriculum, the museum takes an active role in creating opportunities for schools and students throughout the state. Through summer camps, special events and other programs, the museum also works to provide a variety of programs for youths, families and adults year-round so that Oklahomans of all ages can supplement their personal learning and enjoyment of science.
What does “science” mean to you? It is critical, now, more than ever, to sustain our community’s best resources for science education outside of the classroom. One meaningful experience with science can inspire a lifetime of discovery.
Unfortunately, students across the state are currently in the position of losing rather than gaining this access, whether at school or on field trips. Increasing opportunities for science education for all students will lead to increased understanding and awareness about our natural world. Supporting science education in Oklahoma is a big step we as a community must take together, but it can start with something as small as encouraging a visit to the museum.
As the 20th century came to a close, my research team was surveying the mammals of northwest Argentina, in the many isolated desert valleys and extraordinary mountain ranges of the region. It is an area where little mammalian research had ever been done. The Andes mountain range includes peaks that exceed 20,000 feet in elevation.
Our collecting sites in the desert ranged from about 3,000 to 16,000 feet above sea level (the headache zone). Our research showed that these isolated valleys permitted the evolution of species that were often restricted to a particular valley, or that originated there before moving to other areas in the complex deserts and scrublands of the northwest. This helped explain the high biodiversity we were discovering and would assist provincial and national wildlife authorities in developing conservation plans to protect the newly discovered mammals.
We made a special effort to enter the heart of the Bolsón de Pipanaco, an enclosed valley that includes a significant salt flat that could be an ideal place for a specialized mammal to develop over the millions of years of time that the valley had been isolated since the mountains arose.
Our research was showing how one group of rodents managed to evolve species that were specialized to survive in an extreme region where other mammals could not succeed. These woodrat-sized animals were able to live on salt-adapted plants that concentrated salts in their tissues to four times that of seawater. Our work was clarifying...
how these remarkable rodents managed to do this.
The animal we discovered in the Pipanaco Salt Flat was so unique that we named a new genus and species for it, *Pipanacocotomys aureus* — the golden vizcacha rat of the Pipanaco valley. It is a beautiful and extraordinary animal that lives in one of the harshest habitats in the world for a mammal — a salt flat that supports few plants, has no fresh water and experiences extraordinarily high temperatures in the long desert summer.
Once the animal had been discovered, it could be studied, and today other researchers have examined its behavior, genetics, physiology, ecology and conservation. It is now listed by the International Union for the Conservation of Nature as critically endangered and efforts are underway to protect the species. Had we not discovered and described it, none of this would have taken place. The species might have disappeared before anyone knew it existed.
Museum specimens and artifacts have frequently stimulated poets to creativity. For example, the Greek Elgin Marbles, also known as the Parthenon Marbles, in the British Museum caused the great poet, John Keats, to write a line that is famous to this day, “A thing of beauty is a joy for ever:/ Its loveliness increases; it will never/ Pass into nothingness.”
My brother, the late E.A. “Tony” Mares, was a noted historian and poet in New Mexico. He was always fascinated by nature and science, so when I told him about our discovery, he wanted to know all about it.
He examined the specimens and photographs and read my account of the discovery of this amazing mammal. He was moved to write a poem about the remarkable rat, and I think this melding of science and poetry shows how the hard work of discovery can influence people in ways that are surprising to those who do science. I do not think he ever published the poem, but here it is for your enjoyment.
“Golden Vizcacha Rat”
by E.A. Mares
I miss the salt plains.
The streets of the city are harsh,
here where I escaped the trap.
Near the trash bin
I find spilled popcorn,
eat it. For the salt.
There’s water in the gutter.
I have no need for it.
I need only succulent plants,
shade where I can sleep.
Did these two-legged giants
trap me for my gold hair?
They fill the streets,
buildings, cars.
They kill everywhere,
every plant, every animal,
including themselves,
but they love blondes.
I miss the salt plains,
the cool nights and fiery days,
my peaceful life as a golden rat.
In science, holotypes are extraordinarily important. A holotype is the premier specimen for a new species — most of the time, it’s the first discovered specimen of its kind. When future researchers believe they’ve found evidence of the same species elsewhere, their specimen is always compared to the holotype to determine if both are the same species.
When a holotype goes missing, it’s a devastating blow to the science community because there’s no original specimen to compare with newly discovered ones. That’s why Richard Lupia, Ph.D., curator of the micropaleontology, paleobotany and mineralogy collection undertook the task of replacing the holotypes collected by his predecessor, Leonard Wilson, Ph.D. Lupia believes the holotypes — which were, at the time, newly discovered taxa of Permian pollen (a level of classification higher than species in ecological classification) — went missing some time in the 1960s. The pollen, which originally existed between 252 and 290 million years ago, was collected by Wilson in Greer County, Okla., and was described heavily in Wilson’s published papers on each new taxa. His papers are some of the most heavily referenced in the world when it comes to the study of Permian pollen.
“They’re very important for telling time in the rock record,” Lupia said. “They help to date other pollen specimens that are now being discovered.”
Recollecting the same pollen specimens as Wilson wasn’t going to be an easy task for Lupia. He had to dig through Wilson’s papers for evidence as to where specifically in Greer County the specimens were collected. They knew approximately where the specimens were from (about a .25-mile radius), had to search through public records to discover who now owns the land and ask the landowner’s permission to survey the site. Once the landowner gave his consent, Lupia then, again using clues from Wilson’s papers and a picture that had been taken of the original site, determined from where exactly the pollen had been excavated. After months of work, Lupia hit gold. Or, rather, pollen.
He and Roger Burkhalter, collection manager for the museum’s invertebrate paleontology collection and one of Wilson’s former students, excavated about one kilogram of sediment from the site and returned to the museum to sift through their findings. When selecting sediment to take home, Lupia and Burkhalter focused on collecting dark rocks rather than red or beige. “Then you have to process them and dissolve away all the rock in a series of different acids,” Lupia said. “You concentrate anything that survives the acid treatment.”
This time, however, Lupia found exactly what he was looking for.
“At the site we were targeting this time, we got great pollen,” he said. “But we expected that, since we excavated in the same place Wilson did.”
Lupia said after processing the samples he collected, he found all of the specimens he was looking for to replace Wilson’s lost slides, except for one.
“I think we found almost all of the others. This one, *Hamiapollenites saccatus*, does not match all of the characteristics Wilson claimed for the species,” Lupia said. “We started looking at them under light microscopy and scanning electron microscopes, and we’re hoping to find it.”
Another species, *Vittatina costabilis*, may be a confirmed match. According to Lupia, the specimen is not well enough preserved to say so with 100 percent certainty.
Now that the collection and processing work is complete, Lupia intends to write several papers re-describing the pollen samples found that replace Wilson’s lost material.
“I want to describe the flora — all of the species represented in the pollen — and to utilize the information from the scanning electron microscope. Wilson only used a light microscope, and there’s a lot more to be learned with our advances in technology since the 1960s,” Lupia said.
Lupia also plans to discuss the structure of each species of pollen, such as the walls, to see if they’re built the same. Some of the species Wilson described appear to be the same as others found in South America and Europe, but that was only using evidence gleaned from a light microscope. With the advent of the scanning electron microscope, he said the higher magnification and higher resolution will help determine whether they’re all truly the same species. This will help solidify or correct the rock record Wilson’s work originally helped to establish.
Amphibians across Oklahoma are coming down with an infectious — and often fatal — disease that impairs eating and sustaining respiration through their skin.
The disease (chytridiomycosis, or chytrid for short) is caused by the pathogen *Batrachochytrium dendrobatidis* (*Bd*), which creeps into ponds, lakes and streams and is passed from animal to animal. It’s even spread from one body of water to the next by humans on their untreated fishing and boating equipment.
For now, scientists are unsure just how widespread the fungal disease is throughout Oklahoma.
All that might sound pretty bleak, but the Sam Noble Museum’s herpetology staff has dozens of allies throughout the state who are eager to help them get a more accurate understanding of the problem. Tasked with testing amphibians from all of Oklahoma’s 77 counties, the museum enlisted citizen scientists, or students in elementary through high school, to find, catch and swab amphibians for their cause.
“We couldn’t get to every county ourselves — it’s just impossible,” said Jessa Watters, collection manager for the herpetology collection. “The Amphibian Infectious Disease Citizen Science Project gives us a lot more data, and it provides classrooms around the state a really great outdoor education activity that maybe they would never get to do.”
The herpetology collection has recently been awarded a three-year grant from the Oklahoma Department of Wildlife Conservation and a one-year grant from Oklahoma City Zoo’s Conservation Action Now program to test amphibians in 23 counties around the state. What they have found so far surprised them. “What we had discovered after one year of testing on our own is that the chytrid fungus is much more
widespread in Oklahoma than we would have guessed,” Watters said. “Almost no one had been checking this before. We’ve seen counties with 30 to 100 percent infection rates.”
When teacher Diana Cook heard about the Amphibian Infectious Disease Citizen Science Project, she knew it was a perfect fit for her seventh-grade class at Collinsville Middle School. It wasn’t difficult to get her whole class on board, and soon enough, they were catching and swabbing frogs at a creek close to their school.
“The students were very interested in the fact that what we were doing wasn’t just a class project; it was actually going to be put into a database, and the samples we took and sent back to the museum would be researched with other samples in Oklahoma,” Cook said.
“They were definitely very curious about the disease, why we were worried about it and what we could do. And the project fit into our lesson while we were studying ecology. We talked about what would happen if frogs disappeared and the fact every single thing is dependent upon everything.”
Cook’s class and others participating around the state received museum-prepared kits containing 10 pre-sterile, individually packaged cotton swabs; 10 pre-sterile, 1.5 mL screw-top vials; instructions; datasheets; a permanent marker; and an Oklahoma frog identification guide.
In addition to requesting the kits, teachers downloaded the complete Citizen Science teacher packet that contained a lesson plan, sampling instructions, datasheets, student worksheets and background information.
Citizen scientists needed to follow several steps to accurately identify the frogs and the frogs’ location. Once they caught a frog, they swabbed it and placed the swabs in the provided vials to send back to the museum. The museum then extracts DNA from the swabs before sending them to a third party to test for the disease. The herpetology staff currently awaits results for this year’s project.
So, what can Average Joes do now that they know about the chytrid disease? It’s simple, Watters said. Eliminate your chances of spreading the disease by cleaning gear taken from one body of water to another, especially felt-bottom waders that can house living organisms for weeks.
“Clean everything between trips with bleach or serious amounts of sunshine and drying,” Watters said. “And it’s not just these frog diseases that we should worry about. There’s a lot of aquatic invasive species that are spreading throughout the U.S. — like zebra mussels in the Northeast — and anytime you’re bleaching your gear, it will stop that kind of spread.”
Watters hopes the pilot project can continue with new classes each year and transform more students into citizen scientists. Cook is one teacher who hopes to incorporate the project into her upcoming classes.
“I wanted my students to get excited about science,” she said. “They got excited about some of the little projects we did, but nothing really major. And this was big for them. They felt like they were part of something, even at their age. They felt like scientists.”
Find more information about the project and up-to-date results at cameronsiler.com/citizen-science.
Below: Jessa Watters, collection manager for the herpetology collection, at the Red Slough WMA in McCurtain County searching for specimens.
Coming Soon!
Mystery of the Mayan Medallion
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South East Sydney Water Safety Directory
A directory of services and groups to help you stay safe in the water
Contents
4 .......................... Key safety messages for staying safe in the water
5 .......................... Rock fishing safety
6 .......................... Fact sheets, Videos, and Apps
7 .......................... Programs, Workshops and Courses
10 .......................... Aquatic Services in South East Sydney
10. ....................... Randwick City
12 .......................... Bayside
14 .......................... Georges River
16 .......................... Sutherland Shire
20 .......................... Patrolled Beaches and Surf Life Saving Clubs
24 .......................... Randwick City
25. ....................... Waverley Council
26. ....................... Sutherland Shire
Published 2018.
Updated June 2020.
This directory has been compiled for information purposes only.
The SES Multicultural Water Safety Committee makes no statements or representations about the accuracy or completeness of the information. Any reference to any specific organisation or service does not constitute or imply its endorsement or recommendation by the Committee.
Introduction
We would like to acknowledge the Traditional Owners of the various lands on which we live, and pay our respects to Elders past, present and emerging.
The South East Sydney Multicultural Water Safety Committee has compiled this directory of aquatic services and water safety resources to provide information for service providers and community groups to assist with improving water safety on our beaches and waterways.
Based on the successful model implemented by the Illawarra Culturally and Linguistically Diverse Water Safety Committee, we aim to create a collaborative environment to encourage effective communication between multicultural services and aquatic service providers. In this way, we hope to ensure water safety initiatives are responsive to the needs and assets of the regions culturally and linguistically diverse communities.
Join us to increase awareness and education by exploring, developing and delivering water safety initiatives at our beaches, waterways and other aquatic environments.
An online version of this directory, which includes more information on events, workshops and courses, can be found at: http://watersafe.org.au/
For more information, please contact:
Surf Life Saving NSW
email@example.com
(02) 9471 8085
Or
Royal Life Saving Society - NSW Branch
firstname.lastname@example.org
(02) 9634 3700
Key water safety messages
1. Never swim alone
2. Call 000 in an emergency and ask for Police
3. Learn CPR and lifesaving skills
4. Learn about the different Australian waterways
5. Don’t go in the water after alcohol and other drugs
At the beach
1. Always swim between the red and yellow flags
2. Read all safety signs
3. Ask the lifeguards and lifesavers about the conditions and safety advice
4. If you get into trouble, stay calm and signal for help
www.watersafety.nsw.gov.au
More resources on water safety can be found on page 7 of this book.
Rock fishing safety
Rock fishing is one of the most dangerous sports in Australia, with the South East Sydney coastline, especially the Randwick coastline, being particularly dangerous in terms of deaths. To minimise risks, please adhere to the following:
1. Wear a lifejacket - it is now law and fines apply
2. Never fish alone and make sure someone knows where you are
3. Stay alert and never turn your back on the sea
4. Check weather conditions prior to going out
5. Fish in known safe areas
6. Wear correct clothing (non-slip shoes and lightweight clothing)
7. If you see someone in trouble, do not enter the water. Find something to assist them like a life buoy, or anything that will float, such as an esky lid, and call 000 and ask for Police
8. Learn to swim and learn CPR
More resources on rock fishing safety can be found on page 8 of this book.
Resources, Fact Sheets, Videos and Apps
English and other languages
Phone Apps
Surf Life Saving Australia
Beach Safe App
Available in English
Available through the app store on your phone
Royal Life Saving Australia
Home Pool Safety App
Available in English
Available through the app store on your phone
General Water Safety
Royal Life Saving Australia
Water Safety Fact Sheet
Available in Arabic, Chinese, Vietnamese
Water Smart Tips for Aquatic Environments Fact Sheet
Available in Arabic, Dari, Simplified Chinese, Traditional Chinese and Tamil
Water Smart Water Safety Tips Fact Sheet
Available in Arabic Dari Simplified Chinese Traditional Chinese and Tamil
Make It Safe Fact Sheet
Available in Arabic, Greek, Italian, Traditional Chinese and Vietnamese
https://bit.ly/1k1CcHy
Water Safety NSW
Water Safety Fact Sheet
Available in Arabic, Turkish and Vietnamese
https://bit.ly/2w46xji
Beach Safety
Randwick City Council
Extra Life Short Film
Available in English
http://bit.ly/2PGQGUh
Surf Life Saving Australia
Enjoy the Beach Safely video
Available in Arabic, Hindi, Korean, Japanese, Malay, Traditional Chinese and Simplified Chinese
How to Spot a Rip Current video
Available in Arabic, Simplified Chinese, Traditional Chinese, English, Hindi, Japanese, Korean and Malay
How to Survive a Rip Current video
Available in Arabic, Simplified Chinese, Traditional Chinese, English, Hindi, Japanese, Korean and Malay
https://bit.ly/2BdcVut
Sutherland Shire Council
Lifeguards Top Tips Fact Sheet
Available in Arabic, Chinese, English, Greek, Hindi, Italian, Nepalese and Spanish
https://bit.ly/2w46CDC
SurfHero
Beach safety website for kids
Available in English
www.surhero.com.au
Waverley Council
Stay Safe at the Beach Factsheet
Available in English, Arabic, Chinese, French, Greek, Hungarian, Indonesian, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish and Thai
https://bit.ly/2Owtp2k
Stay Safe at the Beach Brochure
Available in English, Arabic, Chinese Simplified, Chinese Traditional, French, Greek, Hindi, Indonesian, Italian, Japanese, Korean, Nepali, Portuguese, Spanish, Thai, Urdu, Vietnamese
https://bit.ly/2O0CMM7
Wollongong City Council
Stay Safe Brochures
Available in Arabic, Chinese, English, Macedonian, Portuguese and Vietnamese
https://bit.ly/2OA3oiM
Riverways
Royal Life Saving Australia
Respect the River Safety Summary
Available in English
Resuscitation Fact Sheet
Available in English
Inland Waterways Fact Sheet
Available in English
Water Safety on Holidays Fact Sheet
Available in English
Watercraft Safety Fact Sheet
Available in English
Alcohol and Water Safety Fact Sheet
Available in English
Flooding Fact Sheet
Available in English
http://bit.ly/2Sw2SUY
Rock fishing
Water Safety NSW
Rock Fishing Safety Tips Fact Sheet
Available in Arabic, English, Korean, Simplified Chinese, Traditional Chinese and Vietnamese
Rock Fishing Safety Act 2016 Fact Sheet
Available in Arabic, English, Korean, Simplified Chinese, Traditional Chinese and Vietnamese
https://bit.ly/2Oyp3rA
Recreational Fishing Alliance of NSW
Rock Fishing Safety Fact Sheet
Available in Chinese, Korean and Vietnamese
https://bit.ly/2B7e8Dv
Don’t Put Your Life on the Line Video
Available in Chinese, Korean and Vietnamese
Available in English
youtu.be/4O-yKhyZJrw
Randwick City Council
Staying Safe Whilst Rock Fishing in Randwick City
Available in English
https://bit.ly/2hNTKfP
Swimming Pools
Kids Health
**Kids Can Drown Without a Sound! Fact Sheet**
Available in Arabic, Bangla, Burmese, Simplified Chinese, Traditional Chinese, Dari, Farsi, Hindi, Korean, Punjabi, Sinhala, Spanish, Tagalog, Tamil, Turkish, Urdu and Vietnamese.
https://bit.ly/2P8aKuZ
Royal Lifesaving Australia
**Home Pool Safety Checklist Fact Sheet**
Available in English
**Drowning risks around the home Fact Sheet**
Available in English
**Pool Toy Safety Fact Sheet**
Available in English
**Pool Safety Devices Fact Sheet**
Available in English
**Portable Pools Fact Sheet**
Available in English
**Children’s Pool Party Safety Fact Sheet**
Available in English
**Child Safe Play Area Fact Sheet**
Available in English
https://bit.ly/2Mk092r
Kid Safe Victoria
**Pool Fence Safety Fact Sheet**
Available in English
https://bit.ly/2MeahJQ
Resources for Service Providers
The Australasian Council for the Teaching of Swimming and Water Safety
**Austswim Service Delivery Model for CALD Communities**
Available in English
https://bit.ly/2KVYmLj
Water Safety NSW
**NSW Water Safety Reports**
Available in English
https://bit.ly/2MeFAEI
**NSW Water Safety Useful Links**
Available in English
https://bit.ly/2MNJReg
Randwick City Council
**Rock Fishing in Randwick City Survey 2013 Report**
Available in English
https://bit.ly/2Iydqzh
Royal Life Saving Australia
**10 Year National Study of Overseas Born Drowning Deaths Report**
Available in English
http://bit.ly/2AMxV93
**National Fatal Drowning Database**
Available in English
http://bit.ly/2Dmu05i
**Royal Life Saving Research and Reports**
Includes: National Drowning Report 1995-current; Australian Water Safety Strategy documents 1998-2020; Drowning Data Reports; Evaluation Reports; Water Safety Issues Research; Survey Reports; Conference Proceedings.
Available in English
http://bit.ly/2OqvbbY
Surf Life Saving NSW
**Coastal Safety Reports 2016-current**
Available in English
https://bit.ly/2QoM80G
Programs, Workshops, and Courses
South East and wider Sydney
Advance Diversity Services
Multicultural Water Safety Event
Delivered once a year, these events promote water safety among CALD communities with a specific focus on newly arrived people.
- **Location:** St George and Sutherland Shire
- **Frequency:** Annual
- **Contact:** (02) 9597 5455
- **Email:** email@example.com
- **Website:** https://advacediversity.org.au/
Gymea Community Aid and Information Service
Surf Awareness workshops for adults and young people in Sutherland Shire
Participants are taught how to identify potential dangers, recognise safe and unsafe swimming areas, and learn how to identify rips and currents.
- **Location:** St George, Gymea and Loftus Tafe and Community settings
- **Year:** 2018 only
- **Contact:** (02) 9524 9559
- **Email:** firstname.lastname@example.org
- **Website:** https://gymeacommunityaid.org.au/
Sutherland Shire Council
Surf Education for Schools and Lifeguard Hire
These sessions are available in four different formats: 4-hour Surf Awareness Course aimed at primary school age students; 8-hour Surf Survival Course designed for high school aged students; 45-minute safety talk; and Hire-a-Lifeguard for school picnics and community events.
- **Location:** Cronulla Beach
- **Frequency:** Annual
- **Contact:** (02) 8522 2100
- **Email:** email@example.com
- **Website:** http://bit.ly/2AnRmDF
Water Safety Ambassadors Program
Local community members are trained in First Aid, CPR, basic swimming and surf awareness to take the information back to their communities and advocate for water safety in their communities.
- **Location:** Gymea
- **Year:** 2020
- **Contact:** (02) 9524 9559
- **Email:** firstname.lastname@example.org
- **Website:** https://gymeacommunityaid.org.au/
Safe Fishing and Water Safety Days
Community Events held in collaboration with partners to promote water safety awareness
- **Location:** Sutherland / Gymea
- **Year:** 2020
- **Contact:** (02) 9524 9559
- **Email:** email@example.com
- **Website:** https://gymeacommunityaid.org.au/
Learn to swim program
This program is for newly arrived migrants and people from refugee backgrounds. Subject to availability.
- **Location:** Gymea
- **Year:** 2020
- **Contact:** (02) 9524 9559
- **Email:** firstname.lastname@example.org
- **Website:** https://gymeacommunityaid.org.au/
Surf Life Saving NSW
Surf Awareness Presentations
Delivered year-round, these interactive presentations are designed to increase awareness and knowledge of beach safety.
- State Wide
- (02) 9471 8000
- email@example.com
- https://www.surflifesaving.com.au/beach-safety-talks
On-Beach Surf Safety Workshops
Delivered throughout October-April, these practical and interactive on-beach workshops provide participants with the opportunity to improve water safety knowledge and skills in a realistic environment.
- State Wide
- (02) 9471 8000
- firstname.lastname@example.org
- https://www.surflifesaving.com.au/beach-workshops
Waverley Council Tamarama Surf Life Saving Club
Migrant Beach Safety Days
Delivered in partnership with Surf Life Saving NSW, these sessions generally covers swimming between the flags, identification of rips and safety on rock platforms. Ideally for groups of between 50 and 80 people.
- Tamarama Beach
- Monthly/By request
- (02) 9130 3967
- email@example.com
- http://www.tamaramaslsc.org/
Swim Sisters
Swim Sisters provides an inclusive environment for women at all levels, fitness abilities and backgrounds to swim by coordinating workshops to support new swimmers gain the necessary skills and confidence, and facilitating opportunities for women to train for ocean swimming.
- Western Sydney pools and various beaches
- Weekly
- Yusra Metwally
- 0420 479 575
- https://www.facebook.com/swimsistersquad/
Royal Life Saving NSW
Funded Swimming lessons
Each year Royal Life Saving endeavours to apply for funding to hold low cost or free swimming lessons in partnership with community organisations. These programs generally provide up to 10 swimming lessons and a CPR session (programs may vary). Community organisations may enquire about potential partnerships.
- Generally Fairfield/Seven Hills/Canterbury or high risk areas
- Check annually
- (02) 9634 3700
- Health Promotion Team
- firstname.lastname@example.org
- https://www.royallifesaving.com.au/
City of Canterbury Bankstown
Free Bus from Canterbury Bankstown to Cronulla Beach
Free buses are provided by the City of Canterbury Bankstown to take young people and their parents/guardians to Cronulla Beach and back on certain days in January 2019. Several pick up points are available around Canterbury Bankstown. Bookings are not required; the program operates on a ‘first come, first served’ basis. All passengers must comply with conditions and warnings. A water safety resource is also provided on the buses by Sutherland Shire Lifeguards.
- Canterbury Bankstown/Cronulla
- Check annually
- (02) 9707 9605
- email@example.com
- Justine Foo
- cb.city/bustobeach
Aquatic Services In South East Sydney
Swimming Pools, Clubs, Schools, and Water Activities
Swimming Pools
Des Renford Leisure Centre
Swim school available
Corner Robey Street and Jersey Road
Maroubra, 2035
02 9093 6300
www.randwick.nsw.gov.au/drlc
UNSW YMCA Fitness & Aquatic Centre
Swim school available
UNSW, Building B5, Gate 2, High Street,
Kensington 2052
McIver’s Ladies Baths
Tidal salt water pool open to women and children.
145-149R Beach Street, Coogee 2034
Wylie’s Baths
Tidal pool located just a few hundred metres south of Coogee Beach.
4B Neptune Street, Coogee 2034
02 9665 2838
firstname.lastname@example.org
www.wylies.com.au
Swim clubs are generally run by volunteers and aim to provide a safe and supportive environment for families, where all swimmers, regardless of ability, are encouraged to reach their full potential. They meet regularly to hold competitions and social events.
**DRLC Maroubra Swimming Club**
Based at the Des Renford Leisure Centre (DRLC)
- **Location:** Heffron Parks Corner Robey St and Jersey Road, Maroubra 2035
- **Website:** www.mbra.org.au
**The Randwick City Swim Club**
Based at Des Rendford Leisure Centre
- **Location:** Corner Robey St and Jersey Rd Maroubra 2035
- **Phone:** 02 9093 6315
- **Email:** email@example.com
**Randwick & Coogee SwimClub**
Based at Wylie’s Baths
- **Location:** 4B Neptune Street Coogee 2034
- **Email:** firstname.lastname@example.org
- **Website:** https://rcasc.swimming.org.au/
**University of New South Wales Swimming Club**
Based at UNSW Fitness and Aquatic Centre
- **Location:** Building B, Gate 2, High Street Kensington
- **Email:** email@example.com
- **Website:** https://unsw.swimming.org.au/
**Sea’s the Limit Swim Club**
Based at Botany Aquatic Centre & Des Renford Leisure Centre
- **Location:** Des Renford Leisure Centre: Corner Robey Street and Jersey Road, Maroubra 2035
- **Email:** firstname.lastname@example.org
- **Website:** https://seasthelimit.swimming.org.au/
---
**Independent Swim Schools**
**In The Deep**
- **Location:** Level 3, The Juniors, 558 Anzac Parade, Kingsford 2032
- **Phone:** 02 8379 8288
- **Email:** email@example.com
- **Website:** www.inthedepth.com.au/
**Maroubra Swimming School**
- **Location:** 84 Maroubra Road Maroubra 2035
- **Phone:** 02 9344 5735
- **Email:** firstname.lastname@example.org
- **Website:** www.maroubraswimmingschool.com.au
**Oceanfit**
Offers ocean swims and swimming lessons in the ocean.
- **Location:** PO Box 407, Bondi 2026
- **Phone:** 0433 082 541
- **Email:** email@example.com
- **Website:** http://www.inthedepth.com.au/
---
**Water Activities**
**Surf Rescue 30**
Surf Rescue 30 is a volunteer surf life saving rescue maritime group based in Maroubra, which has been in operation since 1969.
- **Location:** PO Box 395 Maroubra 2035
- **Phone:** 02 9311 4638
- **Email:** firstname.lastname@example.org
- **Website:** http://www.surfrescue30.com.au/
Swimming Pools
Botany Aquatic Centre
Swim school available
- Myrtle St & Jasmine St Botany 2019
- 1300 581 299
Angelo Anestis Aquatic Centre (Bexley Pool)
Wheelchair accessible pool facilities and children’s pool. Swim school available
- 98C Preddys Rd Bexley North 2207
- 02 9150 5288
Independent Swim Schools
Open Water Swim School
Offers swimming lessons at the beach
- PO Box 188 Brighton Le Sands 2216
- Theresa Mitry 0451 146 284
- email@example.com
Swim Clubs
Swim clubs are generally run by volunteers and aim to provide a safe and supportive environment for families, where all swimmers, regardless of ability, are encouraged to reach their full potential. They meet regularly to hold competitions and social events.
St George Swim Club
Based at the Angelo Anestis Aquatic Centre
- 98C Preddys Road, Bexley North 2207
- firstname.lastname@example.org
- https://stgeorge.swimming.org.au/
Sea’s the Limit Swim Club
Based at Botany Aquatic Centre & Des Renford Leisure Centre
- Botany Bay Aquatic Centre, Corner Myrtle and Jasmine Street, Botany 2019
- email@example.com
- https://seasthelimit.swimming.org.au/
Water Activities
NSW Personal Watercraft Association
NSW PWC Association organises personal watercraft racing and events.
- **St George Sailing Club,**
- 2 Riverside Drive Sans Souci 2219
- **Corey Styles** 0419 248 369
- **firstname.lastname@example.org**
- [www.nswpwc.org.au/](http://www.nswpwc.org.au/)
Ramsgate Life Saving Club (Ramsgate Nippers)
Ramsgate Life Saving Club provides rescue services and runs the Nippers program for children aged 3-16 from October to March.
- **Corner of Ramsgate Road and The Grand Parade, Ramsgate 2217**
- **02 9529 3912**
- [www.ramsgatelifesavingclub.epage.at/](http://www.ramsgatelifesavingclub.epage.at/)
Brighton Baths Athletic Club
Brighton Baths Athletic Club (BBAC) and Nipper’s was established in 1910 and has been hosting swimming, running and aquathon events on Brighton Le Sands beach.
- **33A Old Taren Point Road**
- Taren Point 2229
- **Peter Daley** 0413 275 274
- Call between 6.00pm-8:30pm Mon-Fri or 4.00pm-7.00pm Sat & Sun
- **email@example.com**
- [www.bbac.net.au/about](http://www.bbac.net.au/about)
Swimming Pools
Hurstville Aquatic Leisure Centre
Swim school available
Corner King Georges and Forest Roads, Hurstville 2222
9585 9600
firstname.lastname@example.org
https://hurstvilleaquatic.com.au/
Sans Souci Leisure Centre
Swim school available
521 Rocky Point Road, Sans Souci 2219
9529 8544
email@example.com
www.sslc.net.au
Independent Swim Schools
Sandra Swim School
Private indoor heated swimming pool provided upon request
Hurstville Grove, 2220
Sandra 0415 206 068
firstname.lastname@example.org
www.sandraswimschool.com
Col Jones Swim Fitness
524 Railway Parade, Hurstville 2222
email@example.com
https://jonesnsw.swimming.org.au/
Swim Clubs
Swim clubs are generally run by volunteers and aim to provide a safe and supportive environment for families, where all swimmers, regardless of ability, are encouraged to reach their full potential. They meet regularly to hold competitions and social events.
Sans Souci Sea Devils Swim Club
Based at Sans Souci Leisure Centre
521 Rocky Point Road, Sans Souci 2219
firstname.lastname@example.org
https://sssd.swimming.org.au/
North Ramsgate Amateur Swim School
Based at Carss Park Pool
Carwar Avenue, Carss Park 2221
Phil Dean 0416 090 289
Kevin Archer 02 9534 3925
email@example.com
www.nrasc.org
Jones Swim Club
Based at Col Jones Swim Fitness
524 Railway Parade, Hurstville 2220
firstname.lastname@example.org
https://jonesnsw.swimming.org.au/
Carss Park Swim Club
Based at Carss Park Pool
Carwar Avenue, Carss Park 2221
9546 4203
email@example.com
https://carsspark.swimming.org.au/
Peakhurst West Swimming Pool
Based at Peakhurst West Public School
11 Ogilvy Street, Peakhurst 2210
John Thomas 0407 008 322
firstname.lastname@example.org
https://peakhurst.swimming.org.au/
Water Activities
Oatley Sea Scouts
1st Oatley Bay Sea Scouts runs weekly Cub and Scout meetings for both boys and girls at the Scout Hall in the Pleasure Grounds on Annette Street, Oatley. Activities include canoeing, kayaking, and sailing.
Oatley Pleasure Grounds,
16 Annette Street, Oatley 2223
Alan Brancourt email@example.com
http://oatleyscouts.org.au/index.php
Carss Park, Tidal Baths
A protected swimming area on Kogarah Bay surrounded by Carss Bush Park
Carwar Avenue, Carss Park, 2221
Oatley Park, Tidal Bath
Small area protected from sharks with iron mesh netting located on the sandy beach of Jew Fish Bay
1 Dame Mary Gilmore Drive, Oatley 2223
Swimming Pools
Sutherland Leisure Centre
Swim school available
1 Rawson Avenue, Sutherland 2232
02 8536 9777
firstname.lastname@example.org
www.sutherlandshire.nsw.gov.au
Engadine Leisure Centre
Swim school available
111-113 Anzac Avenue, Engadine 2233
02 9548 4200
email@example.com
www.sutherlandshire.nsw.gov.au
Caringbah Leisure Centre
Swim school available
5-9 Jacaranda Road, Caringbah 2229
02 9525 6777
firstname.lastname@example.org
www.sutherlandshire.nsw.gov.au
Independent Swim Schools
Rice’s Swimming School
Specialises in teaching swimming to children from 4 to 13 years of age
- 30 Sunbury Street, Sutherland 2232
- 9545 1581
- email@example.com
- https://www.sutherlandswimmingschool.com/
Menai Swim Academy
- Lot 7/ 788-798 Old Illawarra Road, Menai 2234
- 9543 2190
- http://menaiswimacademy.com.au/
Aquatica Swim Academy
- 85 Cawarra Road, Caringbah 2229
- 8544 3757
- http://aquaticaswimacademy.com.au/
Catch N Kick Private Swim Coaching
- Woolooware 2230
- 0488 388 099
New Wave Swim Coaching
- Woolooware 2230
- 0417 233 486
John Widmer Swim School
- 5 Yalgar Road, Kirrawee 2232
- 9542 4445
- www.shireswimschool.com.au
Dolphin Swim School
- 62A Anzac Ave Engadine 2233
- 9520 9949
Cronulla Beach Swim School
- 1 The Esplanade Cronulla Beach 2230
- 9523 2919
Taren Point Swim School
- 39 Willarong Road, Caringbah 2229
- 9531 7936
- www.tarenpointswimschool.com.au
Kids Aquatic Survival School
- 108 Turriell Point Road, Port Hacking 2229
- 9531 2108
- www.infantswim.com.au
Starting Blocks Swim School
- 42 Kareena Road, Miranda 2228
- 9542 7797
- startingblocks.com.au/swimschool
Shire Swim School
- 5 Yalgar Road, Kirrawee 2232
- 9542 4445
- www.shireswimschool.com.au
Swim clubs are generally run by volunteers and aim to provide a safe and supportive environment for families, where all swimmers, regardless of ability, are encouraged to reach their full potential. They meet regularly to hold competitions and social events.
**Cronulla Swim Club**
Based at Caringbah Leisure Centre
- **Location:** 5-9 Jacaranda Road, Caringbah 2229
- **Email:** firstname.lastname@example.org
- **Website:** https://cronulla.swimming.org.au/
**Engadine Swim Club**
Based at Engadine Leisure Centre
- **Location:** 111-113 Anzac Avenue, Engadine
- **Email:** email@example.com
**Gymea Bay Amateur Swim Club**
Based at Baths Reserve
- **Location:** Elsemere Road, Gymea Bay 2227
- **Phone:** (02) 9525 3820
- **Email:** firstname.lastname@example.org
**Menai Swim Club**
Based at Menai Swim Academy
- **Location:** 788-798 Old Illawarra Road, Menai 2234
- **Email:** email@example.com
- **Website:** https://menai.swimming.org.au/
**SLC Aquadot Swim Club**
Based at Sutherland Aquatic Centre
- **Location:** Rawson Avenue, Sutherland
- **Phone:** (02) 9543 2190
- **Website:** https://aquadot.swimming.org.au/
North Cronulla Aquatic Swim Club
Based at James Peryman Memorial Swimming Pool at North Cronulla SLSC,
📍 85 Mitchell Road, Cronulla 2230
✉️ firstname.lastname@example.org
🌐 https://ncaquatic.swimming.org.au/
Water Activities
The Sutherland Shire Canoe Club
Activities cover paddle sports and include canoeing and kayaking sessions, group tours, and competitions.
📍 Washington Drive, Bonnet Bay
📞 Robyn Bingle 0417 227 917
✉️ email@example.com
Council Lifeguards are part of a national network of professional men and women who patrol our beaches 365 days a year. Their job is to ensure the safety of beachgoers and are there to help you. The only thing they ask is that you follow their advice. Every morning a professional Lifeguard (in blue) inspects the beach conditions and decides on the safest area for people to swim or if the beach needs to be closed due to dangerous conditions.
Surf Life Saving Club members (in the red and yellow) are a network of volunteer surf lifesavers that patrol beaches in the peak periods between September and April. Surf Life Saving Clubs offer community education and training in beach safety, surf sports and plenty of opportunities for community involvement.
**Randwick City**
www.randwick.nsw.gov.au/facilities-and-recreation/beaches-and-coast
1. **Clovelly**
**Patrolled by Lifeguards late September to end of April.** Clovelly lifeguard hours:
Daylight Savings: 8am - 6pm
Eastern Standard Time: 7am - 5pm
**Patrolled by Surf Life Saving**
Weekends and public holidays, September to April
☎️ 02 9665 1441
📧 firstname.lastname@example.org
🌐 http://clovellysurfclub.com.au/
2. **Coogee**
**Patrolled by Lifeguards 365 days a year.**
Daylight Savings: 7am to 7pm.
Eastern Standard Time: 7am to 5pm
**Patrolled by Surf Life Saving**
Weekends and public holidays, September to April
☎️ 02 9665 5138
📧 email@example.com
🌐 http://coogeessurfclub.com.au/club/
3. **Maroubra**
**Patrolled by Lifeguards 365 days a year.**
Daylight Savings: 7am to 7pm.
Eastern Standard Time: 7am to 5pm
**Patrolled by Surf Life Saving**
Weekends and public holidays, September to April
☎️ 02 9349 1336
📧 firstname.lastname@example.org
🌐 www.maroubraslsc.com.au
4. **South Maroubra**
**Patrolled by Lifeguards During school Holidays**
**Patrolled by Surf Life Saving**
Weekends and public holidays from September to April
☎️ 02 9314 0070
📧 email@example.com
🌐 www.southmaroubrasurfclub.com.au
5. Bondi
Lifeguard patrol hours are as follows:
Mid-September to end of daylight saving: 7am - 5pm. April to end of May: 7am - 5pm. June to mid-September: 7am - 5pm. The red and yellow flags will be up (when conditions allow).
Patrolled by Surf Life Saving: Weekends and public holidays from September to April.
📞 (02) 9300 9279
✉️ firstname.lastname@example.org
🌐 http://bondisurfclub.com
6. Tamarama
Lifeguard patrol hours are as follows:
Mid-September to end of daylight saving: 7am - 5pm. April to end of May: 7am - 5pm. June: 7am - 5pm. July and August: beach closed no lifeguards on duty. The red and yellow flags will be up (when conditions allow).
Patrolled by Surf Life Saving: Weekends and public holidays from September to April.
📞 (02) 9130 3967
✉️ email@example.com
🌐 http://tamaramaslsc.org
Bronte
Lifeguard patrol hours are as follows:
Mid-September to end of daylight saving: 7am - 5pm. April to end of May: 7am - 5pm. June to mid-September: 7am - 5pm. The red and yellow flags will be up (when conditions allow).
Patrolled by Surf Life Saving: Weekends and public holidays from September to April.
📞 (02) 9386 0076
📞 (02) 9389 6500
✉️ firstname.lastname@example.org
🌐 http://brontesurfclub.com.au
8. Wanda
**Patrolled by Lifeguards**
September to May, 8am to 5:30pm
May to August, no patrol
**Patrolled by Surf Life Saving**
Weekends and public holidays from September to April
📞 02 9523 4343
✉️ email@example.com
9. Elouera
**Patrolled by Lifeguards**
September to May, 8am to 5:30pm
May to August, no patrol
**Patrolled by Surf Life Saving**
Weekends and public holidays from September to April
📞 02 9523 7295
✉️ firstname.lastname@example.org
10. North Cronulla
**Patrolled by Lifeguards**
September to May, 8am to 5:30pm
May to August, 10.30am to 2.30pm
**Patrolled by Surf Life Saving**
Weekends and public holidays,
September to April
📞 02 9523 5846
✉️ email@example.com
11. Cronulla
**Patrolled by Lifeguards 365 days a year**
November to March: 8am to 5:30pm.
April: 8am to 4:30pm.
May to September: 7:30am to 3:30pm.
October: 8am to 4:30pm
**Patrolled by Surf Life Saving**
Weekends and public holidays from September to April
📞 02 9523 5300
✉️ firstname.lastname@example.org
GEORGES RIVER COUNCIL
WAVERLEY COUNCIL
Bayside Council
Serving Our Community
SUTHERLANDSHIRE
Randwick City Council
a sense of community
Advance Diversity Services
formerly St George Migrant Resource Centre
KCS
Kogarah Community Services
GYMEA
COMMUNITY AID & INFORMATION SERVICE
SURF LIFE SAVING
NEW SOUTH WALES
NSW Police Force
NSW GOVERNMENT
ROYAL LIFE SAVING
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HSE Impacts of VOCs
Volatile organic compounds (VOCs) are substances with low boiling points that evaporate from solids or liquids used in industrial processes, for example, formaldehyde evaporating from paint, or benzene from fuel\(^1\). Workplace exposure limits (WEL) are the legal limits set on the amount of substances that can be present in workplace air. Hazardous substances must be below the relevant workplace exposure limit.\(^7\)
What is a VOC?
Volatile organic compounds (VOCs) are a wide range of naturally and synthetically occurring chemicals that are found almost everywhere on earth.
They are described as volatile because they evaporate at standard temperature and pressure, releasing molecules into the atmosphere.
VOCs are also extremely useful as they form the building blocks of many synthetic materials (plastics, rubbers, glues, paints, etc.), and are used to create pharmaceuticals and are a great fuel for transport and heating.
Health and Safety Issues
As VOCs exist as a gas at room temperature the main exposure route is through breathing. Exposure to harmful VOCs can happen at home, outdoors, or in the workplace.
Some sources of VOCs in a domestic and light industrial setting include building materials, furniture, carpets, heating and cooking systems, stored solvents, and cleaning products. Generally, VOCs are released slowly from these sources giving off low levels and would not cause a problem. However, modern buildings have low air exchange rates which can cause concentrations to easily rise to harmful levels. This has been emphasised during the Covid-19 pandemic where good air flow and air exchange are an easy way to ensure any virus in the air is removed from the space and helps reduce the risk from aerosol transmission, when someone breathes in small particles (aerosols) in the air after a person with the virus has been in the same enclosed area.\(^8\) VOCs are now widely recognized as a major contributor to sick building syndrome which in turn compromises Indoor Air Quality (IAQ).
Research has shown that people spend approximately 90% of their time indoors.\(^2\) Consequently, for many individuals, the risks to health may be greater due to air pollution exposure from indoors rather than outside.
In medium and heavy industries, there are a wider source of VOCs and higher concentrations can also exist. Here, VOCs pose additional threats as some VOC vapours are heavier than air and may displace oxygen in confined spaces posing an asphyxiation risk to workers.
Whilst many VOCs have minimal adverse effects on health and the environment, some are harmful. Health effects include eye, nose, and throat irritation from short term (acute) exposures but long-term (chronic) exposure to very low concentrations you are not aware of (parts per billion) may cause damage to your liver, kidneys or central nervous system, as well as cancers.
It is estimated that occupational cancers are a leading cause of work-related death worldwide. According to a study in Great Britain over one year, 5% of cancer deaths (8000) were attributable to occupational exposure.\(^2\)
A well-studied example of a VOC with health effects is benzene. Benzene evaporates easily and can be smelt at approximately 3 ppm. Figure 1 indicates that the physical symptoms caused by acute benzene exposure occur at much higher concentrations so our own senses would give us warning of potential harm. However, the effects of long term, low-level (chronic) exposure to concentrations below that which our nose can detect are known to increase cancer rates and have been extensively documented. In a study of 250 workers exposed to benzene, white blood cell and platelet counts were significantly lower than in 140 controls, even for exposure below 1 ppm in air.\(^6\)
| Concentration (ppm) | Duration of exposure (mins) | Effect(s) |
|---------------------|-----------------------------|----------------------------|
| 25 | 480 | No observable effect |
| 50-150 | 300 | Headache, lassitude, weakness |
| 500 | 60 | Symptoms of illness |
| 1500 | 60 | Serious symptoms |
| 3000 | 30 | Endurable |
| 7500 | 30 | Dangerous to life |
| 19000-20000 | 5-10 | Fatal |
Adapted from \(^1\)
Figure 1
To protect workers from dangerous exposure to VOCs, Workplace Exposure Limits (WELs) have been put in place. WELs are the maximum concentration an unprotected worker can be exposed to in the workplace and are divided into two categories:
i) Time Weighted Average (TWA) calculated over an 8-hour exposure
ii) Short Term Exposure Limit (STEL) the maximum exposure over 15 minutes.
WELs for benzene across Europe and the USA are typically below 1 ppm, well below what we can smell. WELs for hundreds of VOCs have been set and range from 100s of ppm to sub-ppm levels.
Environmental Issues
Air pollution is now something we are all aware of and is often included on weather forecasts. VOCs are themselves directly an air pollutant but also have secondary effects. When sunlight and heat react with VOCs, specifically sulphur dioxide and nitrogen oxides which can be released from many industrial processes as well as motor vehicles ozone is generated, and smog is formed.
The individual components of smog can compromise human health and harm the environment – mixed they form a deadly cocktail. Smog can cause or aggravate health problems such as asthma, emphysema, chronic bronchitis, and other respiratory problems. The ozone in the smog also inhibits plant growth and can cause widespread damage to forests and crops.
But it is not just in the air VOCs can be found they are can also be found in our wastewater or contaminating our land. Most contamination found in our water systems are from industrial wastewater and studies have found toxic gases up to 46 ppm around manhole covers of VOCs including benzene, toluene, ethylbenzene, xylene (BTEX) and tetrachloroethane.\(^5\)
The two most common places to find VOCs with in is brown field sites where industry has left contaminated land and historic or disused landfill sites. Removal of these harmful VOCs can be done by cleaning the soil and is known as soil remediation, but while it is expensive there are many companies that offer this service and has a high success rate to clean contaminated land.
References
1. GOV.UK (Obtained by website on 09/06/2021)
https://www.gov.uk/guidance/control-and-monitor-emissions-for-your-environmental-permit#volatile-organic-compounds-vocs
2. Royal College of Physicians (Obtained by website on 09/06/21)
https://www.rcplondon.ac.uk/projects/outputs/every-breath-we-take-lifelong-impact-air-pollution
3. IOSH (Obtained by website on 09/06/21)
https://www.iosh.co.uk/books-and-resources/our-oh-toolkit/occupational-cancer.aspx
4. IOSH (Obtained by website on 09/06/21)
https://www.iosh.co.uk/books-and-resources/our-oh-toolkit/occupational-cancer.aspx
5. Christopher J. Quigley & Richard L. Corsi (1995) Emissions of VOCs from a Municipal Sewer, Journal of the Air & Waste Management Association, 45:5, 395-403, DOI: 10.1080/10473289.1995.10467371
6. Hematotoxicity in Workers Exposed to Low Levels of Benzene BY QING LAN, LUOPING ZHANG, GUILAN LI, ROEL VERMEULEN, RONA S. WEINBERG, MUSTAFA DOSEMECI, STEPHEN M. RAPPAPORT, MIN SHEN, BLANCHE P. ALTER, YONGJI WU, WILLIAM KOPP, SURAMYA WAIDYANATHA, CHARLES RABKIN, WEIHONG GUO, STEPHEN CHANOCK, RICHARD B. HAYES, MARTHA LINET, SUNGKYOON KIM, SONGNIAN YIN, NATHANIEL ROTHMAN, MARTYN T. SMITH SCIENCE03 DEC 2004 : 1774-1776
7. IOM-World.org (Obtained by website on 05/07/21)
Workplace Exposure Limits Explained | WELs Consultancy IOM (iom-world.org)
8. HSE - Health and Safety Executive (Obtained by website on 05/07/21)
Ventilation and air conditioning during the coronavirus (COVID-19) pandemic (hse.gov.uk)
For more Whitepaper articles visit: www.ionscience.com/whitepapers
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Disclaimer
The information provided in this white paper is for informational purposes only. The materials are general in nature; they are not offered as advice on a particular matter and should not be relied on as such. Use of this guide does not constitute a legal contract. While we make every effort to ensure that the material in this guide is accurate and up-to-date when we publish it, you should exercise your own independent skill and judgment before you rely on it. In any important matter, you should seek professional advice relevant to your own circumstances. | 1a78d0ba-b3df-44ed-b001-1efe185bb112 | CC-MAIN-2024-38 | https://impactinstruments.co.za/images/Brochures/HSE-Impacts-of-VOCs-Whitepaper.pdf | 2024-09-08T00:33:47+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700650926.21/warc/CC-MAIN-20240907225010-20240908015010-00281.warc.gz | 291,081,110 | 2,135 | eng_Latn | eng_Latn | 0.950133 | eng_Latn | 0.995135 | [
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For a while I had known that my friend Sue Tennant was supporting humanitarian Mark Bloomfield’s work in India and Thailand and had established a Canadian charity, FreeSchools World Literacy, to sustain it. I had even been making a token monthly contribution, so when Sue suggested that I accompany her and Mark on a tour to see the schools firsthand, I thought it would be an interesting way to spend a vacation. Little did I know that it would change my life and give it a whole new meaning and purpose.
How it Began
This story starts in India with an Englishman named Mark Bloomfield, a world adventurer and humanitarian. It was in the early 1990s when working with Mother Teresa that Mark first met Sr. Mary Crescence of the Sisters of the Sacred Heart, who live and work in India’s most undeveloped state, Bihar. While in Calcutta, Mark had organized temporary “eye camps” where volunteer doctors performed corneal surgery on the poor, and here he met Sr. Crescence in a hospital waiting room.
She told Mark about the conditions in Bihar, where thousands of villages were cut off from the twentieth century, with no modern conveniences, no medicine, and most of the people illiterate with no hope of rising out of their situation. The Sacred Heart Sisters had convents in most of the larger towns—Patna, Muzzafarpur, Mothiari and Bettiah—and for 80 years they had provided medical aid through their dispensaries and education through their formal schools. To support the convent, each child was charged $3 per month tuition, plus books and uniform, but some families were so poor that they could not afford the $3. Others parents, themselves illiterate, saw no reason to send children to school who could work to help with the family income or take care of their younger siblings while the parents went out to labor in the fields.
Sr. Crescence told Mark about her dream to open non-formal schools for “untouchable” children to attend two hours a day, using existing classrooms and structures, even porches or backyards. Regular teachers, preferably female, would be
hired and earn overtime pay to teach basic Hindi, English and mathematics. Sr. Crescence had no funds with which to implement this plan, but Mark shared her vision and for the next few years he raised the money and sent it to her.
With an evening school functioning in the town of Motihari, in 2000 Mark paid a visit to the Sisters, accompanied by an Australian friend, Dr. Robert Coenraads, who was so impressed he decided to finance a second evening school in the town of Muzzafarpur.
In 2005, when Canadian Sue Tennant, herself a humanitarian, met Mark and heard about his work, she was inspired to form FreeSchools World Literacy, a Canadian charity with the mission of supporting, sustaining and expanding the schools, not only in Motihari and Muzzafarpur but also in Patna and Bettiah and neighboring villages.
Some villages were so primitive and the inhabitants so superstitious that the Sisters had no way of making a connection. In the past it was mainly through their medical services that they were able to get an “in.” Because they never attempted to convert these Hindus to Christianity but simply wanted to improve their lot, the nuns were soon trusted and welcomed wherever they were known.
With the Bihar schools established and in capable hands, Mark moved to Fang, in the far north of Thailand, to establish schools using the Indian model, for Burmese refugees and hill tribes who would otherwise never learn to read and write. With Sue raising the money for both endeavors, by 2006 there were 22 FreeSchools in Bihar and a growing number in Thailand.
Arrival in Bihar
On November 5, 2006, we flew from Bangkok to Delhi, India, and from there to Patna, in the state of Bihar. We were met at the airport by Sr. Crescence and two other nuns, in a beat-up Mahindra jeep with a driver. Mark explained that this car was built in India especially for Indian roads, and it didn’t take long to figure out why.
With the seven of us squeezed together inside, we set off for the Sacred Heart Convent in Muzzafarpur to spend our first night. This 214-kilometer journey took us over potholed, crowded and polluted roads, our daredevil driver dodging cows, pedestrians, motorcycles, rickshaws and overloaded buses at every bend.
At one point we were forced to detour through a village, where we stopped to swap jeeps and drivers. When we stepped out of the jeep a group of women and children came out to greet us. They had never seen people like us before in their village, they told Sr. Crescence. We gave them packages of unopened airplane food to break the ice and they were delighted with it!
Muzzafarpur
It was dark when we arrived at the Sacred Heart convent in Muzzafarpur, where we were lovingly welcomed with a meal in the dining room. The original plan was for us to visit the three FreeSchools run by the Sisters of this convent, but we arrived so late that the children had been sent home. Instead, three little boys, perhaps orphans boarding at the convent, were brought out to meet us and to present us with garlands.
After dinner we were immediately shown to a simple room with minimal toilet facilities and sparse furnishings, wooden plank beds without mattresses but, thankfully,
equipped with mosquito nets. Being Westerners, we weren’t sure if we’d be able to sleep, but we slept like babies. The convent felt like a peaceful sanctuary after our harrowing drive from Patna.
**Muzzafarpur to Motihari**
The next morning we woke up early to the pleasant sound of the Sisters singing hymns somewhere in the convent. After an early breakfast, still dusty from the day before, we were on our way to Motihari to see the first round of FreeSchools, promising the Sisters we would return to see the schools we had missed on our way back.
As we were leaving, the children attending the formal school classes came out to meet us and we all posed for pictures together. These classes support the convents, students paying $3 a month plus books and uniform, totaling roughly $65 per year per student. These are the fortunate children, who will have a chance at a future, compared to those who may never learn to read and write.
The 84 km drive from Muzzafarpur to Motihari was a continuation of the same dilapidated road of the day before. Arriving at St. Mary’s Convent in we were once again welcomed by a group of Sisters who had very sweet, milky coffee and biscuits ready for us. We were learning to eat and drink everything offered to us by the Sisters, as they rarely permitted themselves such delicacies and had prepared them especially for us.
Manager, our driver
Animals still do much of the hard work in Bihar!
A group of curious villagers.
Most of the children live in huts like this.
Typical view from inside the jeep.
A woman who is most likely illiterate.
The Motihari FreeSchools
In the morning we set off to visit four FreeSchools in Motihari. The first was in Malah Tola, a fishing village. After parking the jeep on the side of the road, we approached the school on foot, passing by the grass huts in which the families lived and stepping over piles of cow dung. Waiting for us in the distance, seated on the ground under a large tree, was a group of scruffy children, dressed in their Sunday best, eyes gleaming with anticipation, and their teacher, Rezina Ekka. A row of chairs had been placed in front for us, and we were presented with welcoming garlands and a musical performance by the students.
Sr. Crescence then gave a talk and verbally quizzed the class on their language and math skills, and Mark gave a rousing pep talk which Sr. Crescence translated. Sue and I struggled to hold back tears as we saw how bright these “untouchable” kids were and how eager to learn. One clever little boy in particular caught my eye, and I wondered how boys just like him in the past—and many who were not in such a class as this—were forced to spend their lives as rickshaw drivers because they had never learned to read and write.
The second FreeSchool was Bankat I, where a villager had donated his building for classes. There was no shortage of spectators, and Sr. Crescence used this opportunity to address the crowd, to try to convince the parents to allow their children to attend the FreeSchools.
Cows were a common sight in the outdoor classrooms, as we saw at the third school, Bankat II. Here, with most of the villagers looking on, the older girls, in their best saris, welcomed us with songs and garlands. Here, along with basic language and math skills, the teacher, Reakha, also taught sewing to the older girls, using treadle machines because the village has no electricity. (Money to purchase these machines has been raised by FreeSchools Australia).
The last school of the morning was Harijan Tola. The teacher, Summi Kumari, and her class were waiting for us, the children seated neatly on the ground in rows, their slates in front of them. We were surrounded on all sides by parents of the children as well as groups of villagers whose children had not yet enrolled in FreeSchools.
After this first round of visits, our jeep laden with garlands and all of us drained emotionally by the scenes we had witnessed, we drove back to the convent for a meal of rice, vegetables and chicken, lovingly prepared for us by the novices.
#2 Bankat I
Teacher: Nomita
Mark giving a pep talk to the kids
#3 Bankat II
Teacher: Rekha
Sewing is taught on treadle machines
#4 Harijan Tola
Teacher: Summi Kumari
Curious onlookers gather behind the teacher
After lunch, we set off to visit four more schools, the first two going on foot from the convent through the town, causing quite a sensation as we passed by. A young boy led Sr. Crescence by the hand, as she is almost blind. We noticed many young girls carrying baby brothers and sisters around, obviously baby-sitting while the parents were out working in the fields. It’s no wonder they have no need of dolls here, with every family having at least one baby to play with!
The Afternoon Round of Motihari Schools
#5 Bariarpur
Teacher: Chandra Kumari
#6 Bariarpur
Teacher: Prema Devi
#7 Bariarpur
Teacher: Devial
#8 Chota Bariarpur
Teachers: Kirtibala and Samdi
The teachers, brother and sister, stand in front of their home, the bedroom of which they have donated for FreeSchool use.
After this round of visits, we walked over to the Parish church where Sr. Crescence introduced us to Father Jerome, then we returned to St. Mary’s convent. Out on the lawn we found all the Motihari teachers waiting for us, where we were all served tea followed by a question-and-answer session. By then it was late in the day, and we took our leave and started off for the long drive to Bettiah.
The Convent in Bettiah
The Sacred Heart convent in Bettiah is where Sr. Crescence is Superior, and this was to be our headquarters for the next three nights. The distance of 42 kilometers seemed like 400, with the bad road conditions and thick pollution. We had to keep the windows open at all times as it was unbearably hot in the non-air-conditioned jeep, and Sue’s contact lenses gave her endless grief as specs of dust would fly into her eyes, forcing her to cover them at all times. By now it was dark and I prayed a lot as the driver narrowly missed hitting pedestrians, cows, dogs and other vehicles that were all sharing the road. We noticed that many villages had no electricity, and huts and shops were lit by camping lamps.
From what we could see of Bettiah as we entered the town, it seemed even more primitive than the earlier towns we had visited. Most of the transportation was by horse and cart or rickshaw, streets were thronged with pedestrians and cows. As we approached the convent, which was surrounded by high walls, two large gates were opened for us, and closed behind us. It was pitch dark but as soon as we began to unload our bags lights came on all over. Electricity, we were told, was on a generator which was turned for two hours a day, between seven
and nine P.M., and as it was now much later they turned it on especially for us.
The main building, more grandiose than anything else in the area, was two stories high, with an enormous pink cathedral next door. Our guest quarters were in a separate building consisting of two rooms, one for Mark and one for Sue and me, each with its own bathroom. The beds were once again wooden planks covered with a sheet, with a small pillow, and draped with mosquito netting. We had a Western-style toilet but no real shower, just a tap with cold running water sticking out of the wall and a drain in the floor. While to us this was primitive, villagers living in grass huts without plumbing would have regarded this a luxurious bathroom!
Soon after we were settled in, two young novice nuns brought us each a bucket of warm water, saying, “We knew you would like a hot bath after your long journey.” To us, this was heaven sent and we were very grateful. We later learned that they had to stoke a lot of coal to produce two such buckets of hot water!
A large building next door to ours, we discovered, was used by a social service organization, and the social worker, Amrita, had a computer with a dial-up connection! Their electricity stayed on longer, so finally we were able to get online. Having a few unbroken minutes to check our email seemed like the last word in technology to us at that moment!
After a while the lights went out, a large grille around our building was locked and guard dogs let out to patrol the grounds. While the convent itself was a haven of civilization, outside the high walls barbarism still raged and the Sisters had to protect themselves against possible attacks.
Between the hard beds, the mosquitos, the heat and lack of a fan, and the strange noises we heard all night, it was not easy to get a good night’s sleep! Fortunately there were some camping lamps in the room, so we were able to read for a while, until those ran out of juice.
Wednesday, November 8.
Breakfast was early in the guest dining room, a building donated by a Canadian visitor to the convent decades earlier. Here the nuns always had a meal, a snack, tea or coffee ready for us, and it was in this room where we had informal meetings with each other. The Sisters insisted on providing us with a Western-style egg breakfast daily, although we would have loved to eat whatever Indian food they themselves ate, which they insisted we would not like!
First Sr. Crescence gave us a quick tour of the convent grounds, a peaceful environment of gardens and structures that included offices for social work and a hospital with dispensary. Workers, mostly Hindu it seemed, were busy at a variety of tasks. The kitchen, wherein all cooking was done with coal and in natural light, seemed very gloomy to us and we noticed that the roof had been leaking badly. The pantry shelves were bare but for some vegetables. Adjoining was large dining room where the Sisters ate, with Sr. Crescence’s portrait hanging in a gallery alongside many Sisters past and present.
Outside, walking amid piles of coal and drying grain, Sr. Crescence led us to a building, now fallen into disrepair and housing cows and other animals, and revealed to us her dreams for renovating it, to turn it into a dormitory for 25 poor girls who can then study at the formal convent school. [Note: since then we have raised the money to get this started and at present, July 2009, the work is almost completed. A separate article on this will follow.]
Some FreeSchools Near Bettiah
At 8 am we set out to visit four FreeSchools schools near Bettiah, the first in the village of Satthi. Mark mentioned that we were very close to the border of Nepal. By now we were getting used to our bumpy jeep ride.
#9 Satthi
Teacher: Kirah Devi
First was School #9, in the village of Satthi, where the education officials served us sweet tea and snacks.
From Satthi we drove to School #10, Lalgarh I, where classes were again held under a tree. The little boy in the picture at left bottom was not enrolled in school but his curiosity knew no bounds! We hope to see him in class next time. This is also the village where I found my poster child (see top of page 2).
#10 Lalgarh I
Teacher: Subhardra Devi
By the time we arrived at the next school, #12 in the village of Chainan Bandh, it was so late that the children and teacher had been sent home. Someone ran off to call them back, and while we waited the curious villagers came out to look at us.
While most Indians in Bihar crouch or sit down on the ground, they know that Westerners prefer to sit on chairs. Everywhere we went chairs were provided—everything from kitchen chairs to fold-up garden chairs to stools. In this village one of the men, not wanting us to stand, rushed off to a nearby house and came back with two men carting the fanciest seat in the village—a long blue wooden bench. After proudly setting it down for us, they insisted we sit on it until while waiting for the teacher and pupils to arrive.
Classes were conducted in the donated back yard of a house. The teacher, Rameswari Kumari, was handicapped and arrived limping on bare feet. Being handicapped is stigmatized in Bihar, and especially for girls. The fact that Rameswari was hired as a teacher has elevated her social standing in the village.
A Memorable Morning in Sugauli
Thursday, November 9,
On this morning Sue took some time off, and I went alone with Sr. Crescence and Mark to visit the schools in the town of Sugauli, about 23 kilometers from Bettiah. This took us about an hour over the bumpy, potholed roads!
Entering the town, we stopped off for coffee at the Sacred Heart Convent, run by Sr. Ambrose, specializing in handicapped, disabled and terminally ill children. Some boys were boarders and other students lived at home with their families but attended school during the day.
Before we went inside, the Sisters brought out a small group of handicapped boys, mostly polio victims, which broke my heart. Polio may be eradicated in some parts of the world, but not here!
Inside, a group of crippled children were gathered in a dark hallway (electricity is only available a few hours a day), and a little girl with a deformed leg was brought forward for me to inspect. Sr. Ambrose told me that the Lilianefonds in the Netherlands paid for the children’s surgeries but not their room and board.
She also explained that these unfortunate children, especially the girls, were treated like outcasts in their own families, it being considered a curse to have a handicapped child. The convent was full to capacity with boarders, and Sr. Ambrose showed us a room where about twenty boys slept in little cots.
The convent also ran a formal school of around six classes to provide them with an income. Costs are around $65 a year per child, including books and uniform.
After coffee Sr. Ambrose took us outside and pointed to a small plot of land next to the main building, now used as a garden, where the nuns hoped to build a hostel to take in as many as possible of these unfortunate girls from the surrounding villages. (This I would love to help her achieve, but as always it takes money. By our standards, however, it would not take much to build it!)
Outside stood a tricycle wheelchair, something we had noticed everywhere we went in Bihar, used by those who can’t walk—if they are lucky enough to afford one—operating them in traffic right in with the vehicles and cows! It works like a bicycle but instead of pedaling with their feet they turn a handle with their right hand and steer with the left.
Sr. Ambrose told me the convent had only one for everyone to share, and that they could use 14 more, that they could be made locally in Patna and cost around $100 each. I immediately decided that raising this money was a doable goal and it would also give the tricycle maker in Patna a chance to earn a few rupees, since everyone there is so poor! [Note: since then we have raised the money.]
**The Sugauli Free Schools**
There were four FreeSchools in Sugauli, but on this day we only visited one, a short distance from the convent. An inhabitant of the town had donated a room in his building for use as a classroom. This building, as most of them in this area, had no electricity, but it was a step up from the outdoor classes as it gave a roof over their heads in rainy weather.
I must say that I left my heart with these adorable children of Sugauli!
Back in Bettiah, after lunch I had a one-on-one talk with Sr. Mary Elise, who told me the history of the Sacred Heart Order in Bihar. I asked her why they couldn’t get more money from the government, and she explained that the nuns refuse to pay the bribes, which were sometimes as high as 30%. Afterwards we all walked across the street to visit the Sacred Heart convent’s own FreeSchools.
School #14 was conducted in a classroom of the formal convent school, after regular school hours.
The little boy on the right was so anxious to show us his stuff he ran up to the blackboard three times, even when Sr. Crescence had picked another pupil! It would be tragic if an enthusiastic child like this never gets a chance at an education.
School #15, a younger group, was held in another classroom of the Sacred Heart convent. They did not rate desks and chairs like the older ones and were sitting on the floor.
Afterwards both groups came outside to present us with garlands and perform for us.
School #16 was at the SH Vanhoeck convent in the center of Bettiah, in a neighborhood of concrete structures. Typing and sewing are taught here also.
From there we drove across town to the Bettiah Diocese, to visit the Bishop, Victor Henry Thakur, someone we grew to like during our conversation. Over more sweet tea and biscuits—and an army of mosquitoes which the Bishop didn’t seem to notice—he told us stories of how he was working for unity among the three big religions in the area.
While we were talking several mosquitoes had flown inside my clothes and I had to leave the room. Sr. Crescence followed me, to show me the bathroom, and managed to corner me, to tell me about a woman in desperate need of medical help which would cost 8000 rupees (about $200). I looked in my wallet and that was precisely the amount I had, so I handed it over. Several months later I received a letter from the sick woman, thanking me for saving her from “immature death,” along with a stack of receipts covering surgery, ambulance and medicines, all for under $200! Yes, a little goes a long way in India!
Last Day in Bettiah
Friday, November 10.
Immediately after breakfast two little girls in their best dresses arrived at the convent to fetch us, to guide our driver to the school in their village, Kurmi Tola, on the outskirts of Bettiah.
Entering the village, we were greeted by a welcoming committee of cows and children, and women sitting around on the ground. While they make a beautiful picture in their colorful saris, the sad fact is that they are illiterate, and the future of their daughters is equally bleak unless people like us find a way to help them.
School #17 and it was held on a porch donated for use by a villager. There were approximately sixty children assembled when we arrived.
At every school the older girls were always chosen to bestow us with garlands, accompanied by a little song of welcome. No sooner had a garland been placed around Sr. Crescence’s neck than she would remove it almost at once. We soon found out why: These beautiful flowers would leave orange and magenta stains on our clothes, and she had to conserve her habit! One day I asked Sr. Crescence how often she received a new habit, and she said, “Oh, I just wait until an older Sister dies and then I take over her habit.”
As usual, the whole village came out to watch, including the children not attending school and their parents, and this always gave Sr. Crescence a chance to encourage them to enroll.
From there we drove on to a nearby village, Barahritola, where the class of School #18 was conducted in the yard of a house. The teacher, Vandana Kumari, was very young, and handicapped. This visit was memorable for they brought us tea and biscuits and everyone stared at us in silence while we consumed them! We fell in love with these little faces!
After a farewell lunch at the convent, it was time to leave for the drive back to Patna via Muzzafarpur. With our bags loaded on top of the jeep and accompanied by four nuns (Sr. Crescence plus three going to Patna for medical reasons), we said farewell to the assembled group.
In Muzzafarpur we stopped briefly at the convent to catch the three classes we had missed due to our late arrival the first day. The Sisters there welcomed us as old friends, and we felt the same way about them! After a brief reunion over sweet sweet tea and biscuits, we visited the classes, all of which were held within the convent walls in the regular classrooms of the daily formal schools.
At each school, after testing the children’s skills, we would ask (with Sr. Crescence as interpreter) what they wanted to become when they grew up, and here were the most popular answers: Doctor, teacher, pilot, lawyer, policeman, engineer, superintendent, magistrate, and Sister (nun). Since these kids don’t have television, and virtually no contact with the outside world, these are the only occupations they are familiar with. Not one boy wanted to be a rickshaw driver, which is one of the few ways an illiterate man can earn a few rupees in Bihar—if he is lucky enough to get a passenger.
Last Day in Patna
After saying goodbye once again to the Muzzafarpur Sisters, we drove to Patna to spend our last night there at the convent, the main Sacred Heart convent and far larger and superior to anything we had seen so far. Room decoration was bare bones, but here they had constant electricity.
We were each escorted to our separate rooms to wash up and prepare for dinner. As I was unpacking my bag I noticed a group of curious young novices standing outside my door, very anxious to meet me. One very tiny nun asked me if I could take her with me, and when I said sure, if she could fit in my bag, they all broke out in a fit of giggles. While waiting out in the hall for Sue they asked if they could sing for us, and would have sung twenty songs if we’d have let them!
Saturday, November 11
Later in the morning we met the teacher of the FreeSchool in Patna. Because the class was conducted on the convent grounds in an existing formal school classroom which was in session, it was not possible for us to meet the class, so the teacher had a photo made for us.
This was followed by a tour of the convent grounds, where we noticed a spectacular cathedral under construction, funds for which come from Catholic groups much in the same way that we are raising money for FreeSchools.
Upstairs in the Sisters’ private dining room we all shared a last meal together, and from here we were taken back to the airport for our flight back to Delhi.
Afterword
After this firsthand experience it was impossible to return to my life and do nothing to help. Via an online fundraising effort I managed to raise $20,657.57, which I hand-delivered to Sr. Crescence when we returned in November 2007, this time with Sue Tennant and another humanitarian friend, Dr. John Lange. This story will follow. | <urn:uuid:deccc793-a0af-4297-b4ab-db38f69e0339> | CC-MAIN-2018-51 | https://freeschools.org/wp-content/uploads/2016/07/2006FreeSchools.pdf | 2018-12-14T15:22:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00326.warc.gz | 606,897,811 | 6,055 | eng_Latn | eng_Latn | 0.991847 | eng_Latn | 0.999197 | [
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As autumn arrives, the Baltic landscapes undergo a transformation, with trees displaying vibrant colours and wildlife preparing for the colder months. The forests in Latvia and Estonia are ideal for observing these seasonal changes. The air becomes crisper, and the sounds of migratory birds signal the shift towards winter.
Foraging for mushrooms is a popular activity during this time, with the forests offering a variety of edible species. Mushroom foraging is a tradition that extends beyond simply gathering food. It serves as an opportunity to spend time outdoors, share knowledge across generations, and engage with nature. This understanding of which mushrooms are edible, passed down within families, reflects a broader cultural connection to the natural environment. When a Latvian or Estonian goes into the forest, it is often about more than just collecting mushrooms; it is a practice that blends knowledge, leisure, and an appreciation for the landscape.
Autumn is also an excellent time to begin winter swimming. The transition from warmer to cooler water is gradual, making it an ideal period to start ice bathing. This activity, increasingly popular in the Baltic region, can be paired with a visit to a traditional sauna, where the warmth provides a relaxing contrast to the cold water. Estonia’s and Latvia’s sauna culture offers a range of experiences, from traditional smoke saunas to more modern facilities, allowing visitors to engage with this cultural practice in a variety of settings. Baltic nature tourism offers a wide range of Soul tours.
See detail information on Baltic Nature Tourism web site balticnaturetourism.com
Plein-Air Painting at Silajani Manor
This painting tour takes place in the apple garden of Silajani Manor, offering a setting for participants to capture the natural beauty of the Baltic landscape on canvas. The tour is open to artists of all levels and includes guidance from experienced painters, making it a relaxing and creative way to engage with nature.
Information
Apple Garden Silajani Manor
email@example.com,
+371 26591512
APPLE GARDEN SILAJANI MANOR
WWW.BALTICNATURETOURISM.COM
Mushroom Foraging in Gauja National Park
This tour is led by a mycologist from Latvian Mycological Society and focuses on the identification and collection of mushrooms in Gauja National Park. Participants learn about different species and their culinary uses, making this tour suitable for those interested in both nature and local gastronomy.
The tour includes a scenic ride from Riga to Sigulda, where you'll meet the guide and learn about edible and poisonous species. Spend 2-3 hours picking mushrooms, then sort your finds with the guide. The tour concludes with a short drive and a mushroom tasting, featuring dishes prepared by a local guest house owner.
Information
Latvian Mycological Society
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+371 29392788
LATVIAN MYCOLOGICAL SOCIETY
WWW.BALTICNATURETOURISM.COM
E-bike Tour in Gauja National Park
Participants in this tour use e-bikes to explore the natural and historical sites of Gauja National Park. The route covers a variety of landscapes, including forests and riverbanks, with the assistance of electric bikes making the journey accessible to a wider range of participants. The tour also includes visits to local towns, providing a comprehensive experience of the area.
Information
Easy Ride
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+371 26555911
EASY RIDE
WWW.BALTICNATURETOURISM.COM
Autumn Bird Migration in West Estonia
Autumn migration in Estonia provides not only a spectacle of large bird numbers but also opportunities to see rare species and a diverse range of migratory behaviours in a variety of habitats. During the peak days, up to half a million Chaffinches, tens of thousands of Siskins, or continuous chains of Long-tailed Ducks pass through the observation points in West-Estonia. You will also have a very good chance to find some forest specialties, such as Pygmy and Ural Owls, Hazel Hen, White-backed, Black, and Grey-headed Woodpeckers, and Nutcrackers. It is possible to observe the birds by yourself on coasts and public bird-watching towers but a guided trip will guarantee you bestEST experience!
Information
Birding Haapsalu
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+372 53932684
Authentic Estonian Smoke Sauna Experience
This tour offers insight into the traditional Estonian smoke sauna, located in Mustjõe village. Visitors learn about the historical and cultural significance of the sauna, including the methods used to heat it and the associated rituals. The experience is designed to provide a deeper understanding of this aspect of Estonian heritage.
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Mustjõe Kortsitalu
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+372 5292780
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3-Day E-Fatbike Journey Along Estonia’s Northern Coast
A 3-day e-fatbike adventure along Estonia’s northern coast starts near the Viru Bog and continues eastward, taking in a range of coastal landscapes. The route includes stretches through pine forests and trails with views of the sea, offering a pleasant ride through varied terrain.
The journey uses Tunturi electric fatbikes, which provide pedal assistance to help riders focus on the ride and the scenery. Each day covers a distance of around 50 kilometers.
Information
www.adventures.ee
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+372 56919100
WWW.BALTICNATURETOURISM.COM
Nature Survival Excursion in Latvia
Archery is a great activity for people of all ages and fitness levels to relax and unwind in a natural setting. At the DabaLaba archery track, visitors can enjoy time outdoors, practice shooting with a classic bow, and learn about Latvian wildlife. "Archer's Soup," prepared over an open fire, is also served, making for a memorable experience with family, friends, or colleagues.
Two tracks are available: a longer track, 3.5 km with 20 targets, and a shorter track, around 1 km with 10 targets.
Information
Daba Laba
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+371 26110515
Ziplining in Sigulda
This tour offers an adrenaline-focused experience with a zipline over the Gauja River valley in Sigulda. Participants experience the landscape from a unique perspective, combining adventure with natural beauty. The tour is structured to provide a safe yet exciting activity for those interested in more extreme sports.
Information
Sigulda Adventures
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+371 67975561
MEET THE BALTIC NATURE TOURISM TEAM AT TOURISM INDUSTRY EVENTS!
- Travel Bulletin Activity and Adventure Showcase, Manchester, 17th September 2024
- Adventure Europe, Online, 25th September 2024
- WTM London, 7 - 9th November 2024 (stand N7-420)
- Arrival Activate, Edinburgh, 23 - 25th November 2024
ABOUT BALTIC NATURE TOURISM
Baltic Nature Tourism is a consortium of individual nature and outdoor specialists across Latvia and Estonia. Our range of tours covers a variety of experiences, from brief nature excursions to extended adventure packages. These tours can be combined with visits to the capitals of Latvia and Estonia, Riga and Tallinn, offering a balanced itinerary that includes both natural and urban environments.
BALTIC NATURE TOURISM
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balticnaturetourism.com
This activity was supported as part of an Interreg Central Baltic Programme: 2021-2027 project co-funded by the European Union.
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Welcome to Stella Mediterranea
the world of sustainable development
"Stella Croatica" delicacies manufacturing facility
In a beautiful natural environment of stone and vegetation on the western slopes of Mosor, a modern facility for manufacturing of delicacies is situated.
It was built in the line with all the sustainable development determinants, with the minimal energy use and environment pollution, and the maximum rationalization of consumption. The manual production of fine food is arranged in such a way that we can show it to interested visitors.
In the show room, we hold the workshops for preparations of certain products from our product range that were inspired by the gastronomic heritage of Dalmatia. Tasting the sweet assortment of our delicacies is the sweetest part of our offer.
Orchard and olive grove with renewed centennial olives
By a walk through the orchard and the olive grove, we reach the Ethno Village „Zagora”. In the new ecological garden, you will find plums, apples, cherries and sour cherries.
We cultivate our plants with organic fertilizers, so their fruits are ecologic products. The olive grove, located above the orchard, has nine old and renewed olive trees, of the autochthonous "oblica" and "drobnica" sort. The renewed trees are over a 100 years old. We are expecting the first crop from the renewed olive trees in 2014.
The olive grove is under the supervision of the ecological station, so that oil that we get from our olive trees will be ecological.
The Ethno village „Zagora” is composed of several autochthonous stone houses that were built in the coastal and hinterland (Zagora) style. We built them in the way that was a part of the tradition of people in these parts.
We present to you the way of life from the old days through structures, furniture, furnishings, various items and tools that were used for work in and around the house. In two old houses, we placed an open grill and a modern kitchen. In the old mill, we grind wheat and corn in the traditional way, specifically, in the hand mill – millstone which is over a hundred years old.
A special part of our tradition is baking bread under a baking lid, called "peka", "cripnja" or "sače". The host is dressed in replicas of traditional folk costumes and offer the tasting of the "Stella Croatica" products and Dalmatian dishes prepared in the traditional way.
Discovering the village and the ethnic collection of the Dalmatian heritage with a demonstration of how bread is made under a baking lid
Our host explains the elements of village to guests. The infrastructure units include a barbecue grill, a kitchen and sanitary facilities. The ethno collection is stored in the rest of the village, in accordance with the way of life at that time, unit by unit.
A fireplace, a wine cellar and a bedroom are the basic parts of a house, with all the furniture and the equipment stored in them. Close to the house, there is a space for keeping animals or, as they called the animals, the “treasure”, because they represented a real treasure for the family that had animals.
Education on olive oil with tasting of two top Croatian oil types with cheese and products made from dried figs
By educating on olive oil and its benefits, we wish to acquaint the visitors with the importance of that product.
With the first olive oil type, we serve aromatic fresh cow cheese with sage. Sage gives cheese a very aromatic and specific flavor. With cheese and oil, we serve an old original Dalmatian sweet called the fig cake. In recent years, we started its production based on dried fig, which complements the tasting of oil and cheese excellently.
The second oil type that is tasted is oil obtained by cold pressing of olive fruit and whole lemons together. With that oil, we serve fresh mixed cow and sheep cheese and dry fig jam. That is followed by Dalmatian bacon. We serve red wine for the tasting.
Thank You!
On behalf of the entire "Stella Croatica" team, we are looking forward to your visit.
Stella Mediterranea d.o.o.
Mihovilovići 21a
21231 Klis
Tel. 021/210 250
Fax. 021/213 079
firstname.lastname@example.org
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Structure and Style®
FOR STUDENTS
YEAR 1 LEVEL B
Andrew Pudewa
© 2019 Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only. Copyrighted Material.
Also by Andrew Pudewa
Advanced Communication Series
Advanced Spelling & Vocabulary
Bible-Based Writing Lessons
Freedomship and Entrepreneurial Education
High School Essay Intensive
However Imperfectly
Linguistic Development through Poetry Memorization
On Listening, Speaking, Reading, and Writing
Phonetic Zoo Spelling, Levels A, B, C
Teaching Writing: Structure and Style
The Profound Effects of Music on Life
Speech Boot Camp
Structure and Style Overview
Teaching Boys and Other Children Who Would Rather Make Forts All Day
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*Structure and Style for Students: Year 1 Level B Student Book*
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Contents
Introduction ........................................... 5
Scope and Sequence ................................. 6
Adapting the Schedule ............................... 8
UNIT 1: NOTE MAKING AND OUTLINES
Week 1 Weekly Overview ......................... 9
“The Blue-Ringed Octopus” .................. 11
“Carnivorous Plants” ............................ 13
Unit 1 Model Chart ................................. 15
UNIT 2: WRITING FROM NOTES
Week 2 Weekly Overview ......................... 17
“Disgusting or a Delicacy?” .................. 19
Stylistic Techniques ............................... 21
Units 1 and 2 Model Chart ..................... 23
Unit 2 Composition Checklist ................. 25
Week 3 Weekly Overview ......................... 27
Letter to the Editor ................................. 29
“The Eagle and the Jackdaw” .................. 31
“Komodo Dragon” ................................. 33
Unit 2 Composition Checklist ................. 35
UNIT 3: RETELLING NARRATIVE STORIES
Week 4 Weekly Overview ......................... 37
Unit 3 Model Chart ................................. 39
“The Miller, His Son, and Their Donkey” .... 41
Unit 3 Composition Checklist ................. 43
Week 5 Weekly Overview ......................... 45
“Odysseus and the Cyclops” .................. 47
Banned Words List – Verbs ..................... 49
Unit 3 Composition Checklist ................. 51
Week 6 Weekly Overview ......................... 53
“The Hart in the Ox-Stall” ...................... 55
Level B -ly Adverb Word List .................. 57
Unit 3 Composition Checklist ................. 59
UNIT 4: SUMMARIZING A REFERENCE
Week 7 Weekly Overview ......................... 61
Unit 4 Model Chart ................................. 63
“Hooded Pitohui” ................................. 65
“African Ostrich” ................................. 67
“Southern Cassowary” .......................... 69
-ly Adverb Word List .............................. 71
Unit 4 Composition Checklist ................. 73
Week 8 Weekly Overview ......................... 75
“Mike the Headless Chicken” .................. 77
Unit 4 Composition Checklist ................. 79
Week 9 Weekly Overview ......................... 81
“Captain Cook” ................................. 83
Unit 4 Composition Checklist ................. 87
UNIT 5: WRITING FROM PICTURES
Week 10 Weekly Overview ....................... 89
Unit 5 Model Chart ................................. 91
Drone pictures ................................. 93
Banned Words List – Adjectives .............. 95
Unit 5 Composition Checklist ................. 97
Week 11 Weekly Overview ....................... 99
Bora Bora pictures ............................... 101
Dog and Table pictures .......................... 103
Unit 5 Composition Checklist ................. 105
Week 12 Weekly Overview ....................... 107
Bike pictures ................................. 109
Ballerina pictures ............................... 111
Unit 5 Composition Checklist ................. 113
UNIT 6: SUMMARIZING
MULTIPLE REFERENCES
Week 13 Weekly Overview ............ 115
Unit 6 Model Chart .................. 117
“The Coconut Crab” ............... 119
“Coconut Crabs in Print and on the Web” .............. 121
“A Huge Crustacean” ............... 123
Unit 6 Composition Checklist ...... 125
Week 14 Weekly Overview ............ 127
“Troglobites in Caves” .............. 129
“Cave Dwellers” ..................... 131
“Efforts in Cave Dwelling” .......... 133
#2 Prepositional Opener ............. 137
Unit 6 Composition Checklist ...... 139
Week 15 Weekly Overview ............ 141
“Amelia Earhart: A Sensation” ...... 143
“The Astounding Amelia” .......... 145
“Amelia Earhart: Her Impact on Aviation” .............. 147
“No Stone Left Unturned” .......... 149
Unit 6 Composition Checklist ...... 151
Week 16 Weekly Overview ............ 153
Bibliography .......................... 155
Unit 6 Composition Checklist ...... 157
UNIT 7: INVENTIVE WRITING
Week 17 Weekly Overview ............ 159
Unit 7 Model Chart .................. 161
Unit 7 Composition Checklist ...... 163
Week 18 Weekly Overview ............ 165
Sample: “Blessed by Beauty” ....... 167
KWO Conclusion ..................... 169
KWO Introduction ................... 170
Unit 7 Composition Checklist ...... 171
Week 19 Weekly Overview ............ 173
KWO Conclusion ..................... 175
KWO Introduction ................... 176
Unit 7 Composition Checklist ...... 177
UNIT 8: FORMAL ESSAY MODELS
Week 20 Weekly Overview ............ 179
Unit 8 Model Chart .................. 181
“Faster Than We Can Understand” ... 183
“The Problem with Plastic” .......... 185
“Plastics: Innovations and Dangers” .. 187
KWO Conclusion ..................... 189
KWO Introduction ................... 190
Unit 8 Composition Checklist ...... 191
Week 21 Weekly Overview ............ 193
“Oceania” ............................. 195
KWO Conclusion ..................... 199
KWO Introduction ................... 200
Unit 8 Composition Checklist ...... 201
UNIT 9: FORMAL CRITIQUE
Week 22 Weekly Overview ............ 203
Unit 9 Model Chart .................. 205
“Rikki-Tikki-Tavi” ................... 207
Facts about Kipling .................. 213
Critique Thesaurus ................... 215
KWO Conclusion ..................... 217
KWO Introduction ................... 218
Unit 9 Composition Checklist ...... 219
Week 23 Weekly Overview ............ 221
“Casey at the Bat” ................... 223
Facts about Thayer ................... 225
KWO Conclusion ..................... 227
KWO Introduction ................... 228
Unit 9 Composition Checklist ...... 229
Week 24 Weekly Overview ............ 231
Limericks ............................... 233
Clerihews .............................. 234
Introduction
Welcome to *Structure and Style* for Students, taught by Andrew Pudewa. His humor and step-by-step clarity have yielded amazing results with thousands of formerly reluctant writers. We hope you will have an enjoyable year as you learn to write with Structure and Style!
Assembling Your Binder
Your *Structure and Style for Students* curriculum features a paper organization system that you will use to manage your coursework and compositions in every stage of the writing process.
To prepare for your first class, take the first eight pages from this packet and place them at the front of your binder—before the Source Texts tab. Each week, you will add the weekly Overview pages to this front section; therefore, place Week 1 Overview, page 9, on top of the pages that you just moved. When you begin Week 2, place Week 2 Overview on top of Week 1 Overview.
The remaining sheets from this student packet should be placed in the back of the binder, behind the Documentation tab. You will be instructed each week by either your teacher or Mr. Pudewa where to put these additional pages.
Supplies
Every *Structure and Style for Students* box comes with a Teacher’s Manual, this student packet, videos containing twenty-four teaching episodes with Andrew Pudewa, and a Student Binder with eight tabs:
- Source Texts
- Stylistic Techniques
- Banned Words
- Model Charts and Outlines
- Punctuation and Usage
- Work in Process
- Documentation
- Finished Compositions
Fix It! Grammar
To provide an effective and delightful method of applying grammar rules to writing, consider using *Fix It! Grammar* in addition to this course.
Vocabulary
Vocabulary words are included in the lessons. Mr. Pudewa defines words on a weekly basis.
Beyond this, you only need a pen and several sheets of notebook paper for each week’s assignment.
| Week | Subject and Structure | Style | Literature Suggestions |
|------|-----------------------------------------------------------|------------------------------|----------------------------------------------------------------------------------------|
| 1 | The Blue-Ringed Octopus | | |
| | Carnivorous Plants | | |
| 2 | Disgusting or a Delicacy? | -ly adverb | |
| | the title rule | | |
| 3 | The Eagle and the Jackdaw | who/which clause | |
| | Komodo Dragon | | |
| 4 | The Miller, His Son, and Their Donkey | | |
| 5 | Odysseus and the Cyclops | strong verb | |
| | banned words: say/said, see/saw | | |
| 6 | The Hart in the Ox-Stall | banned words: think/thought | |
| 7 | Dangerous Birds | because clause | |
| | topic-clincher sentences | banned words: eat/ate | |
| 8 | Mike the Headless Chicken | banned words: go/went | |
| 9 | Captain Cook | | |
| 10 | Drone | quality adjective | |
| | banned words: good, bad | | |
| 11 | Bora Bora or Dog and Table | | |
| 12 | Bike or Ballerina | www.asia clause | |
*The Twenty-One Balloons*
by William Pène du Bois
*The Children’s Homer: The Adventures of Odysseus and the Tale of Troy*
by Padraic Colum
*Ballet Shoes*
by Noel Streatfeild
or
*Charlie and the Chocolate Factory*
by Roald Dahl
| Week | Subject and Structure | Style | Literature Suggestions |
|------|-----------------------------------------------------------|------------------------|----------------------------------------------------------------------------------------|
| 13 | Coconut Crabs source and fused outlines | | |
| 14 | Troglobites | #2 prepositional opener| |
| 15 | Amelia Earhart | | |
| 16 | A Historical Person of Choice additional sources required | | |
| 17 | A Subject of Your Choice | #3 -ly adverb opener | |
| 18 | A Place of Your Choice introduction and conclusion | | |
| 19 | Writing a Letter | | |
| 20 | Plastic | | |
| 21 | Oceania additional sources required | #6 vss opener | |
| 22 | Rikki-Tikki-Tavi | | |
| 23 | Casey at the Bat | #5 clausal opener www.asia.b clause | |
| 24 | Timed Essay | | |
*Swiss Family Robinson* by Johann David Wyss
Optionally, watch the Walt Disney Movie.
*The Hobbit* by J.R.R. Tolkien
*Just So Stories* by Rudyard Kipling
Week 3: The Eagle and the Jackdaw
Komodo Dragon
Structure and Style for Students Video 3
Part 1: 00:00–31:42
Part 2: 31:43–end
Goals
• to practice the Units 1 and 2 structural models
• to write two KWOs
• to retell the contents of a source text using just your outline
• to write a summary from your KWO
• to add a dress-up: who/which clause
• to use new vocabulary: emulate, entangled, envy, jackdaw, lofty, prowess, ram, stir, talon
Suggested Daily Breakdown
| DAY 1 | • Watch Part 1 of Video 3.
• Read and discuss “The Eagle and the Jackdaw.”
• Begin writing a KWO with the class and complete it independently.
• Test your KWO by retelling it to a partner. Remember to speak in complete sentences.
• Read and discuss “Komodo Dragon.”
Optional: Complete Day 1 in Fix It! Grammar Week 3. |
| --- | --- |
| DAY 2 | • Watch Part 2 of Video 3 starting at 31:43.
• Review your list of -ly adverbs from Week 2 and add more to fit with “The Eagle and the Jackdaw.”
• Learn a new dress-up, the who/which clause.
• Practice ideas for who/which clauses that you can use in your summary.
• Write a KWO for “Komodo Dragon.”
• Test your KWO by retelling it to a partner. Remember to speak in complete sentences.
Optional: Complete Day 2 in Fix It! Grammar Week 3. |
| DAY 3 | • Using your KWO, not the source text, write your summary about “The Eagle and the Jackdaw.”
• Include one -ly adverb and one who/which clause in your paragraph. Underline only who or which, not the entire clause.
• Create a title following the title rule.
• Follow the directions on the checklist and check off each item as you complete it.
• Give the Letter to the Editor to your editor and have him or her check your rough draft.
Optional: Complete Day 3 in Fix It! Grammar Week 3. |
| DAYS 4 AND 5 | • Write your final draft making any changes that your editor suggested.
• Staple the checklist, final draft, rough draft, and KWO together. Hand them in.
Optional: Complete Day 4 in Fix It! Grammar Week 3. |
Dear Editor,
Congratulations on being selected to edit the rough draft of the writing assignment for the writer listed above. Every good writer has an encouraging editor. This student is enrolled in my writing course using the IEW® Structure and Style® writing program.
Because this is a “school paper,” it is easy to be confused on the role of an editor. In order not to inadvertently discourage students who are just learning how to write well, this program’s editor job has two main distinctions.
First, the editor’s job is to simply correct grammar and spelling mistakes. This course requires students to write quickly—hence the possibility of poor handwriting. Additionally, the course requires students to insert specific stylistic techniques which may, at times, render a sentence more awkward than is desirable. Upon practice, students will become more eloquent in their writing. For our purposes, it is better to undercorrect than overcorrect.
Secondly, an editor should be compensated. You and the student should agree on compensation for your time. Compensation should ideally take approximately the same amount of time as your time editing (usually less than 15 minutes). Some ideas are cleaning, pulling weeds, or my personal favorite—a shoulder massage!
If you choose to accept this task, I encourage you to relax, enjoy reading what this student has written, and simply mark any obvious errors. Then, enjoy your shoulder massage, weeded garden, or cleaned area of the house.
Thank you for your willingness to help young people become better writers.
Warmly,
Writing Teacher
IEW® and Structure and Style® are registered trademarks of the Institute for Excellence in Writing, L.L.C.
The Eagle and the Jackdaw
Attributed to Aesop
A large eagle flew down from his lofty perch, seized upon a small lamb, and carried him aloft with powerful wings and talons. A jackdaw observed the eagle’s prowess and was stirred with envy. He wanted to emulate the strength and skill of the eagle. Therefore, he flew around with a great whir of his wings and settled upon a large ram, intending to carry him off. But his claws became entangled in the ram’s fleece, and he was not able to release himself though he flapped his feathers as much as he could.
The shepherd, seeing what had happened, ran up and caught him. He at once clipped the bird’s wings and took him home that night as a gift for his children. They said to him, “Father, what kind of bird is it?” He replied, “I am certain he is a crow, but he would like you to think he is an eagle.”
Komodo Dragon
The largest lizard in the world is the Komodo dragon. It is named for Komodo, one of the islands it inhabits in Indonesia. Living thirty years, a Komodo dragon can grow to more than ten feet in length and weigh up to three hundred pounds. The fierce Komodo has sharp teeth and thick scales. It has a long forked tongue similar to most snakes. It feeds on almost anything—carrion, deer, wild pigs, smaller Komodos, and even water buffalo. Unlike most lizards, its bite is venomous, decreasing its victim’s blood pressure and sending its prey into shock. If the Komodo bites an animal but doesn’t kill it, the animal will die a few days later. The Komodo will then find and eat the dead carcass. It can consume eighty percent of its body weight in a single feeding. Then, it can vomit up its meal if it needs to get away quickly. These dangerous reptiles can run up to thirteen miles per hour. Over the past four decades, dozens of people have been attacked by a Komodo dragon, and at least five have died.
Unit 2 Composition Checklist
Week 3: The Eagle and the Jackdaw
Name: ________________________________
STRUCTURE
☐ name and date in upper left-hand corner
☐ composition double-spaced
☐ title centered and repeats 1–3 key words from final sentence
☐ checklist on top, final draft, rough draft, key word outline
STYLE
11 Dress-Ups (underline one of each)
☐ -ly adverb
☐ who/which clause
MECHANICS
☐ capitalization
☐ end marks and punctuation
☐ complete sentences (Does it make sense?)
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Checking for Collisions:
Using Functions in Alice
By Henry Qin
under the direction of
Professor Susan Rodger
Duke University
July 2008
Step 1: Building the World
This tutorial will demonstrate how to use a tool called a Function in Alice, to tell if one object is relatively close to another object. In order to do this we will build a simple world and a simple function to tell if two objects are colliding (on top of each other).
To build it simply choose a grass scene in Alice and add a bunny and a cow from the animals folder of the local gallery.
Step 2: Creating a Function
The first thing that we need to do is create a function in the world.
Click Done to go back to the main window.
Click on world in the object tree and and then the functions tab.
Click on the gray “Create new function” button.
We are going to name this one “overlapTest.”
Make sure you select the Boolean type.
After you write the name a green tab should appear on in your method editor.
Step 3: If/Else Condition
Next we need to drag an if/else statement into the place that currently says “do nothing.” Select true.
Now lets go to world level functions and drag the a < b tab over the true in the if/else.
Just pick 1 for both a and b, they are simply placeholders for the moment.
For the first 1 we are going to go to the cow’s functions and choose “cow distance to” bunny, (the entire bunny).
Now find the function labeled “cow’s width.” Drop on top of the 1 in the second space.
Now, click on the down arrow immediately next to width and select math.
Select “cow’s width /” and 2 to divide the width in half.
Click on the down arrow next to the “2 ). Select math again and choose “(cow’s width / 2) +” and choose 1 as a placeholder.
This function is going to check and see if the cow is closer than the length of the cow’s width to the bunny. In other words, is the cow colliding with the bunny? We want to return “true” if the cow is overlapping with the bunny.
Drag a Return statement into the first Do Nothing and select true. Drag a second Return statement into the remaining Do Nothing and select false. Since if the cow and bunny aren’t close enough, they are not colliding.
Now we need to write a method to call this function. Let's go into World.myfirstmethod and drop in an "if statement."
Now, in the else statement have the cow say, "Checking... we are not colliding."
Now play your world. Since the cow is next to the bunny he should say "Checking....we are not overlapping."
Now drag the cow on top of your bunny in the add objects screen and play it again. The cow should say "We are colliding, how can this be?"
You can use functions like this in your Alice worlds to determine if objects in your world are within a certain distance of each other. Check out some of the example worlds that require colliding with another object (such as games where try to catch something) to see how we can use this code.
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Impacts of Climate Change on Long Island Sound Salt Marshes
Developed by: ¹Candice Cambrial, ²Beth Lawrence, ³Kimberly Williams
¹crcambrial@gmail.com; ²University of Connecticut, Dept. of Natural Resources and Center for Environmental Science and Engineering: firstname.lastname@example.org; ³Smithtown High School: email@example.com
Focus
The natural and anthropogenic impacts of climate change on salt marshes.
Focus Question
How are scientists in our region studying the various impacts of climate change on salt marsh habitat?
Audience
9th/10th grade Biology or General Science students as well as upper level science elective courses such as Environmental Science or Marine Science, as appropriate.
Learning Objectives
Students will obtain an overview of a variety of different techniques for climate change research.
Students will describe carbon- and nitrogen-based services associated with dominant coastal marsh plant species.
Students will identify that shifts in dominant marsh species will alter ecosystem service provision of Long Island Sound coastal wetlands.
Students will gain an understanding of the complex interactions among climate change, sea level rise, coastal wetlands, and ecosystem services among diverse audiences in the Long Island Sound region.
Materials
• Computer or individual ‘smart’ device
• EdPuzzle account
• Case Study handout & PowerPoint
• Drowned sparrow nest & viable sparrow nest printed (recommend images printed on opposite sides and laminated if possible)
• LCD/Projector with audio
Interactive PowerPoint guided notes worksheet
Mystery Scientist guided notes worksheet
CER student worksheet
**Audio/Visual Equipment**
Computers/Internet access
LCD for PowerPoint presentation (audio required)
**Teaching Time**
Five teaching periods/days estimating a 45 min class duration. Teachers with block scheduling will be able to complete the unit in three class meetings.
**Seating Arrangement**
Students will work in small groups of 4 - 5, in pairs and individually over the course of the unit.
**Key Words**
Anthropogenic
Biodiversity
Biogeochemistry
Carbon and Carbon Sequestration
Ecosystem Services
Greenhouse Effect
Greenhouse Gas
Invasive Species
Nitrogen and Denitrification
Photon
Vegetation
Salt Marshes
Wetlands
**Background Information/Teacher Preparation**
- Teachers should be familiar with the basics of climate change and what causes it. The climate change video used in the EdPuzzle is a good primer for teachers as well as students.
- Additional background for the “Polar Bear of the Salt Marsh” is included with the case study.
- Explanation and examples are provided for the Claim, Evidence and Reasoning technique with the unit materials.
Learning Procedure
Summary:
- Day 1 should be used to pre-teach or refresh students about the basics of climate change they will need to understand to meet the learning objectives of this module by completing The Greenhouse Effect PHET.
- Day 2 should be used to conduct the Polar Bear of the Salt Marsh case study parts 1, 2 and 3.
- Day 3 should be used to generate student interest and discussion (phenomenon) with the drowned sparrow warm up activity followed by the lead researcher’s interactive Powerpoint.
- Day 4 should be used to conduct the Mystery Scientist Activity.
- Day 5 should be used to complete the unit assessment CER based on the Mystery Scientist Activity.
Procedure:
Note- all handouts associated with module materials are provided after page 7, but can also be downloaded via provided links. Teacher materials (including teaching notes and answer keys) can be accessed via the links in the table below.
| Time line (*45 min periods) | Content Covered | Materials |
|-----------------------------|----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Pre-work | Basic review of climate change. EdPuzzle - free for students and teachers. | Review video of climate change:
https://youtu.be/XFmovUAWQ640423867UQ
EdPuzzle:
https://edpuzzle.com/media/5d5d7378ef145440951f9ea4 |
| Day 1 | Essential information to pre-teach, or refresh students about the basics of climate change they will need to understand to meet the learning objectives of this module.
Climate Change: what is it & causes of.
Potential activity/discussions:
-The Greenhouse Effect PHET (for classrooms with computer access) - See PHET site for additional optional support materials (ie- worksheets & diagrams)
-Review results of EdPuzzle questions with students | Interactive Simulations:
https://phet.colorado.edu/en/simulation/greenhouse |
| Day 5 | Closure/HW: ‘Ask the Scientist’
- Now that you have learned about what your Mystery Scientist does, if you could talk to them right now, what would you ask or suggest to them about their research? What about their experiments made you wonder or wish you knew more? What more do you want to know about their research?
Do Now/ Warm Up: Brain storm student question/responses for ‘Ask the Scientist’. Optional: teacher email a curated selection to the scientist(s).
Video Reveal of Mystery Scientist. (Suggested whole class activity)
CER - start in class, finish as HW assignment. Assessed for grading.
Introduce focus question. “Is the scientist helping us learn more about climate change?” Pick a scientist from the collection.
CER - Students will make a claim using evidence provided to address the question. Evidence taken directly from mystery scientist guided notes. *(Crafting your Reasoning document should be downloaded for best viewing. *google doc instructions)*
Options:
- Group or individual assessment activity.
- In class or homework assignment.
IEP students - provide resources with highlighted preselected evidence/data for them to choose from.
Three sample CERs have been provided for classrooms unfamiliar with the Claim Evidence Reasoning technique. |
| --- | --- |
| **Mystery Scientist Identifier videos:** [https://www.youtube.com/channel/UCqsxQpiOWsXiiJ8anoE6tUw?view_as=subscriber](https://www.youtube.com/channel/UCqsxQpiOWsXiiJ8anoE6tUw?view_as=subscriber)
**CER outline (student copy):** [https://drive.google.com/file/d/1KtkD5J4K5ed1Gb6rLYVnuG9uAEbqc99B/view?usp=sharing](https://drive.google.com/file/d/1KtkD5J4K5ed1Gb6rLYVnuG9uAEbqc99B/view?usp=sharing)
**CER outline with sentence starters:** [https://drive.google.com/file/d/1sFo8wNjXBoUUUCmGxclbMvSIUdcuCrHj/view?usp=sharing](https://drive.google.com/file/d/1sFo8wNjXBoUUUCmGxclbMvSIUdcuCrHj/view?usp=sharing)
**Crafting your Reasoning:** [https://drive.google.com/file/d/1Ye2DcM_mITpJshuro21yiA4fPpXUozbZ/view?usp=sharing](https://drive.google.com/file/d/1Ye2DcM_mITpJshuro21yiA4fPpXUozbZ/view?usp=sharing)
**Sample CER:** [https://drive.google.com/file/d/1exkavpvzwWhpJt9pqAkEQdwq4aL854G4-/view?usp=sharing](https://drive.google.com/file/d/1exkavpvzwWhpJt9pqAkEQdwq4aL854G4-/view?usp=sharing)
**Grading Rubric:** [https://drive.google.com/file/d/1yJeKR3-gWYgGYYPb3SCuOWQf2QpOnobR/view?usp=sharing](https://drive.google.com/file/d/1yJeKR3-gWYgGYYPb3SCuOWQf2QpOnobR/view?usp=sharing) |
The “Me” Connection
- Explain how human development of coastal land has impacted the salt marsh habitat.
- Describe how anthropogenic actions have caused sea level rise.
Connection to Other Subjects
History/Geography, Economics
Evaluation
EdPuzzle answers, Case Study answers, Interactive PowerPoint worksheet, Mystery Scientist guided notes and CER worksheet.
Extensions
Day 3: Read and discuss ‘Saltmarsh Sparrows Fight to Keep Their Heads Above Water’ article published by the NY Times.
Day 4: Utilize the student generated responses to the ‘Ask the Scientist’ activity to email a select number of questions to the researchers who participated in the Mystery Scientist activity videos.
Day 5: Complete the Polar Bear of the Salt Marsh case study (Part 4 & 5)
Resources/Helpful Links:
Review video of climate change:
https://youtu.be/XFmovUAWQ640_423_867UQ
Ocean Literacy Link:
http://oceanliteracy.wp2.coexploration.org/ocean-literacy-framework/
Instructional Resource News Platform: Newsela:
https://newsela.com/
LIS Salt marsh response to SLR graphic:
http://2pywec11qb6ms796h1llfxn1.wpengine.netdna-cdn.com/wp-content/uploads/2015/08/SLAMMdid-you-know-fact-sheet2-V05.pdf
How LIS was formed (animation):
https://www.youtube.com/watch?v=eeeIgDs4SdY
Sea Level Rise by State:
https://sealevelrise.org/states/
Greenhouse Gas simulator:
https://phet.colorado.edu/en/simulation/greenhouse
PHET - Greenhouse Effect
https://phet.colorado.edu/en/simulation/legacy/greenhouse
MIT's greenhouse gas simulator:
https://www.climateinteractive.org/tools/mits-greenhouse-gas-simulator/
How sun’s energy gets to earth’s surface:
https://science360.gov/obj/tkn-video/4ee36f26-71e6-41cd-bdcf-662c4dca6e9b/earths-heat-balance-suns-energy
Greenhouse Gas Activities:
https://authoring.concord.org/sequences/388
Scientific Inquiry, Literacy and Numeracy
• Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
• Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
• Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
• Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
• Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.
• Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
Next Generation Science Standards
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Ocean Literacy Essential Principles and Fundamental Concepts
Essential Principle 6: The ocean and humans are inextricably interconnected
Fundamental concept e: Humans affect the ocean in a variety of ways. Laws, regulations and resource management affect what is taken out and put into the ocean. Human development and activity leads to pollution (point source, non-point source, and noise pollution) and physical modifications (changes to beaches, shores and rivers). In addition, humans have removed most of the large vertebrates from the ocean.
Part I – What’s Going On?
Katie was horrified. A sudden feeling of unease overtook her. Looking at the drowned nestlings floating in a tangle of saltmarsh grass made her sick to her stomach. This was the fifth drowned saltmarsh sparrow nest she had discovered this breeding season. Katie had been exploring the wetland adjacent to her house in coastal Connecticut since her dad had given her a set of binoculars for her eighth birthday ten years ago. A competent naturalist, she knew that saltmarsh sparrows were ground-nesting birds, endemic to the tidal marshes of the eastern United States and were decreasing in population size throughout southern New England. She noted another drowned nest in her field notebook and asked herself, *What could be going on here?*
**Question**
1. What factors could lead to drowned nests in a tidal salt marsh?
Part II – Rising Sea Levels
Since it was low tide, Katie decided to tromp through the marsh to the Barn Island Wildlife Management Area headquarters to see if she could talk with somebody who might have more information. Different salt marsh plants can tolerate different amounts of flooding and salt concentrations. This variation in physical stress tolerance leads to vegetation zones or bands, each dominated by different grass-like plants. Katie traversed the band of vegetation closest to the ocean where cordgrass (*Spartina alterniflora*) exclusively dominates the daily flooded low-marsh elevations. In southern New England salt marshes, marsh hay (*Spartina patens*) dominates the intermediately flooded band, and black rush (*Juncus gerardii*) occupies the higher, drier, and less salty marsh elevations. Marsh hay and black rush are excluded from the low marsh by low soil oxygen levels and high salt concentrations. Cordgrass has the ability to oxygenate its root zone and has physiological adaptations to deal with high salinity, allowing it to tolerate the frequently flooded and salty low-marsh zone.
After a hot slog through the marsh, Katie was relieved to arrive at the Barn Island headquarters and see Chris Smith, a natural resource manager for the Connecticut Department of Energy and Environmental Protection (DEEP). Katie blurted out, “Chris, I found another drowned nest of saltmarsh sparrows this afternoon. That’s the fifth one this season! Have you heard reports from other people like this?”
Chris laughed, “Hi Katie, nice to see you too.” In a more serious tone, he added, “Actually, I’ve had several birders report nest drownings this breeding season, and it seems like more and more are documented each year.” Chris was thoughtful for a moment and then pulled out a recent issue of a preeminent scientific journal and said, “Check out this article. Maybe there’s something in here.”
“Wow, I didn’t know global mean sea-level has risen 14–22cm in the last century. That’s crazy!” exclaimed Katie as she skimmed the article. “Actually, their models suggest that about 70% of sea-level rise since 1970 is attributable to human activities, especially greenhouse gas emissions.”
Chris responds, “So sea levels are rising, but I’m unclear how…”
As Katie continued reading the article she responded, “The two biggest contributors to sea-level rise are thermal expansion of the oceans—as water warms, it takes up more volume—and glacier mass loss. Basically, the earth is warming up due to our use of fossil fuels and causing water to expand and ice to melt.” Katie continued, “But what’s going on in Connecticut? Is that what’s drowning all these saltmarsh sparrow nests?”
Questions
2. What kind of information, either biotic or abiotic, could Katie and Chris use to determine whether sea-level rise is occurring in salt marshes in Connecticut?
3. Sea-level rise of 14–22 cm over 100 years may not seem like much (1.4–2.2mm per year), but consider how the slope of the land determines how much will be inundated. Will steeply or gently sloped areas be more impacted? Try sketching the two situations.
4. Make a diagram showing the three dominant vegetation zones of the salt marsh, indicating relative elevation and distance to the ocean. Based on salt and flooding tolerance thresholds of the dominant plant species, predict how plants will shift in response to sea-level rise; show this on your diagram.
Part III – Vegetation
“There’s a researcher at the University of Connecticut that monitored vegetation in 55, 1-hectare plots in 12 different salt marsh complexes along the Connecticut coastline in 2003 and 2013,” Chris said pensively. “I wonder whether we could determine if sea-level is rising here by comparing the change in occurrence of the different plant species.”
Katie jumped at the suggestion and exclaimed, “Let’s do it!”
Question
5. Do the data in Figure 1 provide support for rising sea levels in coastal Connecticut? Why or why not? What other information would support this hypothesis?
*Figure 1.* Mean percentage change in occurrence for the dominant plant species in 55, 1-ha plots in Connecticut salt marshes surveyed in 2003 and 2013 (data adapted from Field *et al.*, 2016).
Part IV – The Future
While Katie was data crunching, Chris looked into the literature and found that sea-level rise in southern New England is predicted to be much higher than the global average (Yin et al., 2009; Boon, 2012; Sallenger et al., 2012). Observed sea-level trends at tide stations in southern New England range from 2.44 to 2.87 mm/year over the past 50 years (NOAA; www.tidesandcurrents.noaa.gov) and from 1980 to 2009 increases in the rate of sea-level rise have been 3–4 times the global average (Sallenger et al., 2012). Even with no future carbon emissions, coastal areas face over 0.5 m of sea-level rise over the next century, with more than 1 m possible (Schaeffer et al., 2012).
“Yikes!” exclaimed Katie. “Well, couldn’t saltmarsh plants move in response to increased flooding? Can’t we just expect marshes to migrate landward?”
Chris responded, “Maybe. Let’s look at some satellite images of coastal Connecticut and think about it.”
Question
6. Brainstorm three potential challenges to marsh migration.
References
Boon, J.D. 2012. Evidence of sea level acceleration at US and Canadian tide stations, Atlantic Coast, North America. *Journal of Coastal Research* 28(6): 1437–45.
Field, C.R., C. Gjerdrum, and C.S. Elphick. 2016. Forest resistance to sea-level rise prevents landward migration of tidal marsh. *Biological Conservation* 201: 363–9.
Sallenger, Jr, A.H., K.S. Doran, and P.A. Howd. 2012. Hotspot of accelerated sea-level rise on the Atlantic coast of North America. *Nature Climate Change* 2(12): 884.
Schaeffer, M., W. Hare, S. Rahmstorf, and M. Vermeer. 2012. Long-term sea-level rise implied by 1.5 C and 2 C warming levels. *Nature Climate Change* 2(12): 867.
Yin, J., M.E. Schlesinger, and R.J. Stouffer. 2009. Model projections of rapid sea-level rise on the northeast coast of the United States. *Nature Geoscience* 2: 262–6.
Part V – How to Respond?
Imagine that you own a $1.5 million house in Old Saybrook in the marsh migration zone. What would you do in the face of sea-level rise?
You will be assigned one of the following five sea-level response strategies to research for the next class meeting. Spend about thirty minutes researching your assigned strategy and develop a list of pros and cons and bring it with you to class next time.
- Beach nourishment
- Sea wall construction
- Conservation easement
- Sell property
- Put house on stilts (adaptation)
You will share your list with others so make sure that you are prepared!
Interactive Directed Notes on Salt Marsh Scientist Talk
THINK - PAIR - SHARE
Why are coastal marshes important?
...did you miss anything important? Use the space below!
COMPARE and CONTRAST
Compare and contrast Carbon and Nitrogen-based ecosystem services provided by salt marshes.
| COMPARE (What is similar?) | CONTRAST (What is different?) |
|---------------------------|-------------------------------|
| | |
**BRAINSTORM**
The narrator reviewed some of the reasons wetlands have been lost. Brainstorm TWO ways they can be restored.
1.
2.
**NOTES**
What is the BIG question? (What is the research question?)
**THINK LIKE A SCIENTIST**
The researchers sampled three plots in each zone and 20 different sites. Why did the researchers sample so many sites?
**FIVE SENTENCE ESSAY**
What should we do with the invasive grass the researchers analyzed? Support your response with evidence from the presentation!
Mystery Scientist Guided Notes
Directions: Watch the ‘mystery scientist’ video you have been assigned to answer the questions below. Your answers do NOT need to be in complete sentences, bullet points are fine. Your task is to make notes on this information to help you with a future challenge! HINT: put the captions on the video to help your team.
What part of sea level rise or climate change does this scientist study?
What parts of the ecosystem is this scientist focused on?
Ex: sediment, water chemistry, grasses, fish, birds, etc.
WHY is this scientist focused on this in particular (why is it important)?
How do they do their research? Ex: observational studies, experiments, etc.
What type of equipment they use? Ex: quadrat frames, mist nets, satellite imagery, etc.
How is their research currently being used (or could be used)?
Claim-Evidence-Reasoning (C-E-R)
Student Graphic Organizer
Question: Is the scientist helping us learn more about climate change?
**Use your Mystery Scientist Guided Notes!
| C | (Claim) |
|----|---------|
| | Write a statement that responds to the question. |
| E | (Evidence) |
|----|------------|
| | Provide information from your the video to support your claim. Your evidence should be appropriate (relevant) and sufficient (enough to convince someone that your claim is correct). Bullet points or sentences. |
| R | (Reasoning) |
|----|-------------|
| | Use scientific principles and knowledge that you have about the topic to explain why your evidence (data) supports your claim. In other words, explain how the information you chose from the video helps or doesn't help people learn more about climate change. | | eab5359d-6777-497d-91ea-bdfb8942fab5 | CC-MAIN-2021-43 | https://seagrant.uconn.edu/wp-content/uploads/sites/1985/2020/09/Salt-marsh_Climate-change_module_final.pdf | 2021-10-22T05:36:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585460.87/warc/CC-MAIN-20211022052742-20211022082742-00149.warc.gz | 615,001,062 | 4,780 | eng_Latn | eng_Latn | 0.969754 | eng_Latn | 0.989314 | [
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The Importance of FARMED Salmon
We Need a Lot of Fish to Feed the World
Between 1961 and 2016, global consumption of seafood was double that of population growth each year.\(^1\)
Global fish consumption will rise to nearly **152 million tons** in 2030, a **27%** increase from 2010.\(^2\)
---
Americans Should Eat More Fish
The United States eats the least amount of seafood per capita compared with Japan, China and the EU.\(^3\)
Although annual U.S. per capita consumption increased from **14.9 pounds** in 2016 to **16 pounds** in 2017,\(^4\) consumption is still well under the 2015-2020 Dietary Guidelines for Americans.\(^5\)
| Year | Consumption (lbs) |
|------|-------------------|
| 2016 | 14.9 |
| 2017 | 16 |
| USDA Guidelines | 26 |
---
Farmed Chilean Salmon Is One of the Most Efficient Animal Proteins
| Protein Type | Feed Conversion Ratio\(^6\) | Fresh Water Requirement\(^7\) |
|--------------------|------------------------------|-------------------------------|
| Farmed Salmon | 1.2 - 1.5 pounds | 1 gallon |
| Broiler Chickens | 1.7 pounds | 2,000 gallons |
| Pigs | 2.9 pounds | 3,500 gallons |
| Cattle | 6.8 pounds | 2,500 gallons |
Nearly all of the other **40%** of the fish is used in other applications.\(^8\)
60% of total weight yields edible filets.\(^8\)
---
The Importance of Aquaculture
The farming of fish, also known as **aquaculture**, is key to solving this pressing environmental challenge.
- **2019**: 50% of the seafood consumed globally is supplied via aquaculture.\(^9\)
- By 2030: 62% of seafood will come from aquaculture.\(^10\)
- By 2056: 100% of natural fisheries depleted.\(^8\)
---
Brought to you by The Chilean Salmon Marketing Council. Visit us at [www.ChileanSalmon.org](http://www.ChileanSalmon.org) to learn more about the delicious, nutritious, sustainably-raised salmon from the Patagonian region of Chile.
Follow us: [@ChileanSalmonMC](https://twitter.com/ChileanSalmonMC), [Chilean Salmon Marketing Council](https://www.linkedin.com/company/chilean-salmon-marketing-council)
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Viruses are tiny biological agents that possess a genome but cannot replicate on their own. In order to replicate, they need to infect host cells and hijack the host’s machinery. Therefore, one can argue that they are not really living organisms. Alive or not, viruses are very successful at tricking and hijacking cells. There are an estimated $10^{31}$ viruses on this planet, which infect all forms of life. They play an important role in many ecosystems and shape life on earth. In this issue, we will have a look at viruses that infect humans. But don’t forget—no form of life is safe.
Viruses are classified as “DNA viruses” and “RNA viruses” depending on how their genetic material is stored (either as DNA or as RNA, respectively). About 70% of all viruses are RNA viruses. As you already know, RNA is less stable than DNA and RNA replication is more prone to errors. Thus, RNA viruses have a higher mutation rate than DNA viruses.
Outside of host cells, the genetic material of a virus is packed within the capsid, a shell of proteins. The entire unit (genetic material and capsid) is called a virion. When a virus infects a host cell, the viral DNA or RNA is released from the capsid into the cell, where it is replicated by the molecular tools of the host cell. Finally, viruses need to spread from cell to cell within an organism and from one organism to another, i.e. from the cells of one organism to the cells of another organism (see the box on viral transmission below).
We are all infected by viruses. However, luckily, many of them do not cause symptoms and remain unnoticed. They may have negative long-term effects, be entirely harmless, or even provide benefits — it’s often hard to know. We only notice viruses when they cause diseases.
Fig. 1: Colorized transmission electron microscopic images of the virions of measles, influenza, and HIV (from left to right).\(^a\)
\(^a\)Images: (1) CDC/Cynthia S. Goldsmith; William Bellini, Ph.D. (2) National Institute of Allergy and Infectious Diseases (3) CDC/A. Harrison; Dr. P. Feorino.
**Viral diseases**
Viruses are responsible for many human diseases, including the common cold, influenza, measles, chickenpox, rubella, hepatitis, AIDS, Ebola, Zika, and others. Some viruses can even cause cancer (Peyton Rous was awarded the 1966 Nobel prize in Medicine for this discovery).
Viruses can pass to new cells in two ways, either horizontally or vertically.
**Horizontal transmission** denotes the spread of the virus from an infected to an uninfected cell of the same generation. In order for horizontal transmission to take place, new virions must be produced. To do this, the virus makes use of the molecular machinery of the host cell to build a capsid and assemble the virion. Then, to reach uninfected cells, the new virions are usually released into the liquid surrounding the cell. This release can happen all at once, in a process that kills the host cell, or more gradually, in a way that leaves the host cell intact. Free virions cannot move by themselves. Rather, they rely on luck—on random encounters with new host cells. Virions can also reach uninfected cells through **cell-to-cell spread**—in this process, virions pass directly from an infected to an uninfected adjacent cell without passing through any liquid. This direct transmission is conducive to viral spread within an organism, because it is fast and helps the virus escape the individual’s immune system.
With **vertical transmission**, the virus is passed on from the mother cells to the daughter cells during cell division. Some viruses incorporate their genetic material into the host genome, so it gets replicated together with the host DNA. RNA viruses that use this strategy are called retroviruses. Upon infection of a cell, they reverse-transcribe their RNA into DNA. This is very unusual—as you learned in a previous issue, the process normally goes in the other direction. The viral DNA is then integrated somewhere in the genome of the host cell. You will learn more about an important retrovirus—the HIV virus—below.
Transmission between individuals can occur either horizontally or vertically. Horizontal transmission between different individuals can, for example, happen through free virions in saliva droplets. Other viruses use **vectors**—some outside agent—to spread from one individual to another. For instance, most plant viruses use insects to get from one plant to another. Vertical transmission is, for instance, possible from the mother to the fetus. This happens with the rubella virus, the cause of German measles. Normally, German measles is not a serious disease. However, if a pregnant woman passes the virus to her child, this can cause serious harm to the child’s health. Furthermore, viruses can be passed on to the next generation by infecting cells of the germ line (egg/sperm). Viruses that are transmitted via the germline are usually not very harmful to their host—otherwise, they would compromise their own survival. We will talk more about such transmission and its consequences later.
Most (if not all) human viruses derive from animal viruses. For example, the measles virus most likely evolved from (an ancestor of) rinderpest, a virus that infects cattle. Normally, viruses that are well-adapted to an animal host are not well-adapted to humans. This happens because viruses need to interact with many of their host’s proteins to complete their life cycle. These proteins are not always identical in animals and humans, which means the viral tools cannot be used on the human version of a protein. However, if the virus is not entirely unfit in the new environment of the human body and also has some chance to spread from human to human, it might accumulate adaptive mutations and evolve into a well-adapted human pathogen. This transition is facilitated through close contact between animals and humans (providing the virus with many chances to infect humans) and large, dense communities (allowing the virus to spread between humans more easily). The emergence of new human viruses from animal viruses is hence often associated with changes in human lifestyle. For example, the evolution of the measles virus is hypothesised to have occurred 3000-2500 BC, when humans in the Middle East started to keep livestock and to live in large communities. (However, other researchers think measles originated much later, in the 11th or 12th century.)
Even after the successful transition from an animal to a human pathogen, viruses continue to be challenged by the human immune system. On one hand, the genes coding for the components of our immune system can evolve through mutation and recombination, bringing about variants that are better at fighting common pathogens. This is a process happening across human generations. On the other hand, the immune system of a single person itself is adaptive and can—once an infection occurs—respond and produce new tools tailored to fighting the specific virus that is attacking (however, some viruses manage to hide from our immune system).
One of these tools is antibodies. The production of antibodies is triggered by surface proteins of the virion (proteins belonging to the capsid or to an envelope that covers the capsid). Substances that trigger an immune response are called antigens (antigen = antibody generator). The antibodies produced by the immune cells inactivate the virus by binding to these antigens. Antibodies are antigen-specific, i.e. they can only bind to the antigens they are designed for (see extra-box at the end of the article). Another tool to fight viruses are killer T-cells that circulate through the body to find and kill infected cells. Killer T-cells recognise infected cells from the viral antigens present on their surfaces. However, just like antibodies, killer T-cells are antigen-specific, and infection by a particular virus triggers the production of specialised killer T-cells that can act against it. Following an infection, we keep producing the specific antibodies and killer T-cells for decades.\(^1\)
If a virus gains mutations that alter its antigens, the old antibodies and killer T-cells will not work anymore, and our immune system must produce new, suitable ones to fight the evolved virus. There is great variation in the patterns of antigenic evolution across viruses. Some viruses evolve antigenic changes very slowly. Once we have manufactured the antibodies (and other tools) to fight them, we are immune for the rest of our lives, since the virus does not change a lot over the course of decades—for some, we do not observe any antigenic evolution at all. An example is the measles virus. Other viruses change more quickly. While they might not escape the immune system during the course of infection, a slightly changed variant might come back one
\(^1\)Our immune system has many further components. In particular, it also has non-adaptive parts that act rapidly and are not specific to a given pathogen. E.g. we also have natural killer cells that are not antigen-specific and constantly “patrol” in our body to kill infected cells as a quick first response to invading pathogens. Another important defence mechanism of our immune system is that certain cell types, when infected, secrete molecules that serve as warning signals to other cells. After receiving these signals, cells become more selective about which substances can enter the cell—making infection less likely—and more ready to degrade nucleic acids—destroying the virus if it is already present within the cell.
or two years later and is able to infect us anew. For instance, influenza viruses do not evolve much during the time spent in a person, but they evolve a great deal from one season to the next. Still other viruses perpetually escape our immune systems, leading to chronic infections. The reason can be that their antigens evolve very rapidly or that we cannot eliminate the virus quickly, giving it sufficient time to change. An example of a virus that evolves a lot within each single patient and repeatedly escapes our immune system is the human immunodeficiency virus (HIV).
Why viruses are so variable in their antigenic evolution is an important topic of ongoing research. Researchers have some insight into why the measles virus, the influenza virus, and the human immunodeficiency virus adapt to the pressure of our immune systems to such different extents, but it is not yet fully understood.
In the following paragraphs, we will take a closer look at these three viruses. All of them are RNA viruses, but, as you will see, they are very different from each other.
**Measles**
The measles virus infects a range of human cells including various cells of the immune system, which greatly weakens our immune systems and makes us susceptible to infections by other pathogens. The measles virus itself normally does not kill us, but these secondary infections can be life-threatening. In countries with good health care, mortality is low and only 0.1% of infected people die. In Africa, however, 5-10%, and in refugee camps up to 25%, of people die following a measles infection. Further, while measles is usually cleared fully by our immune system, in rare cases, it can infect our central nervous system, persist there, and ultimately lead to a fatal neurological disease.
Fortunately, once we recover from measles, we have acquired life-long immunity. The protein that serves as an antigen in measles is needed for entry into the host cell. Research suggests that the specific structure of this protein cannot easily change without compromising the virus’ ability to attach and infect host cells. The vast majority of mutations that change the antigen hence make the virus unable to complete its life cycle.
The life-long immunity acquired through infection implies that the measles virus can only persist if the community size is large enough that sufficiently many new susceptible individuals are born every year. Otherwise, the virus fails to find new victims fast enough at some point and dies out. The measles virus requires a community size of around 250,000-500,000 inhabitants to persist. This also means that it can only have evolved once people settled in such large communities.
**Influenza**
The seasonal flu epidemics are caused by two related viruses, influenza A and B.
The primary hosts of influenza A are birds. It infects the gut of the bird without causing many symptoms. However, influenza A variants can infect a wide range of species—including humans. In humans, it infects the epithelial cells\(^2\) of the respiratory system. Influenza B is an almost exclusively human pathogen.
Influenza viruses possess two proteins on their surface, hemagglutinin (H) and neuraminidase (N). These two proteins are crucial for the entry of the virus into the cell and for its release from the cell. They are also the main antigens of influenza. For Influenza A, there are 18 subtypes of hemagglutinin and 11 subtypes of neuraminidase, which exist in many combinations. Influenza A viruses are classified on the basis of their H and N subtypes, e.g. as H1N1 or H3N1. The subtypes differ considerably from each other, and not all of them work on human cells.
Unlike measles, the influenza antigens are flexible, allowing for mutations to occur without detrimental effects to the virus. The process of antigenic changes due to mutations is called *antigenic drift*. Influenza A has yet
---
\(^2\)Epithelial cells are the cells at the surfaces of organs or cavities like the lung.
another way to evolve. The RNA of the influenza virus does not exist in a continuous stretch but is divided into segments (eight for influenza A). When two different strains (or *variants*) infect the same cell, these segments can be shuffled. This is called *antigenic shift*. Due to its broad host range, co-infection of cells by two different strains is relatively common for influenza A (unlike influenza B). This co-infection could, for example, happen in pigs that have contact with both birds and humans: the pig might be simultaneously infected by an avian and a human influenza A strain. Sometimes, these newly combined viruses are able to infect humans, and since they are different from previously encountered strains, we may not have immunity. They can therefore cause pandemics with many infected patients. One such pandemic is called the Spanish flu, which started in 1918 and lasted three years, causing 50-100 million deaths in this time.
**HIV**
The human immunodeficiency virus (HIV) is a retrovirus, i.e. it integrates its genetic code into the host genome. It targets various cells of the immune system that carry the protein CD4⁺ on their cell surface, among them helper T-cells. HIV therefore harms the immune system. Without treatment, it causes so many helper T-cells to die over time that the immune system breaks down, resulting in AIDS (= acquired immunodeficiency syndrome). People then become easy targets for other pathogens, leading to very poor health and ultimately death. HIV thus kills indirectly. Unlike influenza and measles, HIV does not get transmitted through everyday contact. Infection occurs through unprotected sex, contaminated blood transfusions, needles shared between drug addicts, or from mother to infant at birth.
**The evolution of HIV**
It took scientists a great deal of effort to uncover the evolutionary history of HIV. By sampling blood from monkeys, collecting thousands of samples of faeces from apes, and comparing the DNA sequences of human and simian viruses, they eventually identified SIV (Simian immunodeficiency virus) as the ancestor of HIV. SIV is a virus that infects many non-human primates in Africa. While we do not know with certainty how it jumped over to humans, the accepted view is that hunters caught the virus from the blood of killed monkeys and apes. The infection of hunters with SIV has probably happened many times, but either the foreign virus could not proliferate well in the new host or could not be transmitted to other people. In a few cases, however, the transition was successful, and the virus accumulated mutations that made it better adapted to life within and transmission between humans. Transmission was, however, not only facilitated through viral adaptation but also through changes in human lifestyle in the early 20th century. Many people in Africa transitioned from small communities to large cities with a high population density, dramatically increasing the contact rate between infected and uninfected people. It is estimated that HIV became established in the human population in the 1930s. Since people also started to travel more and farther, the virus could spread widely. One transition of SIV to humans was particularly successful. It occurred from chimpanzees and lead to the HIV strain that is called HIV-1 Group M, where ‘M’ stands for ‘major’. This group of HIV viruses reached the US by the 1970s and is responsible for the worldwide HIV epidemic. Other groups of HIV are less prevalent: group O, for instance, is found almost exclusively in west central Africa, where it has infected about 100,000 people.
It is estimated that one HIV-infected helper T-cell produces 40,000-50,000 new virions. It is possible that the cell bursts to release the virions, but it may also stay intact. How else do the helper T-cells die in the process? At various points of the viral life cycle, viral proteins may trigger molecular pathways that ultimately lead to death of the infected cell. Or the cell may be identified as infected and be killed by killer T-cells. However, the vast majority of helper T-cells that die in an HIV infection are not infected. They receive signals from infected neighbouring cells when the latter die. These signals prompt them to destroy themselves.
Not all infected cells start producing new virions right away. Some of them just continue to divide, passing the virus in their genome on to the daughter cells. These cells are called latently infected cells. They are the reason it is impossible (at present) to completely remove HIV from the human body. The virus hides within these cells from all currently available treatments and from our immune system—no antigens are presented at the surface of these cells—until at some point, the production of new viruses starts again.
**Herpes viruses: hidden but ready to come back**
You have probably heard about herpes viruses: herpes simplex 1 (HSV 1) is the culprit behind the blisters on your lips, and its more serious cousin – HSV 2 – causes sexually transmitted diseases. Few people know that chickenpox, a very common childhood disease, is also caused by a herpes virus (the varicella zoster virus).
While different herpes viruses cause very different diseases, most of them have something in common: once you have them, it is almost impossible to get rid of them. This happens because during infection, small numbers of viruses hide within cells and escape the immune system. In this way, the virus can persist in the host for the host’s entire life. Most of the time, it does not cause any symptoms. Only from time to time, these hiding viruses reactivate and cause another round of infection—another blister on your lip. Herpes viruses are extremely widespread among humans, and a latent form of some herpes virus can be found in almost everyone.
Interestingly, the varizella zoster virus that causes chickenpox when we get infected with it for the first time causes a different disease with different symptoms when it is reactivated. Once you have overcome chickenpox, the virus persists in the nerve roots near the spinal cord. In principle, you have acquired immunity to the virus during the chickenpox infection. However, in times of weak immunity – for instance as the result of other diseases, stress, or simply old age –, the virus can reactivate and travel from the nerve root to the endings in the skin, producing painful blisters—a disease called shingles. Unlike the rash in chickenpox, the blisters usually only occur in a small area of the skin. One cannot contract shingles from another person. However, a person with shingles spreads the varicella zoster virus, which can cause chickenpox in someone who has not had it yet.
Our immune system produces antibodies and killer T-cells against HIV but it cannot keep up with the virus for several reasons. First, HIV destroys precisely those cells that are required for the immune response. Our body produces new helper T-cells, but at some point it gets tired and production slows down. Second, the virus evolves within our body during the infection, escaping our immune response—mutation and recombination within the viral population result in new variants that the antibodies already present and the killer T-cells cannot bind to. HIV has an extremely high mutation rate, which, combined with a very high replication rate, leads to the rapid appearance of mutants. These mutants can proliferate undisturbed until our body recognises them and can produce suitable new antibodies and build new killer T-cells. It is an arms race between the virus and our immune system that our immune system finally loses.
A very small fraction of people—probably less than 1%—are resistant to HIV. One of the surface proteins on their helper T-cells has a different shape due to a genetic mutation, preventing the virus from entering the cell.
**Vaccines**
The potential for the antigenic evolution of a virus strongly influences how easily we can develop vaccines against the disease and how effective they are. Vaccines work by triggering an immune response equivalent to the one triggered by the pathogen, leading to the production of antibodies. Vaccines may contain dead viruses or modified live viruses that, for instance, are unable to replicate at the temperature of our body (“live vaccines”).
Since the measles virus is so invariable, we only need to get vaccinated once to possess life-long immunity. This has a very important implication. Above, you have learned that the measles virus can only persist if the community size is large enough. Through vaccination, we can effectively reduce the community size. This, in turn, means that we could drive the measles virus to extinction if sufficiently many people are vaccinated. This strategy has been successful with its close relative, the rinderpest virus. In 2011, it was officially declared to be eradicated. This has been the second time in human history that a virus has been driven to extinction through vaccination. The first virus to be eliminated was the highly dangerous smallpox virus that was declared extinct in 1980.
Influenza, unlike measles, requires a shot with an updated vaccine every year. Normally, the vaccine contains antigens of three different influenza variants. In order to choose the variants to include, researchers predict which strains are most likely to spread in the next season. No vaccine has yet been found for HIV, but scientists are working on it. One difficulty is the huge genetic diversity of the HIV virus. Another is that we do not know what a successful immune response to HIV even looks like—nobody has it. Luckily, we have developed some very potent HIV drugs that control the virus extremely well.
Interestingly, vaccines can actually trigger viral evolution. First, viral strains with mutated antigens are favoured by natural selection. Unlike their ancestors, mutants may replicate not only in unvaccinated, but also in vaccinated hosts. Thus, they can spread more easily across the host population. However, the evolution of vaccine resistance is rare. Second, viruses might evolve to become more virulent in response to vaccine-acquired immunity, especially if the immunity is not perfect and allows the infecting virus to complete a few replication cycles. The new viral strain launches a much stronger attack than its ancestor (e.g. it replicates much faster) and the immune response acquired through vaccination is too weak to fight the evolved virus. For instance, the virus causing Marek’s disease in poultry has evolved higher virulence in response to a series of vaccines. Third, attenuated viruses used in live vaccines can, in rare cases, acquire mutations that turn them pathogenic. This is, for example, a risk in the oral poliovirus vaccine. While vaccine-induced viral evolution is possible, the risk is very low, and the huge benefits of vaccines largely outweigh them.
Importantly, through vaccination, we not only protect ourselves, we protect others in our community. If we do not develop an infection, we cannot transmit the virus to the people around us, including those who cannot be vaccinated, e.g. because their immune system is compromised due to a disease or if they are too young to be vaccinated. If everyone around them is vaccinated, however, these people are protected as well. This is called **herd immunity**.
Our genome marked by viruses
Interactions with viruses have shaped our genome in two fundamental ways. The first is based on the fact that viruses are pathogens from which we must defend ourselves. Most obviously, viruses and other pathogens impose selection on the genes associated with our immune system. Less obviously, they also put selection pressure on many other genes. This is because viruses interact with many different kinds of proteins—e.g. those on the surfaces of cells—not just with the ones related to immune responses.
A second way in which viruses have shaped our genome is more direct. As explained above, some viruses can integrate into the genome of their host. Normally, they are in somatic cells, and in order to proliferate, they must infect other cells of the same and eventually of another host. Sometimes, however, they end up in cells of the germline (eggs, sperm). Then, they are passed on to the children of that individual who then carry the virus in every one of their cells. A virus that made it into the germline and is passed on vertically to the following generations is called an endogenous virus. Initially, endogenous viruses can still escape from host cells to infect other hosts. Over time, however, mutations accumulate in the viral genes until the virus can no longer produce viable virions and leave the host cell. They remain in our DNA as viral fossils. About 8% of our DNA consist of these viral relics. And now, it gets exciting: some of these viral genes give rise to new human genes that perform fundamentally important tasks in our body (see Box).
Syncytin-1 – an important ex-virus gene
The gene Syncytin-1, a viral fossil, is expressed exclusively in the placenta, where it is crucial to fusing the placenta to the uterus and therefore securing transport of nutrients from the mother to the fetus. The same gene that is found in humans is found in other primates as well as monkeys. Similar genes are found in many mammal species such as mice, cats, and dogs. However, these genes do not derive from the same virus as our Syncytin-1 gene. What does this mean? This means that there have been several infection events in different mammal lineages with different viruses whose genes have been co-opted by different hosts to fulfil the same function! Not all mammals have Syncatin-like genes. Actually, there is great diversity in how exactly the placenta functions across species, and one of the reasons is thought to be infection (or non-infection) by a range of retroviruses across species since the placenta (and hence live birth) evolved ca. 130 million years ago.
Making use of viruses
We have talked a lot about how viruses make us ill. In this section, you will learn how we can purposefully use them to treat and cure diseases. With scientific knowledge, we are turning our enemy into our friend.
As you learned in the previous series, some mutations in our genes can cause diseases. For instance, sickle cell anemia, a very severe and painful disease, is caused by a single nucleotide mutation in the haemoglobin gene. This mutation distorts the shape of the red blood cells, impairing oxygen transport in the blood. Patients often need blood transfusions.
What if we could replace or complement this gene by a functional, unmutated copy? We do not need to change it in all cells in the body, only in the source of red blood cells—the bone marrow, where the hematopoietic stem cells are found. These cells constantly divide and produce all kinds of blood cells. If we could replace at least part of the stem cells of a patient who has sickle cell anemia
with stem cells that have a healthy gene, that would permanently cure the person. One way to achieve this is to transplant bone marrow from healthy individuals. However, suitable donors are only found for about 20% of all patients, because the immune system often rejects the foreign transplant. It would be much better if we could take the patients’ own stem cells and modify them. And this is where viruses enter the scene.
As we mentioned above, retroviruses integrate into the genome of the host cell. This property can be exploited for *gene therapy*. In order to develop a therapy for sickle cell anemia, researchers engineered an artificial virus that carries a healthy $\beta$-globin gene in its genome. This artificial virus is based on the human immunodeficiency virus but the researchers made so many changes to it that it cannot harm us (it can’t even be replicated within cells). To treat patients with sickle cell anemia, doctors extract bone marrow from the patient, and let the artificial virus infect the extracted stem cells. This does not harm the cells, but they now carry a healthy copy of the gene. The doctors then implant the infected cells back. A 13-year old boy was treated this way in 2014. Fifteen months after this treatment—when the researchers and doctors wrote a report about the case—the boy still had enough healthy red blood cells that he no longer needed blood transfusions!
**Conclusion**
Viruses have been omnipresent in all of human history and evolution, and they are omnipresent in all of our lives. They have adapted to proliferate within our bodies and to spread from human to human and they keep evolving. In this article, we only glimpsed a small portion of their world. There is so much more yet to discover about this ubiquitous form of life—or not-life.
**Other useful resources**
- A nice video about the origin of viruses: [www.youtube.com/watch?v=X31g5TB-MRo](http://www.youtube.com/watch?v=X31g5TB-MRo)
- Something about the flu virus: [www.youtube.com/watch?v=RpjOemEGShQ&t=7s](http://www.youtube.com/watch?v=RpjOemEGShQ&t=7s)
- A video about HIV lifecycle: [www.hhmi.org/bioInteractive/hiv-life-cycle](http://www.hhmi.org/bioInteractive/hiv-life-cycle)
- CDC information about flu vaccination: [www.cdc.gov/flu/about/season/vaccine-selection.htm](http://www.cdc.gov/flu/about/season/vaccine-selection.htm)
- A very nice book about viruses, if you are super interested: Carl Zimmer (2015). *A Planet of Viruses* (2nd edition). Chicago and London: The University of Chicago Press.
**Instructions for the competition**
Deadline for this series is **midnight on February 25, 2019**.
**Questions:** Answer the questions from the Questions section in the online form. A question may have multiple correct answers. You can get up to 30 points for this part.
**The project:** Send the write-up of the project, preferably as a pdf, named *Your_Name_Project1.pdf* to *firstname.lastname@example.org*. You can get up to 40 points for this part.
The human immune system is very complex, involving many cell types, molecules, steps, and pathways. Here, we explain the basic principles of a very important component of our adaptive immune system, the production and maintenance of antibodies. Antibodies inactivate the virus by binding to its antigens. They are antigen-specific, i.e. a given antibody can only bind to specific antigens. When we are infected by a new virus that we have not previously encountered, we do not have the right antibodies readily available. However, our immune system is able to manufacture them, and this is why we call this part of it “adaptive”. How does this work?
In the production of antibodies, two important cell types of our immune system are involved—B-cells and helper T-cells. The “factory” for the production of B-cells is in the bone marrow, whereas helper T-cells are produced in the thymus. We constantly produce new B- and helper T-cells for several decades (later in life, the production wanes). High rates of somatic recombination during their production lead to an enormous diversity in their cell pools. You will see in a moment why this diversity is crucial.
B-cells circulate in our body to “search” for pathogens. They possess receptors at their surface that can bind to viral antigens. A given B-cell can only bind specific antigens. Yet, thanks to the immense diversity in the pool of B-cells, it is nevertheless very likely that we possess B-cells that can bind the present antigens, at least weakly. Once the antigen has been bound to the B-cell, the cell engulfs it, chops it into little pieces, and presents some of the pieces on its cell surface.
Then, a helper T-cell (circulating in the body as well) attaches to the antigens presented by the B-cell. This “activates” the B-cell. Again, a given helper T-cell can only bind to specific antigens, and the diversity in the helper T-cell pool is important.
Once activated, the B-cell starts producing antibodies. However, these first antibodies often only bind weakly to the viral antigens (they very much resemble the B-cell receptors). The B-cell therefore undergoes several rounds of replication with very high mutation rates and selection for variants that bind the antigens more strongly. It then creates a lineage of two different kinds of B-cells, Plasma B-cells and Memory B-cells. The Plasma B-cells are the cells that produce the perfect antibodies.
Plasma B-cells and Memory B-cells can live for long periods of time. The Plasma B-cells continue to produce antibodies, and when the pathogen attacks us again, we are prepared and can fight it off quickly—before it can cause an infection. If the existing antibody concentration is insufficient to clear the pathogen, the Memory B-cells can be reactivated to produce new Plasma B-cells.
Questions
Answer the questions below in the online form: https://goo.gl/forms/q9p6WYkQIEe8zmnB2
Each question may have multiple correct answers. You receive the maximum number of points
if you identify all of the (and only the) correct answers.
1. Which of the following statements is (are) true?
(a) Viruses can replicate outside of host cells.
(b) The common cold is a bacterial disease.
(c) Influenza A only infects humans.
(d) HIV evolved from SIV.
(e) It is possible to eradicate certain viruses through vaccination.
2. Viruses use the host cell’s machinery to make copies of themselves. However, some human viruses need their RNA to be “transcribed” into DNA during their replication/life cycle, whereas human cells do not normally process heritable information in this direction (i.e. RNA to DNA). How could the virus replicate itself under these circumstances?
(a) The virus causes mutations in the human DNA, resulting in the production of new enzymes, which are able to perform the required functions.
(b) The viral RNA codes for specialised enzymes—not found in uninfected cells—that are able to perform the required functions.
(c) Viruses stay in a dormant state within the host cell until the host cell evolves this ability.
(d) If the host cell cannot transcribe RNA into DNA, the virus switches to a different mode of replication.
(e) The virus infects only those cells that can perform all the roles necessary for replication.
3. In 2009, an H1N1 influenza A pandemic occurred, caused by a virus that was different from the seasonal human H1N1 viruses that had been circulating among people for years. The flu was named “swine flu”, as it was thought that the virus was first transmitted from pig to human. Further examinations found various sequences from bird, pig, and human viruses within this newly identified virus. What is the most likely explanation for why this virus contained sequences from bird, pig, and human viruses?
(a) The virus was descended from a common ancestor of bird, pig, and human flu viruses.
(b) The first infected human happened to be infected with all three virus types.
(c) Pigs became coinfected by various influenza A strains of multiple origins, and reassortment of genome segments occurred during viral assembly.
(d) The human was likely infected with various bacterial strains that contained all three RNA viruses.
(e) As the virus travels from host to host, it takes useful parts of the host DNA with it.
4. Common cold is caused by many different viruses, mostly different kinds of rhinoviruses. Which of the following statements does this fact imply?
(a) Cold-causing viruses evolve extremely quickly, even during the same infection within one host.
(b) We don’t gain lifelong immunity after fighting a cold; we can get a cold over and over again.
(c) Our body cannot synthesise antibodies against cold-causing viruses.
(d) If our body cannot produce the right antibodies against the particular cold-causing virus, it is necessary to take antibiotics to fight the virus.
(e) Handwashing is not an effective way to prevent the common cold from spreading.
5. Picture the following scenario: A country introduces a rubella vaccination. Before this, no-one in the population had been vaccinated. From then on, 40% of all children receive a rubella vaccine at 15 months of age. Few people get vaccinated later in life. What are likely consequences? (Information: Infection with rubella confers life-long immunity.)
(a) Over the years, the average age at which unvaccinated people are infected increases.
(b) The virus spreads much more rapidly than before.
(c) Fewer children get the disease.
(d) If a rubella epidemic happens 25 years after introduction of the vaccine, a large number of children with birth defects due to the viral infection of the fetus will be born (“large” compared to a population without vaccination).
(e) The virus infects more infants (< 15 months) than before.
6. Cowpox is an infectious viral disease. The virus mainly infects rodents but also other animals including cows (the reason for its name) and humans. In humans, it leads to a rather harmless disease that resembles a mild form of smallpox, which in turn is a severe human disease with high mortality. By the second half of the 18th century, it had been realised that people who had overcome cowpox (e.g. milkmaids who had contracted the disease from cows) would not fall ill of smallpox. How can this be explained?
(a) The cowpox virus occupies the same cells that the smallpox virus needs to infect to cause disease. Since they are already occupied by the cowpox virus, the smallpox virus cannot infect them anymore.
(b) Cowpox and smallpox have similar antigens, and antibodies developed against cowpox are also effective against smallpox. This is unusual.
(c) When the cowpox and the smallpox virus infect the same cell, their genomes recombine. The recombined virus is harmless. Since so many cells are coinfectied by both viruses, no pure harmful smallpox virions will be assembled.
(d) The cowpox virus stimulates certain bacteria on our skin to change their surface proteins. As a consequence, the smallpox virus is able to infect the bacterial cells and prefers those over the human cells.
(e) The cowpox virus kills the cells that the smallpox virus needs to infect to cause disease. These cells are only renewed very slowly, meaning that the smallpox lacks cells to infect for up to a year following a cowpox infection.
(The physician and scientist Edward Jenner (1749-1823) pursued this further – about a hundred years before viruses were even discovered. In 1796, he inoculated an 8-years boy with pus from the cowpox blisters of a milkmaid. Two months later, he inoculated him with the pus of smallpox blisters – the boy did not turn ill. Edward Jenner’s development of the very first vaccine was at the same time the first step on the way to the eradication of smallpox. – The word ‘vaccination’ is derived from the Latin word ‘vaccinus’, which means ‘coming from a cow’. )
Project: The importance of vaccination
Some people cannot be vaccinated. This concerns, for example, young babies, pregnant women, or people whose immune systems are severely compromised. A weakened immune system can be due to diseases such as cancer but also to immuno-suppressive drug treatment (after organ transplantation, for instance, people need to take medication that suppresses their immune responses such that their body does not reject the foreign organ). The immune systems of immuno-compromised people may not respond to the vaccine, meaning that they will not gain immunity. Second, while the risk of complications is very low in healthy people, life vaccines (e.g. the measles vaccine) can be very dangerous to people with a weakened (or not yet fully developed) immune system. At the same time, the people who cannot be vaccinated are often the ones for whom the disease is most dangerous.
While the people themselves cannot be vaccinated, the healthy people in their surroundings can be. By doing so, they protect the unvaccinated from infectious diseases as well. This is called herd immunity. Let us look at this phenomenon more closely.
Material and preparation
In this project, you will simulate a measles virus spreading in a population of individuals, some of whom are vaccinated while others are not. Initially, two people are infected with measles. They have contracted the disease outside of the community we are looking at. You will look at four different populations of 100 individuals, each with a different number of vaccinated individuals: 0, 50, and 95.
You will need:
- red, blue, and white paper\(^3\)
- a piece of green paper
- scissors
- small box or other container
Cut about 100 paper squares of each colour (tip: you can print a 10x10 table in Excel and cut the cells). These squares represent healthy but unvaccinated (white), vaccinated (blue), and infected (red) individuals. Using these squares, you will create different populations for the different experiments. Cut two more squares from the green paper—these represent individuals who cannot be vaccinated due to one of the reasons listed above and for whom the disease is particularly risky (“high-risk individuals”).
Simulation steps
Read the steps of the simulation below carefully. You will follow them to simulate 3 different populations (A-C).
1. **Let’s mix**: 4 individuals go to a party, another 4 to a shopping mall, another 4 to a restaurant…and to many other places. Close your eyes and pick 40 squares from the box, and place them in 10 different piles of 4 squares each. These four piles represent different groups of people coming into contact close enough to spread the disease, if any of them is infectious.
---
\(^3\)Of course, you can use different colours.
2. **Infection**: Now look at the piles. If any of the piles contain an infected individual, all the other unvaccinated individuals in the group are infected with measles: replace all the white squares in this pile by red ones. Vaccinated individuals (blue squares) are not infected (if there are any—in Simulation A, there are no vaccinated individuals).
3. Are there any susceptible individuals (green squares) in the infected pile? If yes, mark this event in the table and replace them with red ones.
4. **Counting**: Count the number of infected and healthy individuals and write these numbers into the corresponding tables below.
5. Place all 100 squares back into the container (make sure they are of the correct colour—some of them are new, some old). Shake thoroughly.
6. Repeat steps 1-5 six times to simulate the spread of the disease over time, and use your data to fill in corresponding tables.
**Before you start the simulations, write a clear and testable hypothesis for how the number of vaccinated individuals affects the spread of the disease.**
**A. No one is vaccinated.**
In the first simulation, no one is vaccinated. Take 96 white squares (unvaccinated individuals), 2 red squares (individuals with measles), and 2 green squares (high-risk individuals) and shake them thoroughly in a small container. Follow the steps described in “Simulation steps” above, and fill in Table 1.
| Time point | 0 | 1 | 2 | 3 | 4 | 5 | 6 |
|------------|---|---|---|---|---|---|---|
| Infected | 2 | | | | | | |
| Healthy | 98| | | | | | |
| High-risk individuals affected [y/n] | | | | | | | |
*Table 1: Spread of measles in an unvaccinated population.*
**B. 50 % of the population is vaccinated**
In the second simulation, only 50% of individuals are vaccinated. Take 46 white squares (unvaccinated individuals), 50 blue squares (vaccinated individuals), 2 red squares (individuals with measles), and 2 green squares (high-risk individuals) and shake them thoroughly in a small container. Follow the steps described in “Simulation steps” above and fill in Table 2.
| Time point | 0 | 1 | 2 | 3 | 4 | 5 | 6 |
|------------|---|---|---|---|---|---|---|
| Infected | 2 | | | | | | |
| Healthy | 98| | | | | | |
| High-risk individuals affected [y/n] | | | | | | | |
*Table 2: Spread of measles in a partially vaccinated population.*
C. 95% of the population is vaccinated
In the last simulation, almost everyone, except very few individuals, is vaccinated. Take 1 white square (unvaccinated individual), 95 blue squares (vaccinated individuals), 2 red squares (individuals with the measles), and 2 green squares (high-risk individuals) and shake them thoroughly in a small container. Follow the steps described in “Simulation steps” above and fill in Table 3.
| Time point | 0 | 1 | 2 | 3 | 4 | 5 | 6 |
|---------------------|---|---|---|---|---|---|---|
| Infected | 2 | | | | | | |
| Healthy | 98| | | | | | |
| High-risk individuals affected [y/n] | | | | | | | |
Table 3: Spread of measles in a partially vaccinated population.
Analysis
1. Make a graph (or three different graphs) showing the changes in the numbers of healthy and sick individuals in time in all simulated populations.
2. What do you observe? In a few short sentences, summarise the most important results of the simulations.
3. What happened with the high-risk individuals in your simulations? Were they affected in all four scenarios?
4. If not, why not? If yes, when?
5. Compare your hypothesis and your results. Do your results confirm or contradict your hypothesis? Explain.
6. What do you think would happen if more people went out every time?
7. In order to achieve herd immunity, doctors recommend vaccinating 90 to 95 percent of the population. Why is the percentage so high?
8. You only ran the simulation once for each scenario. Is this enough to make scientific conclusions?
9. Go to https://sites.google.com/view/steb/home/vaccination-simulation. We have prepared a computer simulation for you, that runs the same simulations as you just did by hand. It runs 1000 times and gives you the average numbers. Play with the number of vaccinated individuals. What do you observe? Are the results consistent with the results of your simulation? If not, can you explain?
Project checklist
To complete the project, send us:
- your hypothesis,
- filled-in tables and graphs,
- a photo of your experiment, and
- your responses to the questions in the Analysis section. | 7c9b043a-e2cf-49fe-9444-76b2bc30f4d8 | CC-MAIN-2021-43 | http://web.evolbio.mpg.de/stochdyn/STEB_human_viruses.pdf | 2021-10-20T06:53:36+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.91/warc/CC-MAIN-20211020055136-20211020085136-00624.warc.gz | 91,936,537 | 10,208 | eng_Latn | eng_Latn | 0.998396 | eng_Latn | 0.998715 | [
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QUIZ: Which one of these is wild parsnip?
A
B
C
Correct Answer: C. A is Elderberry and B is Golden Alexander.
Wild parsnip flowers can be confused with golden alexanders, a beneficial native plant. Golden Alexander leaves have small teeth along the edge and an overall palm-shaped outline. Golden alexanders are in bloom before wild parsnip and are also smaller.
Cow Parsnip
Both wild parsnip and cow parsnip belong to the carrot family, and both can cause skin burns. Unlike wild parsnip, cow parsnip is native to North America. This means populations of cow parsnip will stay in check and won’t take over large areas. The plant can be 5 to 8 feet tall.
Cow parsnip (pictured above) has white flowers while wild parsnip has yellow flowers. Once cow parsnip starts to turn to seed, some can confuse the two because the flower color starts to fade. Difference can be seen in the leaf shape. It looks like an open palm while wild parsnip leaves look oblong.
Beware of the invasive Giant Hogsweed pictured below. It looks similar to cow parsnip, but can grow up to 15-20 feet! It is not in central WI yet. It is said to burn worse than wild parsnip. | bce06275-95cc-4de1-86d1-a0f76d6238c3 | CC-MAIN-2020-45 | http://co.wood.wi.us/Departments/LandConservation/Brochures/WildParsnipLook-A-Likes.pdf | 2020-10-28T05:33:37+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107896778.71/warc/CC-MAIN-20201028044037-20201028074037-00379.warc.gz | 23,879,317 | 280 | eng_Latn | eng_Latn | 0.992201 | eng_Latn | 0.997626 | [
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1775: “With Triumph crown AMERICA — Farewell England”
The Outbreak of the American Revolution: A Selection from Letters, Essays, Sermons, Newspaper Reports, Declarations, Poetry & Song, A Debate & A History
1774____
Sept.-Oct.: FIRST CONTINENTAL CONGRESS meets in Philadelphia; issues a petition to the king, a bill of rights, a list of grievances, and letters to the American colonists and to the inhabitants of Great Britain. The petition is rejected.
1775____
9 Feb.: Parliament declares the colony of Massachusetts to be in a state of open rebellion.
April-June: Military confrontations with casualties occur between Patriots and British troops in Massachusetts and New York, initiating a state of war between the colonies and Great Britain.
May: SECOND CONTINENTAL CONGRESS convenes in Philadelphia, issues final appeals and declarations, and creates the continental army. The Congress remains the central governing body of the colonies throughout the Revolution.
CONTENTS
- A Newspaper Debate on the Eve of War ................................................................. 2-3
"Novanglus" (John Adams, Patriot) & "Massachusettensis" (Daniel Leonard, Loyalist), Dec. 1774-April 1775
- First Military Confrontations of the Revolution .................................................. 4-6
Fort William & Mary, Lexington & Concord, Fort Ticonderoga, as reported in Massachusetts newspapers
- Poetry & Song on the Outbreak of War ............................................................... 7-8
"Americans to Arms," "American Liberty: A Poem"
- Founding Fathers on the Outbreak of War ......................................................... 9-11
John Adams, Samuel Adams, George Washington, Benjamin Franklin
- Declarations of the Second Continental Congress .............................................. 12-14
Olive Branch Petition, Declaration . . . Setting Forth the Causes & Necessity of Taking Up Arms, July 1775
- Loyalists' Appeals on the Outbreak of War ......................................................... 15-16
Isaac Hunt, Thomas Bradbury Chandler, Joseph Galloway
- Sermons on the Outbreak of War ..................................................................... 17-18
Massachusetts, Pennsylvania, Georgia
- An American Describes the "Firm Cement of an Extensive Union" in April 1775 ........... 19
David Ramsay, *The History of the American Revolution*, 1789
Copyright©National Humanities Center, 2010/2013. AMERICA IN CLASS®: americainclass.org/. Some spelling and punctuation modernized for clarity. Some spelling and punctuation modernized by NHC for clarity. Broadside detail on this page: Early American Imprints, Doc. 13839, courtesy of the American Antiquarian Society with Readex/NewsBank. Complete image credits at americainclass.org/sources/makingrevolution/imagecredits.htm.
In the four months between the first military confrontation of the Revolution in December 1774, and the battle of Lexington and Concord in April 1775, a final newspaper debate between a Patriot and a Loyalist progressed in two Boston newspapers. The Patriot was 39-year-old John Adams, a delegate to the Second Continental Congress and later the second president of the United States. The Loyalist (misidentified for decades) was 34-year-old Daniel Leonard, like Adams a Harvard-educated lawyer, who left Boston with the British army in 1776. In twenty-nine essays with escalating animosity and alarm, the men debated the authority of Parliament to tax and legislate for the American colonies. On the eve of war, they also debated the sincerity and legitimacy of their positions, and whether rebellion, in this time, was treason.
**MASSACHUSETTENSIS**
Daniel Leonard
*The Massachusetts Gazette & The Boston Post-Bay & Advertiser*
**December 26, 1774**
To the Inhabitants of the Province of Massachusetts Bay.
My dear Countrymen,—To undertake to convince a person of his error is the indispensible duty, the certain though dangerous test of friendship. He that could see his friend persevering in a fatal error without reminding him of it and striving to reclaim him, through fear that he might thereby incur his displeasure, would little deserve the sacred name himself. . . . Such delicacy is not only false, but criminal. . . .
. . . No government, however perfect in theory, is administered in perfection; the frailty of man does not admit of it. A small mistake in point of policy, often furnishes a pretense to libel government and persuade the people that their rulers are tyrants and the whole government a system of oppression. Thus the seeds of sedition are usually sown, and the people are led to sacrifice real liberty to licentiousness, which gradually ripens into rebellion and civil war. And what is still more to be lamented, the generality of the people, who are thus made the dupes of artifice and the mere stilts of ambition, are sure to be losers in the end. . . .
. . . It is an universal truth that he that would excite a rebellion, whatever professions of philanthropy he may make, when he is insinuating and worming himself into the good graces of the people, is at heart as great a tyrant as ever wielded the iron rod of oppression.
**January 16, 1775**
. . . Having got thus far safe [colonial opposition to the 1773 Tea Act], it was only taking one step more—to extricate ourselves entirely from their fangs and become independent states—that our patriots most heroically
---
1 Portrait of Daniel Leonard, watercolor on ivory, by an unidentified artist, ca. 1770, National Portrait Gallery, Smithsonian Institution; reproduced by permission. Portrait of John Adams, pastel on paper, by Benjamin Blyth, ca. 1766, Massachusetts Historical Society; reproduced by permission.
2 American militiamen captured colonial weapons in the British fort at Portsmouth harbor, New Hampshire; see p. 4: *Boston Post-Bay*, 19 Dec. 1774.
resolved upon, and lately denied that Parliament had a right to make any laws whatever, that should be binding upon the colonies. There is no possible medium between absolute independence and subjection to the authority of Parliament. He must be blind indeed that cannot see our dearest interest in the latter, notwithstanding many pant after the former. Misguided men! could they once overtake their wish, they would be convinced of the madness of the pursuit.
My dear countrymen, it is of the last importance that we settle this point clearly in our minds; it will serve as a sure test, certain criterion and invariable standard to distinguish the friends from the enemies of our country, patriotism from sedition, loyalty from rebellion. To deny the supreme authority of the state is a high misdemeanor, to say no worse of it; to oppose it by force is an overt act of treason, punishable by confiscation of estate, and most ignominious death.
__April 3, 1775__
... Novanglus has accused me of traducing [maligning/badmouthing] the people of this province. I deny the charge. Popular demagogues always call themselves the people, and when their own measures are censured, cry out, “the people, the people are abused and insulted.” ... He suggests that I write from sordid motives. I despise the imputation. I have written my real sentiments not to serve a party (for, as he justly observes, I have sometimes quarreled with my friends) but to serve the public. Nor would I injure my country to inherit all the treasures that avarice and ambition sigh for. Fully convinced, that our calamities were chiefly created by the leading Whigs [Patriots], and that a persevering in the same measures that gave rise to our troubles would complete our ruin, I have written freely....
Do you expect to conquer in war? War is no longer a simple but an intricate science, not to be learned from books or two or three campaigns, but from long experience. You need not be told that his majesty’s generals, Gage and Haldimand, are possessed of every talent requisite to great commanders, matured by long experience in many parts of the world, and stand high in military fame ... Alas! My friends, you have nothing to oppose to this force but a militia unused to service, impatient of command, and destitute of resources ....
My dear countrymen, you have before you, at your election, peace or war, happiness or misery. May the God of our forefathers direct you in the way that leads to peace and happiness before your feet stumble on the dark mountains, before the evil days come, wherein you shall say we have no pleasure in them.
MASSACHUSETTENSIS
On April 19, 1775, two days after the publication of the last essay (by John Adams), the battles of Lexington and Concord were fought near Boston, marking for many the beginning of the Revolutionary War. Although Adams had sent several other essays to the Boston Gazette, they were never printed, perhaps lost.
My design [plan] in pursuing this malicious slanderer, concealed as he us under so soft and oily an appearance, through all the doublings of his tedious course, is to vindicate this Colony from his base aspersions—that strangers now among us and the impartial public may see the wicked arts which are still employed against us.
__March 13, 1775__
Our scribbler, more heroically still, is determined to show the world that he has courage superior to all regard to modesty, justice, or truth. Our patriots have never determined or desired to be independent states, if a voluntary cession of a right to regulate their trade can make them dependent even on Parliament; though they are clear in theory that, by the common law and the English constitution, Parliament has no authority over them. None of the patriots of this province, of the present age, have ever denied that Parliament has a right, from our voluntary cession, to make laws which shall bind the colonies, so far as their commerce extends [i.e., not to raise revenue or control internal colonial policy].
“There is no possible medium between absolute independence and subjection to the authority of parliament.” If this is true, it may be depended upon, that all North America are as fully convinced of their independence, their absolute independence, as they are of their own existence; and as fully determined to defend it at all hazards, as Great Britain is to defend her independence against foreign nations. But it is not true. An absolute independence on parliament, in all internal concerns and cases of taxation, is very compatible with an absolute dependence on it, in all cases of external commerce....
That there are any who pant after “independence,” (meaning by this word a new plan of government over all America, unconnected with the crown of England, or meaning by it an exemption from the power of Parliament to regulate trade) is as great a slander upon the province as ever was committed to writing. The patriots of this province desire nothing new; they wish only to keep their old privileges. They were for one hundred and fifty years allowed to tax themselves and govern their internal concerns as they thought best. Parliament governed their trade as they thought fit. This plan they wish may continue forever. But it is honestly confessed, rather than become subject to the absolute authority of Parliament in all cases of taxation and internal polity, they will be driven to throw off that of regulating trade.
NOVANGLUS
The Boston Post-Boy, 19 December 1774. In the first military confrontation of the Revolution (Dec. 14), about 400 volunteer militiamen in New Hampshire, warned by Paul Revere that British troops were marching from Boston to secure Fort William and Mary, captured the fort and secured the arms and gunpowder stored there. While shots were fired, no one was injured.
Extract of a Letter from Portsmouth, New Hampshire, dated December 16.
“We have been in Confusion here for two Days, on Account of an Express from Boston, informing that two [British] Regiments were coming to take Possession of our Fort. — By Beat of Drum 200 Men immediately assembled and went to the Castle [fort] in two Gundalows [river cargo boats], who on their Way were joined by 150 more, and demanded the surrender of the Fort, which Capt. Cochran refused, and fired three Guns, but no Lives were lost; upon which they immediately scaled the Walls, disarmed the Captain and his Men, took Possession of 97 Barrels of Powder, put it on board the Gundalows, brought it up to Town and went off with it to some Distance in the Country.
Yesterday the Town was full of Men from the Country who marched in, in Form, chose a Committee to wait on [for] the Governor, who assured them he knew of no such Design [plan] for sending Troops, Ships, &c. This Morning I hear there is a Thousand or Fifteen Hundred on their march to Town. The Governor and Council sat Yesterday on the affair and are now meeting again. — The men who came down are those of the best Property and Note in the Province [colony].”
Essex Gazette, 25 April 1775. An early report of the Battle of Lexington and Concord, 19 April 1775.
Last Wednesday, the 19th of April, the Troops of his Britannic Majesty commenced Hostilities upon the People of the Province, attended with Circumstances of Cruelty not less brutal than what our venerable Ancestors received from the vilest Savages of the Wilderness. The Particulars relative to this interesting Event, by which we are involved in all the Horrors of a civil War, we have endeavored to collect as well as the present confused State of Affairs will admits.
On Tuesday Evening a Detachment from the Army, consisting, it is said, of 8 or 900 Men, commanded by Lieut. Col. Smith, embarked at the Bottom of the Common in Boston, on board a Number of Boats, and landed at Phips’s Farm, a little Way up Charles River, from whence they proceeded with Silence and Expedition on their Way to Concord, about 18 Miles from Boston. The People were soon alarmed and began to assemble in several Towns before Daylight in order to watch the Motion of the Troops. At Lexington, 6 Miles below Concord, a Company of Militia of about 100 men mustered near the Meeting House. The Troops came in Sight of them just before Sunrise, and
running within a few Rods of them, the Commanding Officer accosted the Militia in Words to this Effect: ——"Disperse you Rebels — Damn you, throw down your Arms and disperse." Upon which the Troops huzza'd and immediately one or two Officers discharged their Pistols, which were instantaneously followed by the Firing of 4 or 5 of the Soldiers, and then there seemed to be a general Discharge from the whole Body. Eight of our men were killed, and nine wounded.
In a few Minutes after this Action, the Enemy renewed their March for Concord, at which Place they destroyed several Carriages, Carriage Wheels, and about 20 Barrels of Flour, all belonging to the Province. Here about 150 Men going towards a Bridge, of which the Enemy were in Possession, the latter fired and killed 2 of our men, who then returned the Fire and obliged the Enemy to retreat back to Lexington, where they met Lord Percy with a large Reinforcement, with two pieces of Cannon. The Enemy, now having a Body of about 1800 men, made a Halt, picked up many of their Dead and took Care of their Wounded.
At Menotomy, a few of our Men attacked a Party of twelve of the Enemy (carrying Stores and Provisions to the Troops), killed one of them, wounded several, made the Rest Prisoners, and took Possession of all their Arms, Stores, Provisions, &c. without any Loss on our Side. — The Enemy, having halted one or two Hours at Lexington, found it necessary to make a second Retreat, carrying with them many of their Dead and Wounded, who they put into Chaises and on Horses that they found standing in the Road. They continued their Retreat from Lexington to Charlestown [near Boston] with great Precipitation, and, notwithstanding their Field Pieces [weapons], our People continued the Pursuit, firing at them till they got to Charlestown Neck (which they reached a little after Sunset) over which the Enemy passed, proceeded up Bunker's Hill, and soon afterwards went into the Town, under the protection of the Somerset Man of War [warship] of 64 Guns.
In Lexington the Enemy set Fire to Deacon Joseph Loring's House and Barn, Mrs. Mulliken's House and Shop, and Mr. Joshua Bond's House and Shop, which were all consumed. They also set Fire to several other Houses, but our People extinguished the Flames. They pillaged almost every House they passed by, breaking and destroying Doors, Windows, Glasses, &c and carrying off Clothing and other valuable Effects. It appeared to their Design [plan] to burn and destroy all before them, and nothing but our vigorous Pursuit prevented their infernal Purposes from being put in Execution. But the savage barbarity exercised upon the Bodies of our unfortunate Brethren who fell is
almost incredible. Not content with shooting down the unarmed, aged, and infirm, they disregarded the Cries of the Wounded, killing them without Mercy, and mangling their Bodies in the most shocking Manner.
We have the Pleasure to say that, notwithstanding the highest Provocations given by the Enemy, not one Instance of Cruelty that we have heard of was committed by our victorious Militia; but, listening to the merciful Dictates of the Christian Religion, they "breathed higher Sentiments of Humanity."
The Consternation of the People of Charlestown, when our Enemies were entering the Town, is inexpressible. The Troops, however, behaved tolerably civil, and the People have since nearly all left the Town.
■ *The Massachusetts Spy; Or, American Oracle of Liberty, 17 May 1775*. An early report of the Battle of Ticonderoga in upper New York, 10 May 1775, with news of other colonies' preparation for war.
WORCESTER, MAY 17.
Yesterday Col. James Easton of Pittsfield passed through this town on his way to the Hon[orable]. the Provincial Congress with the important intelligence of the reduction [defeat/takeover] of Ticonderoga to the American forces on the 10th instant [of this month]. A correspondent, whose veracity may be depended upon, has sent us the following account of this interesting affair, viz. [namely]:
"Col. James Eason and Col. Ethan Allen, having raised 150 men for the purpose, agreeable to a plan formed in Connecticut, detached a party of about thirty men to go to Scheensborough and take into custody major Scheen and his party of regular soldiers, and with the remainder having crossed the Lake in boats in the night and landed about half a mile from said fortress, immediately marched with great silence to the gate of the fortress, and at break of day, May 10th, made the assault with great intrepidity. Our men, darting like lightning upon the guards, gave them but just time to snap two guns at our men before they took them prisoners. This was immediately followed by the reduction of the fort and its dependencies. About 40 of the King's troops are taken prisoners (including one captain, one lieutenant and inferior officers) with a number of women and children belonging to the soldiery at this garrison. Major Scheen and the whole of his party are also taken. The prisoners are now under a guard on their way to Hartford [Connecticut], where it is probably they will arrive the latter end of this week. Those who took an account of the ordinance, warlike stores, &c. judged it amounted to no less than 3000 l. [pounds] in value. A party was immediately detached to take possession of Crown Point, where no great opposition was expected to be made. As the possession of this place affords us a key to all Canada, and may be of infinite importance to us in the future. It must rejoice the hearts of all lovers of their country to so noble an acquisition was made without the loss of one life and is certainly an encomium upon the wisdom and valor of the New Englanders, however some Tories [Loyalists] would fain insinuate that they will not fight, nor encounter danger."
What think ye of the YANKEES now?
We are told there are above 100 pieces of cannon, from 6 to 24 pounders, at Ticonderoga. . . .
The General Assembly of Rhode Island have voted to raise 1500 men. . . .
We hear that 4000 troops will be raised in Pennsylvania for the preservation of American liberties. The southern colonies as far as we have heard, are arming. The[y] greatly applaud our conduct in defeating the ministerial troops. The people of New York have removed 40 pieces of cannon to King's Bridge in order to fortify that important pass.
AMERICANS TO ARMS
[Anonymous], Sung to the Tune of BRITONS TO ARMS
[broadside, Salem, Massachusetts, 1775]
AMERICA’s Sons, yourselves prepare
For LIBERTY now calls for War.
Exert yourselves with Force and Might,
Show how AMERICANS can fight,
And only to maintain their Right — Farewell England.
Rouse, rouse, my Boys, ’tis FREEDOM that calls;
Mount, mount your Guns, prepare your Ball;
We’ll fight, we’ll conquer, or we’ll die,
But we’ll maintain our LIBERTY,
And hand it to Posterity — Farewell England.
Hark! from afar, how the Trumpet sounds,
See the bold Heroes in Blood and Wounds;
Drums a-beating, Colors flying,
Cannons roaring, brave Men dying,
Such are the bold AMERICANS — Farewell England.
AMERICA which rules over the Land,
Her valiant Sons join Hand in Hand;
United Sons of FREEDOM may
Drive all those Dogs of War away,
With Triumph crown AMERICA — Farewell England.
Why then should we be daunted at all,
Since we’ve engag’d in so noble a Call?
As fighting for our CHURCH and LAWS,
And dying in so just a CAUSE,
’Twill prove the fatal Overthrow — Of Old England.
Quisquis Reipublica sit infelix, felix esse non potest.
The CAUSE we fight for animates us high,
Namely RELIGION and dear LIBERTY.
---
3 Early American Imprints: text and digital image courtesy of the American Antiquarian Society with Readex/Newbank, Doc. 42766. Verse punctuation modernized for clarity. For lyrics of “Britons to Arms,” see www.rc.umd.edu/editions/warpoetry/1803/1803_2.html.
4 Referring to the Quebec Act that allowed French law and religion (Roman Catholicism) to be maintained in the Ohio River Valley, alarming Protestant Americans.
5 Cicero, *Philippics* II, 26: “… no man that is an enemy of the State can be happy.” Walter C. A. Ker, trans., The Loeb Classical Library, Harvard University Press, 1969.
ONCE more Bellona, forc’d upon the stage,
Inspires new fury, and awakes her rage,
From North to South her thund’ring trumpet spreads
Tumults, and war and death, and daring deeds.
What breast but kindles at the martial sound?
What heart but bleeds to feel its country’s wound?
For thee, blest freedom, to protect thy sway,
We rush undaunted to the bloody fray;
For thee, each province arms its vig’rous host,
Content to die, e’er freedom shall be lost. . . .
Ah, see with grief fair Massachusetts’ plains,
The seat of war, and death’s terrific scenes;
Where darling peace with smiling aspect stood,
Lo! the grim Soldier stalks in quest of blood:
What madness, heaven, has made Britannia frown?
Who plans our schemes to pull Columbia down?
See Boston groan beneath the strong blockade,
Her freedom vanish’d, and destroy’d her trade;
Injur’d, opprest, no tyrant could exceed
The cruel vengeance of so base a deed. . . .
Who fights to take our liberty away,
Dead-hearted fights and falls an easy prey;
The cause, the cause, most cruel to enslave,
Disheartens thousands, and ummans the brave:
Who could have thought that Britons bore a heart,
Or British troops to act so base a part?
Britons of old renown’d, can they descend
T’enslave their brethren in a foreign land?
What oath, what oath, inform us if you can,
Binds them to act below the worth of man?
Can they whom half the world admires, can they
Be advocates for vile despotic sway?
Shall they, to every shore and clime renown’d,
Enforce those acts that tyranny did found? . . .
See where from various distant climes unites
A generous council to protect our rights,
Fix’d on a base too steadfast to be mov’d,
Loving their country, by their country lov’d,
Great guardians of our freedom, we pursue
Each patriot measure as inspir’d by you,
Columbia, nor shall fame deny it owes
Past safety to the counsel you propose;
And if they do not keep Columbia free,
What will alas! become of Liberty?
Great souls grow bolder in their country’s cause,
Detest enslavers, and despise their laws.
O Congress fam’d, accept this humble lay,
The little tribute that the muse can pay;
On you depends Columbia’s future fate,
A free asylum or a wretched state.
Fall’n on disastrous times we push our plea,
Heard or not heard, and struggle to be free.
Born to contend, our lives we place at stake,
And grow immortal by the stand we make.
O you, who, far from liberty detain’d,
Wear out existence in some slavish land,
Fly thence from tyrants, and their flatt’ring throng,
And bring the fiery freeborn soul along.
Neptune for you shall smooth the hoary deep,
And awe the wild tumultuous waves to sleep;
Here vernal woods, and flow’ry meadows blow,
Luxuriant harvests in rich plenty grow,
Commerce extends as far as waves can roll,
And freedom, God-like freedom, crowns the whole. . . .
Happy some land, which all for freedom gave,
Happier the men whom their own virtues save;
Thrice happy we who long attacks have stood,
And swam to Liberty thro’ seas of blood;
The time shall come when strangers rule no more,
Nor cruel mandates vex from Britain’s shore:
When Commerce shall extend her short’ned wing,
And her free freights from every climate bring;
When mighty towns shall flourish free and great,
Vast their dominion, opulent their state;
When one vast cultivated region teems,
From ocean’s edge to Mississippi’s streams;
While each enjoys his vineyard’s peaceful shade,
And even the meanest has no cause to dread;
Such is the life our foes with envy see,
Such is the godlike glory to be free.
6 Roman goddess of war.
7 Columbia, America sometimes so called, from Columbus the first discoverer. [Note in original]
SAMUEL ADAMS, delegate to the Second Continental Congress, Philadelphia, letters to his wife, Elizabeth Wells Adams, Boston. EXCERPTS.
28 June 1775. Yesterday I receiv’d Letters from some of our Friends at the [Military] Camp informing me of the Engagement [battle] between the American Troops and the Rebel Army in Charlestown [near Boston]. I cannot but be greatly rejoyed at the tried Valor of our Countrymen, who by all Accounts behav’d with an Intrepidity becoming those who fought for their Liberties against the mercenary Soldiers of a Tyrant. It is painful to me to reflect upon the Terror I must suppose you were under on hearing the Noise of War so near you. Favor me, my dear, with an Account of your Apprehensions at that time, under your own hand. I pray God to cover the heads of our Countrymen in every day of Battle, and ever to protect you from Injury in these distracted Times.
20 October 1775. The Affairs of our Country are at this Moment in the most critical Situation. Every Wheel seems now to be in Motion. I am so fully satisfied in the Justice of our Cause that I can confidently as well as devoutly pray that the righteous Disposer of all things would succeed our Enterprises. If he suffers [allows] us to be defeated in any or all of them, I shall believe it to be for the most wise and gracious Purposes and shall heartily acquiece in the Divine Proposal. It is an unspeakable Consolation to an Actor upon the public Stage when, after the most careful Retrospect, he can satisfy himself that he has had in his View no private or selfish Considerations, but has ever been [guided] by the pure Motive of serving his Country and delivering it from the rapacious Hand of a Tyrant.
JOHN ADAMS, delegate to the Second Continental Congress, Philadelphia, letters to his wife, Abigail Adams, Braintree (near Boston), Massachusetts. EXCERPTS.
7 July 1775. Your Description of the Distresses of the worthy Inhabitants of Boston and the other Sea Port Towns is enough to melt a Heart of stone. Our Consolation must be this, my dear, that Cities may be rebuilt, and a People reduced to Poverty may acquire fresh Property: But a Constitution of Government once changed from Freedom can never be restored. Liberty once lost is lost forever. When the People once surrender their share in the Legislature, and their Right of defending the Limitations upon the Government, and of resisting every Encroachment upon them, they can never regain it.
7 October 1775. The Situation of Things is so alarming that it is our Duty to prepare our Minds and Hearts for every Event, even the Worst. From my earliest Entrance into Life, I have been engaged in the public Cause of America: and from first to last I have had upon my Mind a strong Impression that Things would be wrought up to their present Crisis. I saw from the Beginning that the Controversy was of such a Nature that it never would be settled, and every day
---
8 The Writings of Samuel Adams, ed. Harry Alonzo Cushing, vol. III: 1773-1777 (New York: The Knickerbocker Press, 1907).
9 The Papers of John Adams, Massachusetts Historical Society; permission pending.
convinces me more and more. This has been the source of all the Disquietude of my Life. It has lain down and rose up with me these twelve Years. The Thought that we might be driven to the sad Necessity of breaking our Connection with G. B., exclusive of the Carnage and Destruction which it was easy to see must attend the separation, always gave me a great deal of Grief. And even now, I would cheerfully retire from public life forever, renounce all Chance for Profits or Honors from the public, nay I would cheerfully contribute my little Property to obtain Peace and Liberty. — But all these must go and my Life too before I can surrender the Right of my Country to a free Constitution. I dare not consent to it. I should be the most miserable of Mortals ever after, whatever Honors or Emoluments might surround me.
John Adams, Philadelphia (during the Second Continental Congress), letter to Abigail Adams, Braintree, Massachusetts, 7 October 1775 (detail)
The Situation of Things, is so alarming, that is our Duty to prepare our Minds and Hearts for every Event, even the Worst.”
GEORGE WASHINGTON, delegate to the Second Continental Congress, Philadelphia, letter to his wife, Martha Washington, Mount Vernon, Virginia. EXCERPTS.¹⁰
18 June 1775. I am now set down to write to you on a subject which fills me with inexpressable concern — and this concern is greatly aggravated and Increased when I reflect on the uneasiness I know it will give you — It has been determined by Congress that the whole Army raised for the defense of the American Cause shall be put under my care, and that it is necessary for me to proceed immediately to Boston to take upon me the Command of it. You may believe me my dear Patcy, when I assure you in the most solemn manner that, so far from seeking this appointment, I have used every endeavor in my power to avoid it, not only from my unwillingness to part with you and the Family, but from a consciousness of its being a trust too far great for my Capacity and that I should enjoy more real happiness and felicity in one month with you, at home, than I have the most distant prospect of reaping abroad, if my stay was to be Seven times Seven years. But, as it has been a kind of destiny that has thrown me upon this Service, I shall hope that my undertaking of it [is] design’d to answer some good purpose — You might, and I suppose did perceive, from the Tenor of my letters that I was apprehensive I could not avoid this appointment, as I did not even pretend to intimate [suggest] when I should return — that was the case — it was utterly out of my power to refuse this appointment without exposing my Character to such censures as would have reflected dishonor upon myself and given pain to my friends — this I am sure could not and ought not to be pleasing to you, & must have lessen’d me considerably in my own esteem. I shall rely therefore, confidently, on that Providence which has heretofore preserv’d & been bountiful to me, not doubting but that I shall return safe to you in the fall — I shall feel no pain from the Toil or the danger of the Campaign — My unhappiness will flow from the uneasiness I know you will feel at being left alone — I therefore beg of you to summon your whole fortitude & Resolution and pass your time as agreeably as possible — nothing will give me so much sincere satisfaction as to hear this, and to hear it from your own Pen.
¹⁰ Courtesy of the University of Virginia Library, at gwpapers.virginia.edu/index.html.
5 July 1775. Letter to William Strahan, London. FULL TEXT.
You are a Member of Parliament, and one of that Majority which has doomed my Country to Destruction. You have begun to burn our Towns and murder our People. Look upon your Hands! They are stained with the Blood of your Relations! You and I were long Friends: You are now my Enemy, and I am, Yours.
B Franklin
7 July 1775. Letter to Jonathan Shipley, London (EXCERPTS).
I found at my arrival all America from one End of the 12 united Provinces to the other busily employed in learning the Use of Arms. The Attack upon the Country People near Boston by the Army had rous’d every Body and exasperated the whole Continent. The Tradesmen of this City were in the Field twice a day, at 5 in the Morning and Six in the Afternoon, disciplining [training] with the utmost Diligence, all being Volunteers. We have now three Battalions, a Troop of Light Horse, and a Company of Artillery, who have made surprising Progress. The same Spirit appears everywhere and the Unanimity is amazing. . . . You will have heard before this reaches you of the Defeat the Ministerial [British] Troops met with in their first Sortie; the several small Advantages we have since had of them, and the more considerable Affair of the 17th when after two severe Repulses they carry’d the unfinished Trenches of the Post we had just taken on a Hill near Charlestown. They suffered greatly however, and I believe are convinc’d by this time that they have Men to deal with, tho’ unexperienced, and not yet well arm’d. In their way to this Action, without the least Necessity, they barbarously plundered and burnt a fine, undefended Town opposite to Boston called Charlestown, consisting of about 400 Houses, many of them elegantly built. Some sick, aged and decrepit poor Persons who could not be carried off in time perish’d in the Flames. In all our Wars, from our first settlement in America to the present time, we never received so much damage from the Indian Savages as in this one day from these. Perhaps Ministers\(^{12}\) may think this a Means of disposing us to Reconciliation. I feel and see every where the Reverse. . . .
The Congress will send one more Petition to the King, which I suppose will be treated as the former was, and therefore will probably be the last; for tho’ this may afford Britain one chance more of recovering our Affections and retaining the Connection, I think she has neither Temper nor Wisdom enough to seize the Golden Opportunity. . . .
. . . When I consider that all this Mischief is done my Country, by Englishmen and Protestant Christians, of a Nation among whom I have so many personal Friends, I am ashamed to feel any Consolation in a prospect of Revenge. I choose to draw it rather from a Confidence that we shall sooner or later obtain Reparation. I have proposed therefore to our People that they keep just Accounts and never resume the Commerce or the Union ’till Satisfaction is made. If it is refused for 20 Years, I think we shall then be able to take it with Interest.
12 Sept. 1775. Letter to David Hartley, London. EXCERPT.
With this [letter] I send you a number of Newspapers and Pamphlets by which you will see Things are become serious here. Your Nation must stop short and change its Measures, or she will lose the Colonies forever. The Burning of Towns, and firing from Men of War [warships] on defenseless Cities and Villages fill’d with Women and Children, the exciting the Indians to fall on our innocent Back Settlers and our Slaves to murder their Masters, are by no means Acts of a legitimate Government: they are of barbarous Tyranny and dissolve all Allegiance. The Insolence of your Captains of Men of War is intolerable. But we suppose they know whom they are to please.
---
\(^{11}\) The Papers of Benjamin Franklin, American Philosophical Society & and Yale University; Docs. 626808, 626813, 626678. Permission pending.
\(^{12}\) i.e., British Prime Minister and other cabinet members; not referring to clergymen.
On July 5 and 6, 1775, one year before it would adopt the Declaration of Independence, the Second Continental Congress endorsed two documents to be sent to King George III — a last attempt at reconciliation known as the “Olive Branch Petition,” and an explanation of the colonies’ preparations for war. The Congress also issued a letter to the inhabitants of Great Britain, as the first congress had done the year before, and devised “rules and articles” for establishing a trained continental army.
“Olive Branch Petition,” approved 5 July, sent 8 July, rejected by King George III 23 August 1775. EXCERPTS.
Most gracious Sovereign!
We, your Majesty’s faithful subjects of the Colonies of New Hampshire, Massachusetts Bay, Rhode Island and Providence Plantations, Connecticut, New York, New Jersey, Pennsylvania, the Counties of Newcastle, Kent, and Sussex, on Delaware [River], Maryland, Virginia, North Carolina, and South Carolina, in behalf of ourselves and the inhabitants of these Colonies, who have deputed us to represent them in General Congress, entreat your Majesty’s gracious attention to this our humble petition. . . .
We shall decline the ungrateful task of describing the irksome variety of artifices practised by many of your Majesty’s Ministers, the delusive pretenses, fruitless terrors, and unavailing severities that have from time to time been dealt out by them in their attempts to execute this impolitic plan [to restrict the commerce and liberties of the colonies], or of tracing through a series of years past the progress of the unhappy differences between Great Britain and these Colonies that have flowed from this fatal source.
Your Majesty’s Ministers [cabinet officials], persevering in their measures, and proceeding to open hostilities for enforcing them, have compelled us to arm in our own defense, and have engaged us in a controversy so peculiarly abhorrent to the affections of your still faithful Colonists, that when we consider whom we must oppose in this contest and, if it continues, what may be the consequences, our own particular misfortunes are accounted by us only as parts of our distress.
Knowing to what violent resentments and incurable animosities civil discords are apt to exasperate and inflame the contending parties, we think ourselves required by indispensable obligations to Almighty God, to your Majesty, to our fellow subjects, and to ourselves, immediately to use all the means in our power, not incompatible with our safety, for stopping the further effusion of blood and for averting the impending calamities that threaten the British Empire. . . .
We therefore beseech your Majesty that your royal authority and influence may be graciously interposed to procure us relief from our afflicting fears and jealousies occasioned by the system before-mentioned, and to settle peace through every part of your dominions, with all humility submitting to your Majesty’s wise consideration whether it may not be expedient for facilitating those important purposes that your Majesty be pleased to direct some mode, by which the united applications of your faithful Colonists to the throne, in presence of their Common Councils, may be improved into a happy and permanent reconciliation; and that, in the mean time, measures may be taken for preventing the further destruction of the lives of your Majesty’s subjects, and that such statutes as more immediately distress any of your Majesty’s Colonies may be repealed. . . .
That your Majesty may enjoy a long and prosperous reign, and that your descendents may govern your dominions with honor to themselves and happiness to their subjects, is our sincere and fervent prayer.
If it was possible for men who exercise their reason to believe that the Divine Author of our existence intended a part of the human race to hold an absolute property in, and an unbounded power over others, marked out by his infinite goodness and wisdom as the objects of a legal domination never rightfully resistible, however severe and oppressive, the Inhabitants of these Colonies might at least require from the Parliament of Great Britain some evidence that this dreadful authority over them has been granted to that body. But a reverence for our great Creator, principles of humanity, and the dictates of common sense must convince all those who reflect upon the subject that government was instituted to promote the welfare of mankind and ought to be administered for the attainment of that end. . . . The legislature of Great Britain, however, stimulated by an inordinate passion for a power not only unjustifiable, but which they know to be peculiarly reprobated by the very constitution of that kingdom . . . [have] attempted to effect their cruel and impolitic purpose of enslaving these Colonies by violence, and have thereby rendered it necessary for us to close with their last appeal from Reason to Arms. — Yet, however blinded that assembly may be by their intemperate rage for unlimited domination, so to slight justice and the opinion of mankind, we esteem ourselves bound by obligations of respect to the rest of the world to make known the justice of our cause. . . .
. . . [Since 1764 Parliament has] undertaken to give and grant our money without our consent, though we have ever exercised an exclusive right to dispose of our own property. Statutes have been passed
- for extending the jurisdiction of courts of Admiralty and Vice-Admiralty beyond their ancient limits
- for depriving us of the accustomed and inestimable privilege of trial by jury in cases affecting both life and property
- for suspending the legislature of one of the colonies, for interdicting all commerce to the capital of another, and for altering fundamentally the form of government established by charter and secured by acts of its own legislature solemnly confirmed by the crown
- for exempting the “murderers” of colonists from legal trial, and in effect, from punishment
- for erecting in a neighboring province, acquired by the joint arms of Great Britain and America, a despotism dangerous to our very existence,¹³ and
- for quartering soldiers upon the colonists in time of profound peace.¹⁴
It has also been resolved in Parliament that colonists charged with committing certain offenses shall be transported to England to be tried.
But why should we enumerate our injuries in detail? By one statute it is declared that Parliament can “of right make laws to bind us IN ALL CASES WHATSOEVER.”¹⁵ What is to defend us against so enormous, so unlimited a power? Not a single man of those who assume it [the power] is chosen by us or is subject to our control or influence;¹⁶ but, on the contrary, they are all of them exempt from the operation of such laws; and an American revenue, if not diverted from the ostensible purposes for which it is raised, would actually lighten their own burdens in proportion as they increase ours. We saw the misery to which such despotism would reduce us.
---
¹³ Referring to the Quebec Act of 1774, by which Britain allowed French law and the official church of France (Roman Catholicism) to be maintained in former French Canada, including the Ohio River Valley where Americans (primarily Protestant) hoped to move and settle.
¹⁴ Formatting added.
¹⁵ Declaratory Act of 1765, passed by Parliament on the same day that the Stamp Act was repealed.
¹⁶ I.e., taxation without representation.
We for ten years incessantly and ineffectually besieged the Throne as suppliants. We reasoned, we remonstrated with Parliament in the most mild and decent language. But Administration, sensible that we should regard these oppressive measures as freemen ought to do, sent over fleets and armies to enforce them. The indignation of the Americans was roused, it is true, but it was the indignation of a virtuous, loyal, and affectionate people. A Congress of Delegates from the united colonies was assembled at Philadelphia on the fifth day of last September [1774]. We resolved again to offer an humble and dutiful petition to the King and also addressed our fellow subjects of Great Britain. We have pursued every temperate, every respectful measure. We have even proceeded to break off our commercial intercourse with our fellow subjects as the last peaceable admonition that our attachment to no nation upon earth should supplant our attachment to liberty — This, we flattered ourselves, was the ultimate step of the controversy: But subsequent events have shown how vain was this hope of finding moderation in our enemies.
Hostilities thus commenced by the British troops have been since prosecuted by them without regard to faith or reputation — The inhabitants of Boston, being confined within that town by the General their Governor, and having in order to procure their dismission entered into a treaty with him, it was stipulated that the said inhabitants, having deposited their arms with their own magistrates, should have liberty to depart, taking with them their other effects. They accordingly delivered up their arms, but in open violation of honor, in defiance of the obligation of treaties, which even savage nations esteem sacred, the Governor ordered the arms deposited as aforesaid, that they might be preserved for their owners, to be seized by a body of soldiers; detained the greatest part of the inhabitants in the town, and compelled the few who were permitted to retire to leave their most valuable effects behind.
By this perfidy [treachery] wives are separated from their husbands, children from their parents, the aged and the sick from their relations and friends, who wish to attend and comfort them; and those who have been used to live in plenty and even elegance are reduced to deplorable distress. . . .
. . . We are reduced to the alternative of choosing an unconditional submission to the tyranny of irritated ministers, or resistance by force. — The latter is our choice. — We have counted the cost of this contest and find nothing so dreadful as voluntary slavery. — Honor, justice, and humanity forbid us tamely to surrender that freedom which we received from our gallant ancestors, and which our innocent posterity have a right to receive from us. We cannot endure the infamy and guilt of resigning succeeding generations to that wretchedness which inevitably awaits them, if we basely entail hereditary bondage upon them.
Our cause is just. Our union is perfect. Our internal resources are great, and, if necessary, foreign assistance is undoubtedly attainable. — We gratefully acknowledge, as signal instances of the Divine favour towards us, that his Providence would not permit us to be called into this severe controversy until we were grown up to our present strength, had been previously exercised in warlike operation, and possessed of the means of defending ourselves. — With hearts fortified with these animating reflections, we most solemnly, before GOD and the world, declare that, exerting the utmost energy of those powers which our beneficent Creator hath graciously bestowed upon us, the arms we have been compelled by our enemies to assume, we will, in defiance of every hazard, with unabating firmness and perseverance, employ for the preservation of our liberties; being with one mind resolved to die Free-men rather than to live Slaves. . . .
With an humble confidence in the mercies of the supreme and impartial Judge and Ruler of the universe, we most devoutly implore his divine goodness to conduct us happily through this great conflict, to dispose our adversaries to reconciliation on reasonable terms, and thereby to relieve the empire from the calamities of civil war.
By Order of CONGRESS,
JOHN HANCOCK, President.
---
17 I.e., government officials in the king's cabinet (ministry).
18 Battle of Lexington and Concord, 19 April 1775.
ISAAC HUNT, *The Political Family: Or, A Discourse Pointing Out the Reciprocal Advantages Which Flow from an Uninterrupted Union between Great Britain and her American Colonies*, Philadelphia, 1775. EXCERPTS.
*Great Britain* has been a nurturing mother to her colonies. Her first embarkations to America and her first conquests there were attended with great expense without any immediate return of profit, and, at the same time, drained her of many people useful at home. Her floating castles [warships] have protected and daily do protect their trade. Royal licenses have been granted to collect money for the promotion of learning and virtue in the *colonies*, and the money was generously given by their brethren in *Great Britain*. . . And she hath lately, at a great expense of blood and millions of treasure saved them from the butchering knife of *savage*, and the unjust encroachments of ambitious enemies [French and Indian War].
On the other hand, the advantages which (as I mentioned before) she receives in the encouragement of her manufactures, the extension of her commerce, and the increase of power, by sea and land, from the trade of her industrious colonies, have already rendered her the Queen of nations; and in a short time *Great Britain* and her *American colonies*, if they continue *united*, must inevitably be the most powerful Empire in the world — the advantages of which are not only reciprocal to them but to all the Protestant and Christian states of Europe. Because the love of virtue and liberty, which is predominant and peculiar in Englishmen, will diffuse [spread] itself wherever it can have INFLUENCE.
THOMAS BRADBURY CHANDLER, *What Think Ye of the Congress Now? Or, An Enquiry How Far the Americans are Bound to Abide by, and Execute the Decisions of, the Late [Continental] Congress*, New York, 1775. EXCERPTS.
What must be the consequence of a rebellious war with the Mother Country, any person of common sense, if he will take the liberty to exercise it, may easily foresee. Even a final victory would effectually ruin us, as it would necessarily introduce civil wars among ourselves and leave us open and exposed to the avarice and ambition of every maritime power in Europe or America. And till one part of this country shall have subdued the other and conquered a part of the world besides, this peaceful region must become and continue to be a theater of inconceivable misery and horror.
But that we should have any expectation of hope of being able to conquer or withstand the force of Great Britain is to me astonishing. I doubt not but the Americans are naturally as brave as any other people, and it is allowed [admitted] that they are not wanting in numbers, but they are without fortresses, without discipline [military training], without military stores [provisions/equipment], without money. These are deficiencies which it must be the work of an age to remove, and while they continue, it will be impossible to keep an army in the field.
JOSEPH GALLOWAY, *A Candid Examination of the Mutual Claims of Great Britain and the Colonies, with a Plan of Accommodation on Constitutional Principles*, New York, 1775. EXCERPTS.
Great pains have been taken by the American demagogues to delude the unhappy people, whom they have doomed to be the dupes of their ambition, into a belief that no justice was to be obtained of
his Majesty and his houses of Parliament, and that they had refused to hear our most reasonable petitions. Hence we have seen the best of Sovereigns treated with the grossest abuse and insult, the affections of his people alienated, and many of his faithful subjects, desponding of relief, taking up arms against his authority. It is high time that this fatal delusion should be exposed, and the good people of America disabused. It is true that his Majesty and the two houses of Parliament have treated petitions from the colonies with neglect, but what were those petitions? Did they rest on a denial of the essential rights of Parliament, or did they ask for the rights of the subject in America? A retrospect of all the petitions ever presented to the throne on this subject will show that they conveyed to the royal ear nothing but the language of independence. They disowned the power of the supreme legislature, to which as subjects they owe obedience, and denied a capacity in the colonies to be represented — and upon this ground they insisted on a repeal of the laws. Here they ended. — *No prayer [appeal] nor the least intimation of a desire to be united with Britain upon a just restoration of their rights!* . . . Should a child take umbrage at the conduct of a parent, tell him that he was not his father, nor would he consider himself or act as his child *on any terms* — ought the parent to listen to such undutiful language or could he be justly censured for treating it with neglect, or even with contempt? . . .
What then is to be done? Is it too late to recover from our madness and to pursue the dictates of reason and duty? By no means. But it is high time we had changed our measures and retreated from the dangers with which we are threatened. Let us, like men who love order and government, boldly oppose the illegal edicts of the [continental] congress before it is too late — pull down the licentious tyranny they have established and dissolve their inferior committees — their instruments to trample on the sacred laws of your country and your invaluable right. This done, and peace and order restored within your several provinces, apply to your assemblies, who are your constitutional guardians and can alone procure a redress of your grievances. Entreat them in a respectful and dutiful manner to petition his Majesty and his two houses of Parliament — [Galloway presents the wording of such a petition]. . . .
. . . Do you mean to forfeit, by your rash and imprudent conduct, your right to the protection of the British state, and cut yourselves and your posterity off forever from all the privileges of Englishmen? To relinquish your trade up the Mediterranean, in the British seas, and all the British ports? and suffer [allow] the produce of your soil and the effects of your labor and industry to perish on your hands for want of a market to dispose of them? Do you mean to desert all your present blessings, & retreat from superior force into a wilderness inhabited by wild beasts and savages, destitute of the necessaries of life and incapable of obtaining them? Or do you mean to submit to the deplorable condition of a conquered people, subject to the oppression and tyranny of a military government, with British fleets directing that pittance of trade which the conqueror may allow you to enjoy, and with British forces in all your capital cities commanding your allegiance to the British state?
. . . Are you *still* resolved to surrender up your reason to the miserable sophistry and jargon of designing men, and to hazard all these direful misfortunes, rather than be united with your brethren and fellow subjects in Britain? If such be your dreadful resolutions, I, who have all that I hold dear and valuable among you, must content myself with sharing along with you the calamitous consequences of your frenzy and the miserable fate of an American — with this only consolation, that I have honestly discharged my duty in warning you of your dangers, and endeavored to pilot you into the haven of security and happiness.
*What think ye of the Congress Now?*
Government Corrupted by Vice, and Recovered by Righteousness.
Rev. Samuel Langdon (Congregational), president of Harvard; preached before the Provincial Congress, Watertown, Massachusetts, 31 May 1775. EXCERPT.
Isaiah 1:26. And I will restore thy Judges as at the first, and thy Counsellors as at the beginning: afterward thou shalt be called the City of Righteousness, the faithful City.
We have lived to see the time when British Liberty is just ready to expire — when that constitution of government which has so long been the glory and strength of the English nation is deeply undermined and ready to tumble into ruins — when America is threatened with cruel oppression, and the arm of power is stretched out against New England, and especially against this Colony, to compel us to submit to the arbitrary acts of legislators who are not our representatives and who will not themselves bear the least part of the burdens which, without mercy, they are laying upon us.
A Self-Defensive War Lawful.
Rev. John Carmichael (Presbyterian), preached before “Captain Ross’s Company of Militia,” Lancaster, Pennsylvania, 4 June 1775. EXCERPTS.
Luke 3:14. And the soldiers likewise demanded of him, saying, And what shall we do? and he said unto them, Do violence to no man, and neither accuse any falsely, and be content with your wages.
... where our blessed Lord enjoins us, when smote on the one cheek, to turn the other also, he does not mean to forbid us to use lawful and proper means of self-preservation. But the meaning must be as the phrase is proverbial, that we should at no time discover a revengeful or unforgiving disposition, but should be ready to put up with a good deal of ill-usage before we would create disturbance — yea that we should do anything consistent with our own safety. Again, where our Lord enjoins us to love our enemies — he can’t possibly mean that we should love them better than ourselves — that we should put it in the enemy’s owner to kill us when we had it in our power to save our own life by killing the enemy. ... The meaning therefore must be that we do not cherish a spirit of hatred towards the enemies, and would be willing to be reconciled again — and would be desirous [if] the enemy would be convinced of his evil sentiment against us, that we might be again on friendly terms — that we can be sincere in our prayer to God to bring such a desirable event to pass.
Defensive War in a Just Cause Sinless.
Rev. David Jones (Baptist, later a chaplain in the Continental army), preached on a day of “continental fast,” Great Valley Baptist Church, Treddyffrin, Pennsylvania, 20 July 1775. EXCERPTS.
Nehemiah 4:14. And I looked ‘and rose up, and said unto the nobles and to the rulers and to the rest of the people, be not ye afraid of them: Remember the LORD, which is great and terrible, and fight for your brethren, your sons and your daughters, your wives and your houses.
... There is another objection which good people make against war of any kind, viz. [namely] “That war is not agreeable to the disposition of souls newly converted to the knowledge of CHRIST: Then we long for the salvation of souls and have a tender regard for all men. Surely martial engagements [wars] do not suit a meek and loving disciple of JESUS.” I confess, no objection to me is of equal importance to this. It is a solemn consideration. — Alas! alas! that ever there was occasion [cause] of even a defensive war, but occasion there has been and occasion there now is. The reason why a defensive war seems so awful to good people is they esteem to be some kind of murder, but this is a very great mistake, for it is no more murder than a legal process against a criminal. The end is the same, the mode is different. In some cases it is the only mode left to obtain justice. . . .
We have no choice left to us but to submit to absolute slavery and despotism or, as free men, to stand in our own defense and endeavor a noble resistance. Matters are at last brought to this deplorable extremity.
■ **Courage in a Good Cause, or, The Lawful and Courageous Use of the Sword.** Rev. Robert Cooper (Presbyterian), preached “to a large audience, in which were . . . several Companies of Col. Montgomery’s Battalion,” near Shippensburgh, Pennsylvania, 31 August 1775. EXCERPTS.
*Deuteronomy 20:1.* When thou goest out to battle against thine enemies, and seest horses and chariots, and a people more than thou, be not afraid of them; for the Lord thy God is with thee, which brought thee up out of the land of Egypt.
As different conduct comes to be duty at different times, so it is now the duty of all who are able to be in readiness for going out to battle, and therefore to be making every necessary preparation for that purpose. It is now as proper to be diligent in learning the business of war as at ordinary times to learn the common businesses of life. And for persons to say they are so hurried with ordinary affairs that they have no time to spare that way, is as if a man should say, though his house was on fire, he had no time to put it out. All capable of going to battle should endeavor to be furnished with the weapons of war. If the exigency of the case required it, we should now beat our plowshares into swords and our pruning hooks into spears. . . .
. . . You see, the business is not only lawful, but necessary; I may add, honorable. —Even if you die in the conflict, it will be in a good cause. . . . If, then, you would escape deep guilt before God and lasting contempt among men, forward you must go, wheresoever the drum shall beat and the trumpet sound for battle. You have, in a word, no alternative, but either to venture your lives bravely or attempt to save them ignominiously, to run the hazard of dying like heroes, or be certain of living like cowards.
■ **The Law of Liberty: A Sermon on American Affairs.** Rev. John J. Zubly (Presbyterian), preached at the opening of the Provincial Congress of Georgia, Savannah, September 1775. EXCERPTS.
*James 2:12.* So speak ye, and so do, as they that shall be judged by the Law of Liberty.
The Christian religion, while it commands due respect and obedience to superiors, nowhere requires a blind and unlimited obedience on the part of the subjects, nor does it vest any absolute and arbitrary power in the rulers. It is an institution for the benefit, and not for the distress of mankind. It preacheth not only “glory to GOD on high,” but also “peace on earth, and good will among men.”
The Gospel gives no higher authority to magistrates than to be “the ministers of GOD for the good of the subject.” Rom[ans] xiii. From when it must surely follow that their power is to edify and not to destroy. When they abuse their authority to distress and destroy their subjects, they deserve not to be thought ministers of GOD for good; nor is it to be supposed, when they act so contrary to the nature of their office, that they act agreeable to the will of GOD or in conformity to the doctrine of the Gospel. . . .
Never let us lose out of sight that our interest lies in a perpetual connection with our mother country. Notwithstanding the present unwise and harsh measures, there are thousands in Great Britain that think with us and wish well to the American cause and make it their own. Let us convince our enemies that the struggles of America have not their rise in a desire of independence, but from a warm regard to our common constitution, that we esteem the name of Britons as being the same with freemen. Let every step we take afford proof how greatly we esteem our mother country and that, to the wish of a perpetual connection, we prefer this only consideration, that we may be virtuous and free.
AN AMERICAN DESCRIBES the “FIRM CEMENT of an EXTENSIVE UNION” after Lexington & Concord, 1775
DAVID RAMSAY, *The History of the American Revolution*, 1789.
A South Carolina physician, Ramsey served as a surgeon in the Revolutionary Army. After the war, he served in the Continental Congress under the Articles of Confederation (1782-83, 1785-86), and wrote his Revolution history in the late 1780s, as the new nation was crafting its final Constitution.
As arms were to decide the controversy, it was fortunate for the Americans that the first blood was drawn in New England. The inhabitants of that country are so connected with each other by descent, manners, religion, politics, and a general equality, that the killing of a single individual interested the whole and made them consider it as a common cause. The blood of those who were killed at Lexington and Concord proved the firm cement of an extensive union. . . .
The Provincial Congress of Massachusetts, which was in session at the time of the Lexington battle, dispatched an account of it to Great Britain, accompanied with many depositions, to prove that the British troops were the aggressors. They also made an address to the inhabitants of Great Britain in which, after complaining of their sufferings, they say, “these have not yet detached us from our royal sovereign. We profess to be his loyal and dutiful subjects, and though hardly dealt with, as we have been, are still ready with our lives and fortunes to defend his person, crown, and dignity. Nevertheless, to the persecution and tyranny of his evil Ministry [cabinet officials], we will not tamely submit. Appealing to Heaven for the justice of our cause, we determine to die or be free.” From the commencement of hostilities, the dispute between Great Britain and the Colonies took a new direction.
Intelligence that the British troops had marched out of Boston into the country on some hostile purpose, being forwarded by expresses from one committee to another, great bodies of the militia, not only from Massachusetts but the adjacent Colonies, grasped their arms and marched to oppose them. The Colonies were in such a state of irritability that the least shock in any part was, by a powerful and sympathetic affection, instantaneously felt throughout the whole. The Americans who fell were revered by their countrymen as martyrs who had died in the cause of liberty. Resentment against the British burned more strongly than ever. Martial rage took possession of the breasts of thousands. Combinations were formed and associations subscribed, binding the inhabitants to one another by the sacred ties of honor, religion, and love of country, to do whatever their public bodies directed for the preservation of their liberties. . . .
. . . The Lexington battle not only furnished the Americans with a justifying apology for raising an army, but inspired them with ideas of their own prowess. Amidst the most animated declarations of sacrificing fortune and risking life itself for the security of American rights, a secret sigh would frequently escape from the breasts of her most determined friends for fear that they could not stand before the bravery and discipline of British troops. . . . The success that attended their first military enterprise in some degree banished these suggestions. Perhaps in no subsequent battle did the Americans appear to greater advantage than in their first essay at Lexington. It is almost without parallel in military history for the yeomanry of the country to come forward in a single disjointed manner, without order, and for the most part without officers, and by an irregular fire to put to flight troops equal in discipline to any in the world. In opposition to the bold assertions, of some and the desponding fears of others, experience proved that Americans might effectually resist British troops. The dissident grew bold in their country’s cause and indulged in cheerful hopes that Heaven would finally crown their labors with success. | 478ce343-cff3-4157-8802-cdf56f7bc4b5 | CC-MAIN-2022-40 | https://americainclass.org/sources/makingrevolution/crisis/text8/outbreakofwar.pdf | 2022-10-06T00:55:58+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337680.35/warc/CC-MAIN-20221005234659-20221006024659-00052.warc.gz | 129,272,676 | 14,751 | eng_Latn | eng_Latn | 0.992737 | eng_Latn | 0.997712 | [
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Your summer guide to health, safety and general wellness resources is here! Check out our many summer-related articles & videos for kids and families.
Drowning is the #1 cause of unintentional injury-related death in children ages 1-4, and the 2nd leading cause of accidental death in children ages 1-15. Read these important summer reminders and tips for swim and water safety.
**DROWNING PREVENTION & SWIM SAFETY**
Check out our article with tons of creative (and simple) ways to continue the learning with your child all summer long.
**CONTINUED LEARNING FOR KIDS OVER SUMMER BREAK**
These are the things to remember about sunscreen and regular sunscreen application, and some “pro tips” for applying sunscreen to kids.
**ALL ABOUT SUNSCREEN**
Swimmer’s ear can develop after frequent swimming or exposure to water. But what is it and how can it be prevented and treated?
**SWIMMER’S EAR**
What are 5 of the most common summer rashes? Learn about what’s what, proper treatment and prevention.
**5 COMMON SUMMER RASHES**
Summer brings lots of fun, memories and annoyances like sunburn and bugs. Here are tips to help manage your summer.
**SUMMER LIVING TIPS**
Read about ways to encourage and incorporate fitness (at various ages) for your family.
**FITNESS FOR THE WHOLE FAMILY**
Check out these tips to keep your family safe in the hot summer heat.
**TIPS TO SURVIVE THE SUMMER HEAT**
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Money Masters for Girl Scout Daisies, Brownies, and Juniors
A Girl Scouts Western Pennsylvania Patch Program
In this patch program, Girl Scout Daisy, Brownie, and Juniors will learn how coin and paper money is produced, create their very own design for Girl Scout Money, determine their needs and their wants, and create their own coin purse. This patch program is funded by PNC Charitable Trusts.
To earn the Money Masters patch, you must complete one of the two activities for each section (The DIY Coin Purse has only one activity option).
Every country in the world has its own set of coins and paper currency. In the United States, for example, pennies, nickels, dimes, and quarters are something we use a lot. In 1792, the United States started circulating coins with the establishment of the U.S. Mint, the government agency that makes coins!
Before 1792, in Colonial America, people used coins from around the world, livestock, or crops to pay for goods and services. Using livestock and crops was known as bartering and is still how people pay for goods and services in some countries today.
**Activity #1: Coin Rubs**
To learn more about the coins used today, make a rubbing of each United States Coin.
One at a time, please each coin under the paper. Using a pencil or crayon rub the front and back of each coin where they belong in the chart below:
| FRONT | BACK |
|-------|------|
| **Penny**
$0.01 = 1 cent | |
| **Nickel**
$0.05 = 5 cents | |
| **Dime**
$0.10 = 10 cents | |
| **Quarter**
$0.25 = 25 cents | |
Activity #2: Coin Facts
With the help of your adult, visit usmint.gov/learn/kids to complete this activity. Research the answers to the following questions:
- What coins does the U.S. Mint make?
- What does the national motto “E Pluribus Unum” mean?
- The U.S. Mint has six locations. Which location is closest to you?
- How many designs has the penny had?
- Who is the president on the nickel?
- What woman was first used on which coin?
- Why does the dime have reeded edges?
- What year did the U.S. Mint stop making quarters with silver?
Fun Facts: Women and the U.S. Mint
The United States Mint is the nation’s sole manufacturer of legal tender coinage and is responsible for producing circulating coins for the nation to conduct its trade and commerce, as well as other special awards and collectible coins.
But did you know that the U.S. Mint is more than just the government agency that produces the coins jingling around in your pocket? The U.S. Mint was one of the first federal agencies to hire women more than 200 years ago!
- Sarah Waldrake and Rachael Summers were hired in 1795 as adjusters. Adjusters weighed blank coins and “adjusted” those weighing too much by filing them down.
- In 1877, Elvira Cowan became the first woman to manage the adjusters at the Carson City Mint.
- In 1911, Margaret Kelly held the title of examiner, the second highest position at the Mint.
- In 1933, Franklin D. Roosevelt appointed Nellie Tayloe Ross as the first female director of the Mint. Since Nellie Tayloe Ross, there have been five female directors.
- Nellie Tayloe Ross (1933-1953)
- Eva Adams (1961-1969)
- Mary Brooks (1969-1977)
- Stella Hackel Sims (1977-1981)
- Donna Pope (1981-1991)
- Henrietta Holsman Fore (2001-2005)
Source: usmint.gov
A coin has a long life before you can spend it. Congress must pass a law telling the U.S. Mint to create a new coin or design. Once the law is passed, the design process starts.
An artist from the Mint will first make a sketch of what they want the next coin to look like. They then create a 3-D model of the design to create the metal stamp plate used to stamp the design on the coin.
In this activity, you will learn about past and present coin designs before creating your very own future Girl Scout coin. In the next activity, we will learn more about how the bills in your wallet are produced.
Activity #1: Create your own coin.
Learn about the parts of a coin at usmint.gov/learn/kids/coins-life/parts-of-a-coin.
Learn about the symbols on coins at usmint.gov/learn/kids/coins-life/designing-coins.
Draw your design for a Girl Scout coin! What parts of a coin did you include in your design?
Obverse side (heads) Reverse side (tails)
Activity #2: Create your own bill.
Paper currency, like $1 or $5 bills, is designed almost the same way the Mint designs coins. But bills are designed and produced by a different federal agency than coins.
The Bureau of Engraving and Printing, which is part of the United States Treasury, designs and prints the bills we use in our everyday lives. Artists first draw what they want the bill to look like, then they begin engraving the design onto a metal plate.
Learn about the design and safety standards on paper bills: uscurrency.gov/sites/default/files/dfownloadable-materials/files/en/know-your-money-en.pdf
Draw your design for a Girl Scout bill!
FRONT
BACK
DIY Coin Purse
Quarters, dimes, nickels, and pennies all need a place to stay!
In this activity, you’ll design your very own coin purse.
Materials needed:
• scissors
• keyring
• duct tape
• plastic baggie with a zip lock—sandwich or snack size would work best
• hole punch
• decorations (stickers, gems, etc.) optional
Step 1:
Wrap the baggie in duct tape starting just below the zip lock part of the bag. *(Helpful hint: layout your duct tape design face down on a flat surface with the sticky part of the tape facing up and carefully lay the plastic bag on the duct tape and smooth it out.)*
Step 2:
Cut a strip of tape the width of your baggie. Open the baggie and fold the tape over one side of the top of the baggie above the zip lock portion. Repeat on the other side of the opening.
Step 3:
Cut a strip of tape about six inches in length for the handle. Fold the handle in thirds lengthwise to create a long skinny strip of duct tape. Fold the handle in half and add a small piece of tape to hold the ends together.
Step 4:
Using a hole punch, create a hole in the bottom of the handle and the top of the bag. Use a key ring and attach the handle to the bag.
Step 5:
Decorate the bag! Use stickers and gems to create a design on the bag.
want [wânt, wônt]
noun: a desire for something
need [nēd]
noun: a thing that is wanted or required because it is essential or very important
Sometimes a want and a need can seem very similar. But what’s the difference?
A “need” is something that you absolutely must have to survive, like food, water, or shelter. A “want” is something that is nice to have, but you can live without it, like a television, a cell phone, or a candy bar.
Activity 1: Wants vs. Needs Flashcard Game
1. Get together with one or more people. This could be your family, troop, friends, etc. Gather some blank flash cards (or index cards/blank paper). On each card, have everyone draw one or more things that they “want” or one or more things that they “need.”
2. On the backside of each card, write WANT or NEED depending on what is on the other side.
3. Take turns showing the drawing side of your cards to others in the group or to a partner, and have others guess if it is a want or a need.
Activity 2: Wants vs. Needs List
This activity can be done on your own or with your troop.
Create two lists for your troop: a Troop Wants List and a Troop Needs List. You can make a collage with drawings or cutouts of items needed and items wanted. If you did this activity on your own, share your lists with your troop or troop leader at your next meeting.
After completing the requirements for this patch program, scan this QR code to order your patch (unless the patch program was part of an activity box that already included the patch). A patch may be worn on the back of a vest, sash, or tunic. | b784b7f0-d55c-4fab-b5ab-89952197bd49 | CC-MAIN-2023-14 | https://www.gswpa.org/content/dam/gswpa-redesign/documents/members/for-girl-scouts-and-families/activities-and-events/patches/forms/money-masters-patch-program_DBJ.pdf | 2023-03-28T11:53:51+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00003.warc.gz | 903,063,764 | 1,871 | eng_Latn | eng_Latn | 0.995265 | eng_Latn | 0.997062 | [
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Native It’s Your Game! A Healthy Life Skills Curriculum
Fall 2019 Update
We would like to thank everyone who participated in Native It’s Your Game (Native IYG)! The Native IYG project was a collaboration between the Alaska Native Tribal Health Consortium, the Inter Tribal Council of Arizona, Inc., the Northwest Portland Area Indian Health Board, and the University of Texas Health Science Center at Houston to adapt and evaluate a sexual health curriculum for Alaska Native and American Indian middle school students.
The goal of the project is to give youth the information and tools needed to make healthy decisions about healthy friendships and relationships, how to handle peer pressure, how to prevent unplanned pregnancy and sexually transmitted infections, and the facts about substance abuse.
Who participated?
- 574 youth enrolled in the study
- 523 youth took a pre-survey, 402 youth took an immediate follow up survey, and 370 took a 2nd follow up survey a year after going through the program
- Average age = 13
- 53% female
What did we learn?
- Parents are important! Helping youth avoid risky situations, alcohol, and making the decision to wait means they are less likely to have sex at an early age.
- Youth who went through the Native IYG program had more reasons not to have sex, gained knowledge about STIs and condoms, and they felt more confident about getting and using condoms if they chose to have sex.
- A year after going through the Native IVG program, youth reported that they would be more likely to seek education beyond high school, retained knowledge about condoms, and continued to feel more confident about getting and using condoms if they chose to have sex.
Future of Native IYG
Native IYG is available for educators, youth service providers, parents, and youth FREE of charge on the Healthy Native Youth website: HealthyNativeYouth.org
Questions? Contact us today!
Native It’s Your Game Regional Investigators:
Cornelia “Connie” Jessen, MA
ANTHC Investigator
firstname.lastname@example.org
Stephanie Craig Rushing, PhD
NPAIHB investigator
email@example.com
Gwenda Gorman
ITCA investigator
firstname.lastname@example.org
University of Texas Principal Investigators:
Ross Shegog, PhD
email@example.com
Christine Markham, PhD
firstname.lastname@example.org
Project Director:
Chrystal Correa
(713) 500-9687
email@example.com
A big THANK YOU to our participating sites!
- the Native IYG team | c63e2120-98c5-4d24-8790-f1e087bce46f | CC-MAIN-2020-40 | https://www.healthynativeyouth.org/wp-content/uploads/2016/07/niyg_study_update-2019.pdf | 2020-09-26T16:04:50+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400244231.61/warc/CC-MAIN-20200926134026-20200926164026-00562.warc.gz | 889,708,014 | 543 | eng_Latn | eng_Latn | 0.992638 | eng_Latn | 0.992841 | [
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Emotional Health Challenges of Students during COVID-19, and beyond...
Anne M. Mingolielli DNP, PMHNP-BC, APRN-BC, CNE
A little Background
• According to the American Association of Pediatrics, the school functions as the mental health system for up to 80% of children who need help.
• NHS and schools have become essentially the de facto mental health system for students.
• The CDC notes that schools are one of the most efficient systems for reaching children and youth to provide health services and programs, as approximately 95% of U.S. children attend public or private schools.
• Schools have now become a central position in the life of young children in their development.
• Research shows that when students’ mental health needs are properly addressed, the likelihood of school success increases.
A little more background-
• Mental health is regularly ranked as one of the top concerns all school nurses deal with.
• School nurses are often a student’s first point of entry into behavioral health services.
• School nurses are easily accessible to students seeking assistance with behavioral health issues.
• Visiting the school nurse is less stigmatizing for students than see a school behavioral health counselor.
• Schools and school nurses have an essential role in addressing behavioral health challenges by identifying risk factors, recognizing and enhancing protective factors, and referring to and collaborating with behavioral health support networks.
As School Nurses we know –
• Behavioral health disorders that school-age children commonly experience include, but are not limited to: attention deficit hyperactivity disorders, mood disorders, depression, bipolar disorders, conduct disorders, anxiety disorders, eating disorders, psychotic disorders, and substance use disorders.
• According to a recent CDC study, 1 in 6 students had enough symptoms and impairment to be diagnosed with a childhood mental health disorder.
• And according to the National Institute of Mental Health, 1 in 5 children has a significantly impairing mental disorder; yet less than half get the treatment they need.
The incidence of mental health illness in all ages is staggering,
• One in five youth have a mental health condition, with half of mental health conditions developing by age 14 and 75 percent by the age of 24
• Less than half of youth with mental health conditions received any form of treatment in the past year
• 7.1% of children aged 3-17 have a diagnosis of anxiety
• 3.2% of children aged 3-17 have a diagnosis of depression
• It’s estimated that 1 out of 6 U.S. children between the ages of 6 and 17 have a treatable mental health disorder, such as anxiety, depression, or ADHD.
and has increased significantly since the onset of the COVID-19 pandemic.
Some COVID 19 effects from being out of school
Before Covid-19 children were engaged with others and learned through mostly face-to-face interactions with their families, cousins, peers, teachers, and coaches.
These children have become more clingy, more attention seeking and more dependent on parents due to the long-term change in their routines.
Children have expressed low levels of interest and general lack of feeling because of not being able to go outdoors, not having friends, and not engaging in the in person school as before (many children)
The lack of structure from school for such an extended period led to disruptions in routine, boredom and isolation.
When schools closed -
- For students with disabilities, and this includes mental health disabilities, school closures meant an abrupt cessation of their in-person specialized instruction and related services, such as school-based counseling.
- The public health crisis and resulting school closures were incredibly stressful and potentially traumatic for all students, but particularly so for students who are already struggling with existing mental health needs.
- Researchers have found that exposure to ongoing and unresolved stress and repeated trauma can change a child’s brain, making it easier to “fight or flee” from perceived danger and harder to focus and learn.
And we see -
- Increased symptoms of depression and anxiety in children and adolescents
- Significant and ongoing difficulties engaging in remote learning
- Lack of parental assistance and support due to -
- Technology barriers
- Demands of trying to make a living during the pandemic
- Significant household stress
And for the little ones...
- The child’s sense of the world as safe, predictable, and family/caretakers as protection may be disrupted.
- Caregivers/families may be overwhelmed and unable to address their children’s fears and sadness.
COVID-19 Effects on Mental Health
• SAMSHA reports that research has shown that mental illness can develop in as little as 9 days of quarantine.
• The CDC report from June 2020 revealed 40% of Americans reported experiencing significant emotional upheaval with anxiety, depression, trauma-related symptoms, increased substance use, and suicidal ideation.
• Significant increase in the percentage of individuals who reported having started or increased substance use to cope with stress or emotions related to COVID-19.
According to recent studies –
• The prevalence of symptoms of anxiety disorder is approximately three times that which was reported in the same time period in 2019.
• The prevalence of depressive disorder is approximately four times that which was reported in the same time period in 2019.
• Significant increase in the percentage of individuals who reported seriously considering suicide in the preceding 30 days—almost twice the percentage as was reported in 2019.
• Transformation of normal grief and distress into prolonged grief, major depressive disorder, and symptoms of posttraumatic stress disorder.
Age related COVID 19 and lockdown effects
Children and adolescents have a greater impact on emotional and social development from the lockdown compared to that in the grown-ups. Studies reveal that children feel uncertain, fearful and isolated during these current times.
They experience disturbed sleep, nightmares, poor appetite, irritability, sadness, and age-appropriate separation-related anxiety.
Studies found that younger children (3 years old) were more likely to exhibit symptoms of clinginess and more fear of family members being infected than older children.
Older children (6-15 years old) were more likely to exhibit irritation and disrespectful or abusive questions about COVID-19.
The child’s sense of the world as safe and predictable, and adults/caregivers as protection may be disrupted.
Caregivers/families may be overwhelmed and unable to address their children’s fears and sadness.
COVID 19 Challenges and mental health
• For young people, lack of access to school resources due to school closures significantly worsened mental health issues -
• Limited access to school based mental health services and support
• Limited access to peer support groups
• No access to mental health services; support by phone or online can be challenging or undesirable
• Loss of school routines which can be an important anchor and coping mechanism
• Limited or lack of special education services including academic support, social skills training, speech/OT/PT services, etc.
COVID-19 effects on Mental Health Care
Recent CDC research found emergency department visits related to mental health were:
- Increased 28% for children aged 5 to 11
- Increased 31% for children aged 12 to 17
Depression and anxiety are prevalent
In the Emergency Room –
• Adolescents aged 12–17 years accounted for the highest percentage of mental health-related ED visits
• Children aged 5–11 years were the second highest group.
• As mentioned earlier, many mental health disorders arise in childhood
• It is likely that the mental health concerns in children and adolescents are exacerbated by pandemic-related stress, as well as the abrupt disruptions in daily life and cessation of activities and engagement with others.
COVID-19 Effects on inpatient psychiatric care
• The Covid-19 pandemic has significantly cut the number of available inpatient psychiatric beds
• Facilities are forced to reduce capacity to meet social distancing requirements or repurpose psychiatric beds to care for Covid-19 patients
• Fewer available psychiatric beds results in patients staying in the emergency room for an extended period of time until they can be placed in a more appropriate unit.
• Individuals are discharged from the ER after a few days without having been transferred to a psychiatric setting or discharged from an inpatient setting after a short stay due the severe shortage of beds.
As students return –
• Children with known mental health disorders struggled with online learning hybrid formats, and will struggle with a return to the classroom setting
• Children with depression and anxiety will have considerable difficulty adjusting back to the school setting after being isolated at home for prolonged learning from home
• Children with special education needs, such as those with autism spectrum disorder, will experience significant difficulty and behavioral disturbances as they adjust back to the routines in the school setting, as well as resumption of services such as speech therapy, OT/PT which likely were suspended for an extended period of time
So how do we help?
To start -
• **Be a role model**
- Students and staff have always looked to you as the medical authority as well as for care and guidance – this will be more important than ever
• **Determine what are the needs for intervention?**
- Is there a specific class, grade, group of individuals that are struggling
- Are there parental needs? Staff needs?
- What are the needs?
---
First step - Listen
- You don’t have to have all the answers, and you won’t
- Meet the student where he or she is
- Determine what the real need is
---
What is the student really asking for?
- Is it information?
- Is it reassurance?
- Is it comfort?
When thinking about an approach –
* Consider the developmental and chronological age of the students
* Consider the circumstances and surroundings – is this an elementary setting? High School?
Age Approaches – Early elementary grades
• Young children need brief, simple information
• Discuss steps we are all taking to keep people safe – handwashing, social distancing, and mask wearing
• Assure the child that you and other adults are here in the school to help keep them safe
Upper Elementary and Middle School Grades
These students may be more open about their questions regarding their own safety and about the spread of COVID-19 to their school or their neighborhood.
They may need some guidance on separating the truth from rumors and fears.
Talk to them about what is being done on a local, state, and national level to keep people safe and control the virus.
Upper Middle School and High School Grades
- These students will have more in-depth questions and concerns
- Be honest – provide accurate, factual information about the current status of COVID-19 and steps being taken to control it and keep people safe
- Refer them to appropriate and accurate websites for COVID-19 facts and information, such as the CDC website
When approached by a student or students with questions –
- Be Honest – “It’s OK to say I don’t know but I’ll find out for you”
- Provide health education that is factual and developmentally appropriate
- Information can be very powerful in lessening anxiety
- Correct any misinformation gently
- Determine if there are new issues or needs that need to be addressed
And try to gather information
Changes in family situations
- Living arrangements, employment, loss of a family member
Changes in health status
- Any new medications, illness, treatment while out of school
Referrals needed?
- Counseling, community services, educational accommodations
What are some strategies we can use to help our students?
Direct emails, phone calls – can be done weekly to ask how things are going for the student and family and see if they need anything.
School website – can be used to share information such as updated COVID-19 information -
Establish up a separate area of the website for school nurses to post health information
Post videos
Telehealth visit information and scheduling
Strategies to share with our students
• Breathing exercises
• Tapping
• Journaling
• Literature
• Art
• Mindful Apps –
• Worry Watch
• QOOP
• Mindshift
• What’s Up – free CBT and ACT (acceptance, commitment, therapy) methods
• Headspace for kids
• DreamyKid Meditation
• Breathe, Think, Do with Sesame
Some Informational Websites
- Mass.gov resources and web pages
- ed.gov – US Department of Education COVID-19 website
- NASN.org – National Association of School Nurses
- Massgeneral.org – MGH Psychiatry COVID-19 resources
- NASPonline.org – National Association of School Psychologists
- CDC.gov
- ChildMind.org
Additional Informational Websites
- Educationworld.com
- Onoursleeves.org
- National Institute of Mental Health – nimh.nih.gov
Wellness
Remember – you, too, may need some help and support.
It’s important to recognize when you need support and to take time for self-care. | 5a1b2043-c63d-4b2c-a127-fb2011ceaa5d | CC-MAIN-2021-43 | https://neusha.org/wp-content/uploads/2021/08/6.-Mingolelli-draft-NEUSHA-Summer-Academy-presentation.pdf | 2021-10-26T02:34:07+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00349.warc.gz | 543,612,363 | 2,620 | eng_Latn | eng_Latn | 0.988769 | eng_Latn | 0.997295 | [
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The Sea Aster mining bee (*Colletes halophilus*) is a rare bee associated with the margins of saltmarshes and other coastal habitats. The Sea aster mining bee has a restricted UK distribution, with particularly strong populations found on the East Anglian coast and Thames Estuary area. Unfortunately intense development pressure and rising sea levels associated with climate change are threatening this vulnerable species by reducing available nesting sites and Sea aster (*Aster tripolium*) stands.
This is a striking solitary mining bee with reddish brown hair on its thorax and a black abdomen with clearly defined pale whitish to yellow bands (males are smaller and paler). It is one of three closely related *Colletes* species which can be difficult to identify but are usually ecologically distinct.
**Life cycle**
The Sea aster mining bee is active from late August (occasionally July) until October (occasionally November). Males emerge first and can be seen scouting for females to mate with. Females then excavate a nest burrow with around 5—6 cells which she will provision, mainly with pollen and nectar from Sea aster flowers. Nests are often in large aggregations, typically at the transition zone between intertidal saltmarsh and dry land. Their nest burrows are often excavated in soils with a high sand content and little vegetation cover. They forage on a limited number of plant species, mainly from the Asteraceae family. However, Sea aster is particularly important, with the bee’s emergence synchronised with the plant’s flowering period.
**Co-operation with environmental organisations**
The creation of small nesting mounds along the coastline may help provide stepping stones of nesting habitat for the
**Case study: Coalhouse Fort**
Grasslands at Coalhouse Fort in East Tilbury have been managed annually to create nesting opportunities for the Sea aster mining bee. Rectangular areas of grassland adjacent to Sea aster stands are strimmed at the end of July or early August, prior to the bee emerging. The grass is cut as short as possible to expose bare ground areas. Thin strips of longer grass approximately 7-8cm wide are left, at intervals of approximately 1m, to provide shelter and act as landmarks.
Sea aster mining bee and other ground nesting species. However, the participation of both nature conservation organisations and local authorities is required to successfully improve connectivity and allow the species to expand its range into currently unoccupied areas.
**Creating nesting sites**
Creating habitat near to large stands of Sea aster could offer new opportunities for this species. Guidelines for nest creation are as follows:
- South-facing raised banks can be created using material scraped from sites with a high sand content.
- Create an undulating surface with pits and mounds to provide a range of microhabitats and microclimates that mimic their natural habitat.
- Maintain areas of bare ground by cutting the vegetation and scraping back to bare earth will help suppress dominant vegetation such as coarse grasses.
**Mitigation options for new development projects**
It would be beneficial for new developments along the coast and in the Thames Estuary area to incorporate invertebrate habitat. This could help minimize the progressive impact of development projects squeezing coastal habitats.
- Habitat creation should precede the commencement of development work to allow time for colonisation.
- Bare ground should be managed annually on a 2-3 year rotation in between November and March.
**Managed re-alignment opportunities**
Managed realignment involves the creation of new sea wall defences further inland, while existing seawalls are breached and tidal inundation is allowed to flood behind them. This may create or restore saltmarsh habitats, with the potential to benefit the Sea aster mining bee. However re-alignment may also be detrimental if nests are inundated, so it is recommended that new nest sites are created pre-breach and prior to the emergence of this bee:
- Clear the vegetation of banked areas that are safe from inundation, or create nest sites adjacent to new saltmarsh.
- Use a bulldozer to create islands of raised Sea aster stands, that will be above the flood line after inundation. | 6d59f8f1-4c46-433a-a329-f8c77efdd07c | CC-MAIN-2020-16 | https://cdn.buglife.org.uk/2019/07/Sea-aster-mining-bee-management-guidance-sheet.pdf | 2020-04-03T22:18:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518767.60/warc/CC-MAIN-20200403220847-20200404010847-00123.warc.gz | 397,428,165 | 827 | eng_Latn | eng_Latn | 0.99753 | eng_Latn | 0.997581 | [
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Blue Water Baltimore routinely monitors water quality at 49 stations in the rivers, streams, and Harbor of the Patapsco River watershed.
Using our data, we calculate scores for the health of Baltimore’s waters according to the Mid-Atlantic Tributary Assessment Coalition protocol. Each station is scored from 0-100% on the following factors: chlorophyll, conductivity, dissolved oxygen, water clarity, and total nitrogen and phosphorus.
This map shows overall ecosystem health scores from 2021. The graphs below show regional health scores for tidal and non-tidal waterways since the inception of the program.
To view bacteria data, annual scores for individual parameters, our most recent results at each station, and to learn more about our robust monitoring program, visit BaltimoreWaterWatch.org
WATER QUALITY LETTER GRADES:
- A
- B
- C
- D
- F
2021 marked our ninth season of data collection and analysis in the waterways flowing into the Patapsco River and ultimately the Chesapeake Bay. A snapshot of overall ecological health is shown for each of our 49 monitoring stations here, and a full breakdown of the data is available at BaltimoreWaterWatch.org.
The overall ecological health in the Baltimore Harbor and Mainstem Patapsco regions have declined over the past nine years. Out of the 21 tidal stations that we scored in 2021, 17 of them matched or received their lowest overall Eco-Score recorded to date.
Rainfall drives waterway health in our region, and while 2021 was a typical year for rainfall in the Baltimore region, we saw the worst chlorophyll and phosphorus levels that we have ever recorded at many of our tidal stations. Chlorophyll measures how much algae is in the water, and is a symptom of excessive nutrients. Phosphorus is a nutrient that feeds microscopic plants in the water, which can lead to algae blooms. Common sources of nutrient pollution are untreated sewage, malfunctioning wastewater treatment plants, urban stormwater runoff, pet waste, and fertilizers.
While scores at our non-tidal stations in the Gwynns Falls and Jones Falls streams were poor, individual metrics of water health tell a mixed story. Bacteria scores were worse at 20 out of 27 monitoring stations in 2021 than they were in 2020. Similarly, nitrogen scores fell at nearly every station, and conductivity continues to drag down the overall scores across the board. On the other hand, some non-tidal health indicators are doing quite well. Water clarity and phosphorus levels improved at many stations in both watersheds, in stark contrast to what we documented in our tidal waterways.
Blue Water Baltimore is building a clean-water movement in the Baltimore region. Our data is the scientific backbone of the restoration, advocacy, engagement, and enforcement work we conduct throughout the year. To access our full dataset from 2021 and to see our most up-to-date readings, visit BaltimoreWaterWatch.org.
Alice Volpitta
Baltimore Harbor Waterkeeper | c71c3545-0121-47be-b300-c064e56d0c93 | CC-MAIN-2024-10 | https://bluewaterbaltimore.org/wp-content/uploads/2022/09/WQ-Report-Card_Final.pdf | 2024-03-01T20:20:51+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475701.61/warc/CC-MAIN-20240301193300-20240301223300-00330.warc.gz | 138,529,534 | 611 | eng_Latn | eng_Latn | 0.988349 | eng_Latn | 0.9959 | [
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Sonoma Water Prepares For Drought:
Use of Science & Technology in Reservoir Management Pays Real Dividends in Building Drought Resiliency
What Is the Rainfall Situation?
Water Year 2020 (October 1 – September 30) has, to date, been a very dry year in Northern California. As shown in the figure below, the cumulative rainfall total (as of March 5th) is the third lowest on record over a period of 127 years (based on Ukiah rain gage).
What is the Reservoir Storage Level at Lake Mendocino?
Despite the extremely low precipitation to date, the storage levels observed in Lake Mendocino will ensure that a robust water supply will be available to meet the needs of municipal/industrial, agriculture and environmental needs through the remainder of the Water Year. As noted in the figure below, use of forecasting tools, as part of an innovative strategy known as Forecast Informed Reservoir Operations (FIRO), by the U.S. Army Corps of Engineers (USACE) has made the most of the little inflow that has occurred. FIRO has allowed early season rainfall to be stored which, along with inter-basin transfers from the Eel River, would normally have been released. This has resulted in about 18% more storage than modeled storage levels under previous routine operations.
How is FIRO Helping Water Management in Lake Mendocino?
Since 2015, Sonoma Water has been working with several partners to evaluate the viability of FIRO in achieving improved flood management, water supply and environmental flows associated with the operation of Lake Mendocino. A Steering Committee, led by Sonoma Water and Scripps Center for Western Weather & Water Extremes, includes USACE, California Department of Water Resources, NOAA (National Marine Fisheries Service, National Weather Service, & Office of Atmospheric Research), U.S. Geological Survey, and the Bureau of Reclamation. In addition to technical and scientific studies, the FIRO program is piloting the operation of Lake Mendocino under a major deviation to the Lake Mendocino reservoir guide curve. The major deviation, authorized by USACE, allows reservoir operators to use forecasts to inform the storage and release of water in a portion of the flood control pool. This “variable buffer pool” within the flood control pool has the potential to increase water supply storage for years where water can be safely retained, while also allowing for pre-releases in advance of storm events to enhance flood management. Improved water storage also benefits stream flows and water quality to support habitat.
Accurate Predictions of Atmospheric Rivers and the Streamflow They Produce Are Key
The ability to mitigate potential impacts of drought through FIRO hinges on accurate forecasts of atmospheric river type storms because they provide roughly half the water supply for the year in just a few storms annually, and yet can also cause flooding. Better atmospheric river forecasts in the future can yield greater water supply reliability and reduce flood damages.
Moving Forward
The Steering Committee is working on a FIRO Final Viability Assessment proposing implementation of an initial FIRO strategy, which is expected to be complete by the end of 2020. Upon completion, Sonoma Water and its partners will support USACE in updating the Water Control Manual for Lake Mendocino for a permanent implementation of FIRO so that long-term drought and flood resiliency can be realized. | 6099a62f-fe7e-4f86-9d09-06727c8fa7ca | CC-MAIN-2021-49 | https://www.sonomawater.org/media/PDF/About/WAC/2020_05/8.2%20Sonoma%20Water%20Prepares%20For%20Drought_2.pdf | 2021-11-27T04:43:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358118.13/warc/CC-MAIN-20211127043716-20211127073716-00027.warc.gz | 1,122,042,910 | 681 | eng_Latn | eng_Latn | 0.99456 | eng_Latn | 0.994923 | [
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Ready to Succeed is an early literacy and school readiness program designed for parents of children birth through age five. Parents, as children’s first and most important teachers, have the opportunity to help their children succeed in school and reach their fullest potential in life. Our main goal is to provide parents with the knowledge, skills, support, and enthusiasm necessary to help with their children’s early literacy development and school readiness. We reinforce that children learn best through their everyday experiences with the people they love and trust and when the learning is fun.
Additionally, Ready to Succeed aims to assist early childhood educators, extended family members, and the community in valuing and embracing their role in fostering children’s development and future academic success.
Ready to Succeed is supported in part through funding from First 5 Placer County Children & Families Commission.
- **Website** ~ with the high number of parents using technology in their search for information, numerous web pages containing up-to-date, research-based information have been created. New this year is an online newsletter for parents that shows parents the simple, everyday ways they can help their child learn.
- **Informational Brochures** ~ parents and others select from seventeen brochures on topics relating to early literacy development, school readiness, and brain development.
- **Ready to Succeed Newsletter for Professionals** ~ providing research-based information and published bi-monthly for those caring for children outside the home.
Issue
Parents need easy access to current, research-based information about early literacy development, school readiness, and brain development. Many parents seek out information that enables them to foster their child's development.
What Was Done
*Ready to Succeed* has created 19 separate categories of information on the website. The latest web page addition is *Learning & Growing Together* ~ a bimonthly, online newsletter for parents that contains sound information and idea suggestions for beneficial ways of interacting with children.
Hundreds of pages of information for parents and others are included on these topics:
- **It All Begins with a Great Book**: literature-based activities for parents to do with their children.
- **Preparing Your Child for Kindergarten: An Online Tutorial**: parents can respond to questions regarding their knowledge of school readiness and be given feedback based on their responses.
- **Story Book Party**: learn how simple and fun it is to create a birthday party based on a children's book.
- **Types of Books to Read with Children**: explanations of the different book genres and suggested books to read in each category.
- **Show Your Love ~ Share a Book!**: information about the joy in sharing a story with a child.
- **Selecting Books for Young Children**: how to select books for children.
- **Book List by Topic**: fiction books that help children deal with real life issues.
- **Holiday Books**: books to read with children about traditional holidays.
- **Helping Children Deal with Trauma**: resource page with tips for helping children and links to other professional agencies.
- **Articles of Interest**: the latest information about current topics in brain development, early literacy development, and school readiness.
Impact
The *Ready to Succeed* web pages had a total of **67,493** visitors this year. Each year this number grows dramatically. The high volume of hits indicates that visitors are seeking the information offered within the pages.
Issue
Research indicates that children are starting school less prepared than in previous years and that children are lacking in basic literacy skills. Parent education and opportunities for using language skills have been identified as potentially critical factors in tackling this issue.
What Was Done
To address this matter informally, Ready to Succeed created 17 informational brochures for parents, child care providers, and others who have impact with children 0-5 years old. Brochures have been requested for distribution by the Placer County Libraries, Placer Community Action Council, child care centers, family child care providers, family resource centers, doctor and dental offices, and other agencies working with families of young children. Informational brochures have also been distributed at many community events within the county. A PDF version of each brochure is also available online for our website visitors.
The following is a list of the informational brochures written by Ready to Succeed and the quantity of each in the more than 9,987 distributed this year:
- Sing a Song...Say a Rhyme (667)
- Learning Tips for Busy Families (673)
- Reading Aloud With Your Child (427)
- Kindergarten? Is My Child Ready? Am I? (640)
- Talk, Talk, Talk With Me (620)
- Healthy Brain Development (716)
- Turn Your Television Off And… (585)
- Early Literacy Stages (670)
- Before Once Upon a Time (600)
- Beyond Happily Ever After (605)
- Catch a New Book Category (598)
- Reading With Infants (554)
- Tips for Reading to Toddlers (616)
- Reading With Your Preschooler (686)
- Tips for Bedtime Reading (642)
- Reading Wordless Books (618)
Impact
The high volume of brochure requests and numbers distributed indicate that people are seeking the information. And because they are self-selecting, they’re more likely to act on the suggestions included and make changes in their interaction with their children.
Issue
While we know that parents are a child's first and most important teacher, an increasing number of children 0-5 are in care outside the home on a regular basis. It is critical that those who are caring for these children have access to current, research-based information on early literacy development, school readiness, and early brain development. With this information they are better able to plan activities that foster healthy growth and development in young children.
What Was Done
*Ready to Succeed* writes a bi-monthly newsletter for those who work with children ages 0-5. Contents include: articles on child development; recommended book lists; age-appropriate, literature-based art activities; songs; finger plays; poems; games; nutritious snack recipes; and current events.
The newsletter has a worldwide subscriber list, with some receiving their newsletter online and some in the mail.
Impact
The newsletter subscribers impact more than 1,500 children in Placer County.
A summary of the results from an evaluation conducted earlier this year indicates the following:
- 87% Reading most or all of the newsletter.
- 78% Are sharing the newsletter with other adults.
- 74% Are using the newsletter as a reference.
- 96% Are using it as an activity resource.
- 75% Are incorporating more literacy activities into their programs.
- 83% Keep the newsletter to refer to at another time.
On a 5 point scale, child care providers indicated the following:
- 4.22 Literacy development knowledge as increased due to reading the newsletter.
- 4.04 Providers feel better able to support children in their early literacy development as a result of reading the newsletter. | fbe0d7c7-ad96-49df-8a68-343a84a052cc | CC-MAIN-2020-45 | https://ucanr.edu/sites/UCCE_Placer_Nevada/files/162918.pdf | 2020-10-26T07:02:57+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890586.57/warc/CC-MAIN-20201026061044-20201026091044-00311.warc.gz | 578,513,205 | 1,416 | eng_Latn | eng_Latn | 0.995583 | eng_Latn | 0.996654 | [
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Speaking for ourselves
Voices of San young women in Namibia
Women’s Leadership Centre
About the Women’s Leadership Centre
The Women’s Leadership Centre (WLC) is a feminist organisation based in Windhoek, Namibia. The WLC facilitates the voice and leadership of Namibian women through participatory research, training, writing, photography, and the publishing of critical feminist texts that we distribute within our society.
We promote feminist leadership and citizenship among women who are most marginalised, excluded and discriminated against in our society on the basis of class, race, ethnicity, geographic location, culture, age, gender expression and sexual orientation.
In our current programmes we work with San young women from indigenous communities in Namibia, Botswana and South Africa, lesbian young women from across Namibia, as well as young women living under customary law and exposed to harmful cultural practices in Zambezi Region, north-eastern Namibia.
This booklet was compiled by Elizabeth |Khaxas and Liz Frank.
The poetry, songs and images in this booklet were produced during Women’s Rights, Culture and Leadership Workshops with San young women in Omega 1 and Windhoek conducted by the Women’s Leadership Centre in 2012 and 2013. Most of the poems were written collectively.
Design by Wordweaver Publishing House
© Women’s Leadership Centre 2014 ISBN: 978-99916-845-4-3
Contact information
Women’s Leadership Centre ♦ Tel: 264 61 227828 / 081 309 4630
Email: email@example.com ♦ Website: www.wlc-namibia.org
The WLC thanks Norwegian Church Aid, the Embassy of Spain and AECID Spanish Cooperation Office for supporting this project.
Speaking for ourselves – Voices of San young women in Namibia
With this programme, the Women’s Leadership Centre works to strengthen the voice and feminist leadership of San young women living in diverse communities in Namibia through education on their human rights as women and as indigenous peoples.
Using oral history, creative writing, dance and photography, the young women are guided to answer the question: Through which stories and practices did we become the people that we are today? Learning from the past enables us to better understand the present, and to envision different futures.
Our strategy is to strengthen the resilience and resistance of San young women to all forms of discrimination and social exclusion, and build their feminist leadership capacity to speak for themselves in advocating for their rights as equal citizens of their country.
With this booklet we aim to share the work of the Women’s Leadership Centre in this programme with participating indigenous communities across Namibia, and our partners and stakeholders. We also want to showcase the success stories of San young women through their poetry, songs and photography, as an inspiration for others to follow in their footsteps.
Knowing our history makes us strong
We, the San peoples, are the first peoples of Southern Africa. We lived in small family groups as hunters and gatherers, using the natural resources in our environment for our survival and well-being. We developed a deep knowledge of our land, and had a respectful and spiritual relationship with the plants and animals that nurtured us.
Women and men shared the responsibility of searching for food, and our relationships were based on respect and equality. Women had power and autonomy in our communities, they were providers and healers.
The independent and autonomous lives of our people changed over time, as new groups of people began to migrate to our lands from other parts of Africa, taking more and more land for growing crops and grazing their livestock.
Then came settlers and soldiers from Germany, and later from South Africa, who colonised our land and turned our people into slaves and foot soldiers. They even made a law that gave permission for white people to shoot and kill our people because they did not see us as equal human beings who have dignity and rights.
In this way our San communities lost our independent way of life that had sustained us for thousands of years. Our people became dependent on wage labour and government aid for our survival. San women became dependent on men, who gained power as our way of life changed and our communities took on the patriarchal values of our neighbouring ethnic groups and colonisers.
When our country gained its independence from South African apartheid rule 24 years ago, our people had hopes that our lives would become better as equal citizens of this new nation.
But today most of our people are still living in abject poverty, ill health and despair, excluded from education and access to resources through which we can rebuild our dignity and reclaim our humanity.
By coming together as San young women from different communities across Namibia and learning about our history, our cultural heritage and our rights, we are beginning to find our voice and exercise leadership in our communities to bring about the future that we envision.
We invite all San young women in Namibia and southern Africa to join us on this journey!
Khwe Creation Song
Long long ago
The first woman and man
Were created at
Our sacred birth place
Long long ago
There was a time
When we were free
We owned this land
We the first peoples
of Southern Africa!
Our peace did not last forever
We heard the thunder of war!
First came the Bantu peoples
They took our land
And made us slaves
Then came the Germans
They took more land
And killed our ancestors
Then came the Boers
They built army bases on our land
And forced our fathers and brothers
Into their war against our people
This violent history
Is still here with us today
They took our land
Made it a national park
We cannot hunt there
We cannot gather as we please
They pushed us into poverty
They took our independence!
They took our freedom!
Knowing our rights gives us power
When Namibia became independent, new laws were adopted to protect the human rights of all people in our country. We all have the right to life and liberty, and to choose our own path to happiness.
The human rights of all women, children and men in Namibia are protected by our Constitution, our supreme law, which was adopted in 1990 when our country achieved independence.
What are our human rights?
✦ We all have the **right to dignity**, to be treated with **respect**, and to be free from **torture** and **degrading treatment**. This means that we may not be beaten, humiliated or abused in any way.
✦ We all have the **right to equality**. This means that discrimination against San people based on racism, and discrimination against San girls and women based on sexism, must be stopped.
✦ Both girls and boys have the same **right to education**. This means that girls may not be taken out of school to undergo cultural practices or do domestic work, and they may not be excluded due to early motherhood.
✦ Both women and men have the same **right to choose our marriage partner**, and to **equality in marriage**. This means that young women may not be forced into child marriage. Child marriage is illegal. In Namibia, the age of consent to marriage is 18 years.
✦ We all have the **right to information**, which includes information about our human rights and all the laws that protect our rights, and about all the services the state must provide for us to lead healthy and happy lives.
✦ We all have the **right to freedom of expression**: to speak our mind, as well as the **right to participate in decision making** about our own lives and the development of our communities.
**Racism:** the belief that people of one race are superior to people of other races and should rule over them
**Sexism:** the belief that men are superior to women and should rule over them
Song of discrimination
In our country Namibia
Some people do not see us
As human beings
We never thought
We would be
Suffering like this!
Our leaders
Our leaders
Are not recognised
We are far from the people in power
Far away in the Bwabwata National Park
We ask the President to give us land
And to recognise our leaders!
Namibia has also adopted international agreements that protect our rights as indigenous peoples, and as women. One of these is the United Nations Declaration on the Rights of Indigenous Peoples.
**What is the United Nations?**
The United Nations (UN) is an international organisation with 193 countries as member states. The UN is a platform for countries to discuss and take decisions on a number of important issues. It plays a key role in keeping peace throughout the world and helping governments work together to improve the lives of people who live in their countries.
Countries that form part of the UN take decisions through the United Nations General Assembly, which is like a world parliament. Sometimes these decisions are documented as declarations or conventions.
**What is a declaration?**
A declaration is an agreement among countries about a specific issue.
**Who are indigenous peoples?**
Indigenous peoples are descendants of the original people or occupants of lands before these lands were taken over or conquered by others.
Many indigenous peoples have maintained their traditional cultures and identities and have a strong connection with their ancestral territories and ways of life.
For the approximately 370 million indigenous peoples in some 90 countries around the world, the United Nations Declaration on the Rights of Indigenous Peoples is an expression of our rights and place in the global community. The cultural and linguistic heritage of indigenous peoples contributes to the world’s diversity.
Our knowledge and practices have enhanced respect for the environment and the natural resources of the world’s communities, food security, health and education. Indigenous peoples’ knowledge of traditional medicines, for example, has contributed immensely to protecting the health of both indigenous and non-indigenous peoples.
UN Declaration on the Rights of Indigenous Peoples
The UN Declaration on the Rights of Indigenous Peoples (UNDRIP) addresses the most significant issues affecting indigenous peoples: our civil, political, social, economic and cultural rights. It also bears on our right to self-determination, spirituality, language, lands, territories, resources and free, prior and informed consent. It is important that we, indigenous young women, understand our rights as protected in this Declaration.
Did you know? Indigenous peoples use the term ‘peoples’ because it is closely linked to the recognition of our distinct identity, our possessing both individual human rights and collective rights, and our right to self-determination.
The right to self-determination
Self-determination means that indigenous peoples have the right to make our own decisions on issues that concern us, and carry them out in the way that will be meaningful to us as indigenous peoples, while being respectful of the human rights of our community members and other peoples as well.
Special Rapporteur on the Rights of Indigenous Peoples
The Special Rapporteur is a senior UN expert on indigenous issues who promotes indigenous peoples’ rights, reports on their situation worldwide, and addresses specific cases where their rights may have been violated.
Did you know? Any person, group or organisation can send information on specific cases where the rights of indigenous peoples may have been violated to the Special Rapporteur on the Rights of Indigenous Peoples.
In 2011 the Special Rapporteur on the Rights of Indigenous Peoples visited Namibia to report on progress our government is making in supporting and respecting indigenous peoples’ rights. However, his report makes very little reference to the rights of indigenous women, even though women’s rights are specifically protected in CEDAW, another international agreement signed by our government (see next page).
Source for this section: Know your rights! United Nations Declaration on the Rights of Indigenous Peoples for indigenous adolescents. UNICEF 2003
The Convention on the Elimination of All Forms of Discrimination against Women
Namibia has also adopted the International Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).
By adopting CEDAW, our state has agreed to change all laws, customary beliefs and practices that discriminate against women. Girls and women must have the same access as boys and men to education and training, health services, employment, land and resources, and participation in decision making.
The belief that men are superior to women must be changed to promote equal relations of mutual respect between women and men.
Article 14 of CEDAW focuses on the particular problems faced by rural women and the significant roles which rural women play in the economic survival of their families.
Rural women have the right:
- To participate in development planning and community activities;
- To have access to good health care facilities, information, counselling and family planning services, and to benefit from social security programmes;
- To obtain all types of training and education, and have access to all community and extension services;
- To enjoy adequate living conditions regarding housing, sanitation, electricity and water supply, transport and communications.
A convention is a binding agreement. Our government must report every four years to the CEDAW Committee on progress towards the achievement of women’s rights in our country. NGOs such as the Women’s Leadership Centre can also report to the CEDAW Committee on what needs to be done to protect the human rights of all women. An NGO report to the CEDAW Committee is called a Shadow Report.
Through the San Young Women’ Voices Programme we can together do research on the situation of San young women in Namibia and develop a CEDAW Shadow Report to make our voices heard!
Reclaiming the power of our grandmothers!
Khwe
Khwe, are we not human?
Are we not Khwe?
Forgotten by Namibia
Ashamed of our culture
Our way of life
Let us
Reclaim our Khwe-ness
Reclaim our humanity
First peoples of Namibia!
Grandmother
Grandmother you taught me
So many things
Telling stories of our culture
How to collect berries
And respect all people
Grandmother
Now you are forgotten
No pension for you!
Our economic rights and empowerment
Indigenous peoples have the right to own and develop their land and resources. Governments will legally recognize and protect these lands and resources. UNDRIP Article 26
Rural women have the right to organise self-help groups and co-operatives in order to obtain equal access to economic opportunities through employment or self employment. They also have the right to have access to agricultural credit and loans, marketing facilities, appropriate technology and equal treatment in land and agrarian reform as well as in land resettlement schemes. CEDAW Article 14
Although as indigenous peoples we have the right to own and control our natural resources, we have lost most of the land and resources that sustained our people over thousands of years.
Our lives are marked by extreme poverty and social exclusion: we are excluded from achieving our economic, political, social and cultural rights and participating in the social life of our country.
Many of us now live in conservancies or on resettlement farms where we lack tools, equipment and training to grow our own food and take good care of our livestock.
Some of us do domestic and farm work on private farms, where we earn unfair wages. Sometimes farm owners from other ethnic group treat us as slaves - some even exploit San girls and young women as sex slaves.
There are few employment opportunities in our communities, and most of our people are unemployed. Women have the extra burden of caring for our families while trying to earn a living. We need more support from men with the household chores.
Many of our grandmothers do not have IDs and are not registered to receive the Old Age Pension. San people are hindered from accessing state services by the lack of translation provision into our own languages. Sometimes we are humiliated when we speak our own languages.
We need to come together as young women in our communities and explore possibilities for starting our own income generating projects, and where to get the skills training, financial and technical support we will require.
Poverty
Poverty - do I see you
In the swollen tummy
Of my baby girl?
Poverty - do I see you in the
Starved bodies of my people?
Poverty - do I see you in the
TB infected bodies
Of my people?
Poverty - do I see you in the
Thousand teenage mothers?
I see poverty in so many
Early marriages
Hunger
I am poor
I am hungry
There is no food in the house
I go around asking for food
But people chase me out of
Their houses!
Our right to health and well-being
Indigenous peoples have the right to access health care and social services, such as getting prenatal care, going to the doctor or social worker or getting help with food and housing, without discrimination. UNDRIP Article 24
States Parties shall ensure to women appropriate services in connection with pregnancy, confinement and the post-natal period, granting free services where necessary, as well as adequate nutrition during pregnancy and breastfeeding. CEDAW Article 12
Health in its broader sense is a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity. World Health Organisation
Our communities are ravaged by preventable diseases such as TB, HIV and Aids. Many mothers and babies die during childbirth due to our lack of access to adequate health services, clean water, sanitation, and the malnourishment of our children because of poverty.
The clinics in our communities are often understaffed and have few resources, and most of the staff are not from our communities and do not speak our languages. When we have to use interpreters at clinics and hospitals we have no privacy about our health matters.
Alcohol addiction is a major problem among our people: young and old, women and men. This shows the deep level of hopelessness and despair of our people, caused by poverty and social exclusion. This is increased through the stigma and discrimination we experience every day from people of other ethnic and racial groups who treat us as less than human.
We have no control over the many cuca shops owned by non-indigenous people in our small communities, who are profiting from this situation.
Alcohol addiction and drug abuse affects us in many ways. We are dropping out of school; we are neglecting our children – even feeding them alcohol instead of providing them with proper food, and we are having sugar daddy relationships for alcohol, which often leads to violence against us.
We urgently need access to adequate and appropriate health services that can provide holistic health care including counselling in our own languages.
The girls of Omega
No employment
No education
Only poverty do they know
Only alcohol do they know
Only waiting for men
To give them something
The girls of Omega
They forgot the ways
Of their grandmothers
The girls of the night
Stop drinking!
Stop smoking!
Stop having children as teenagers!
Complete your education
You are someone!
Alcohol
Alcohol
You got us!
We do your will
Stealing, fighting
Sleeping around…
Neglecting our children
Destroying ourselves!
Let’s protect ourselves
From alcohol
And find happiness
In ourselves!
Our sexual rights and health
All people, including indigenous peoples, have the right to be in control of our bodies, our sexual interactions and our relationships!
✦ We have the right to decide when we are ready for sex, and to enjoy sex.
✦ We have the right to choose our sexual partners.
✦ We have the right to choose our marriage partners, or to choose not to marry. In Namibia, the age of consent to marriage is 18 years.
✦ We have the right to say no to sex, even if we are married or in a relationship, and even if we have had sex with this person before.
✦ We have the right to be free from all forms of sexual violence.
✦ We have the right to protect ourselves from harmful sexual practices, sexually transmitted infections and unplanned pregnancies.
The dangers of practising dry sex
Some of us insert herbs or chemicals into our vaginas to practise dry sex. This prevents the natural lubrication of the vagina, and can irritate and damage the vagina wall, causing sores and infections. As condoms cannot be used during dry sex, this exposes us to the additional risk of sexually transmitted infections including HIV and HPV, the virus which can cause cervical cancer.
HPV and cervical cancer
HPV (human papillomavirus) is another sexually transmitted infection that is very common in our communities. HPV can cause genital warts as well as cervical cancer. The cervix is situated at the opening to a woman’s uterus (the womb). Cervical cancer is the second most common cancer among women in Namibia after breast cancer, and can occur in young women.
Condoms can be useful for the prevention of HPV. There is also a vaccination to prevent cervical cancer, which should be available in health centres across Namibia soon. This vaccination is most effective if given at an early age, before a girl starts to have sex.
From around 21 years of age it is important for women to have regular pap smears to check that the cervix is healthy. This can detect any changes in the cervix at an early stage and help to prevent getting cervical cancer.
A new initiation song
We bless you
Our daughter
Who is becoming a woman today
Know that your body is yours
No-one can touch it without your permission!
Take good care of yourself
Because we love you
Know that you have a fine mind
Khwe people are so clever
Use your intellect
And your power within
To make choices that are
Good for you!
Stay away from men
Say no to sex
Until you are ready
When you finish your education
Go for further study
And bring back your knowledge
Become a doctor in our community
So we can speak to you about our
Health in our own language
You have the right to be
A leader of our people
We wish you a happy and long life!
Our reproductive rights
All people, including indigenous peoples, have the right to practise healthy and safe contraception, to experience wanted and safe pregnancy and childbirth.
Our reproductive rights are:
✦ Having factual and relevant information about pregnancy, fertility and contraception
✦ Being able to make choices including whether or not to have children, how many children we want, when we want children and with whom we want children
✦ Being able to get help to fall pregnant if we are unable to do so
✦ Having access to family planning options that suit us. We need to be able to choose if we want to use contraception, and which form of contraception we want
✦ Having good health care when we are pregnant, giving birth and breastfeeding
✦ Having access to safe and non-judgemental services to terminate an unwanted pregnancy (have an abortion). This right is still very limited in Namibia.
The right to terminate a pregnancy is still very limited in Namibia. Currently a girl or woman can request a legal termination of pregnancy in Namibia if there is:
- A serious threat to the women’s life or health; or
- A serious risk that the child will suffer from a mental or physical defect that will result in a serious and irreparable handicap; or
- Where the pregnancy is the result of rape, incest or intercourse with a woman who has a severe mental disorder.
Teenage mother
Teenage mother
You never thought
Of your future
Now you are pregnant
Now you are disappointed
Ashamed - when your friends
Go to school
You want to hide
Yourself from the world
The deed is done
Now you are pregnant
Do not lose hope
Always turn to education
You are a woman
A mother
Prevent the same mistakes
In your child’s life!
Dry sex
I did not know that dry sex is bad
But today I learnt more about dry sex
Now I know that dry sex can
Cause HIV and cancer
It is not good for a young woman
To put herbs in her vagina
My sisters
Let’s stop dry sex
And live!
Our right to education and training
Governments must ensure that indigenous peoples – particularly children – get the same benefit from the education system as others in ways that respect indigenous cultures, languages and rights. UNDRIP Article 14
Equality between girls and boys, women and men shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training. CEDAW Article 12
While there are a few pre-primary schools operating in indigenous San languages, children in most of our communities are not taught in their mother tongue in the primary school, which means that they start school in languages and cultural environments that are foreign to them and which do not value their language and cultural knowledge.
This puts our children at a great disadvantage, as mother-tongue education at the lower primary level lays an important foundation for further learning. It also means that our languages are dying out.
Poverty also hinders our access to education, as most of our families cannot afford to pay for school fees for secondary level. Transport costs and hostel fees are also an obstacle for those learners who need to move away from their home villages to access secondary education. Girls also lack the money to buy toiletries and sanitary articles. As a result, most of our children do not complete their formal education.
We also have little access to adult education including literacy classes, as well as vocational education and skills training. This contributes to the continuing high levels of illiteracy, poverty and discrimination experienced by our people, especially women.
I dream of a world
I dream of world in which I become somebody
Somebody who is educated
I dream of a world
In which I help myself
Becoming independent!
My voice
You say we are not educated
We, the Khwe young women
Of Namibia
But you deny us education
We have a right to education
And vocational training
But you deny us education
You deny us the right to
Learn in Khwedam,
our own language
You deny us
The right to information
In our own language
Why do we not hear Khwedam
On the NBC?
We have the right to work
We have the right to life
And a good living
My right to education
Our constitution says
All people have the right to education
I want to study further
To complete my education
NAMCOL
You are too far from my village
Poor young women have no money for transport and books
NAMCOL
Come to Omega
So we Khwe women can finish our education
We want to study at UNAM
We want to find good work
We want to become independent
We want to become leaders
And lead the life that we choose
Education
I love you so much!
Our right to safety and security
Governments will ensure that indigenous women and children are free from all forms of violence and discrimination. UNDRIP Article 22
Domestic violence and rape
Many women and girls in Namibia experience domestic violence and rape, including girls and women in our indigenous communities. This was not the case in the past, when women and men had more equal relationships.
Violence through child marriage
In some of our families we still practise child marriage, which violates the human rights of girls and is illegal in Namibia. Through child marriage girls may be exposed to daily sexual abuse including rape. Girls who are married to older men do not have the power to protect themselves from pregnancy and sexually transmitted diseases including HIV and Aids. Early pregnancy presents a high risk of death during childbirth, especially if the girl is below 15 years old when she gives birth.
Lateral violence
Violence breeds violence, including in our indigenous peoples’ relationships. Many violent actions are taking place within our own homes, families and communities. We turn against each other, insulting each other, spreading lies and rumours, shaming and putting each other down, blaming each other, bullying and gossiping about each other and hating each other. Even women are sometimes beating each other. This kind of behaviour is called lateral violence, which happens when people are discriminated against and treated cruelly over a long period of time.
Thus experiences of violence and discrimination lead to lateral violence which results in silencing, anger, anxiety, losing confidence in our own abilities, including our ability to make choices, speak and act to protect ourselves. We have to break the cycle of violence against each other and transform our communities.
What allows violence to happen in our communities?
According to various studies, causes of violence among our San people are the following:
**Belief in the superiority of men:** Many of our people have taken on the belief held by other ethnic groups that men are superior to women.
**Men’s family roles as decision makers:** Men are considered to be the breadwinners, heads of their households and decision makers, who have the right to own and control women. Girls are taught through initiation rites to be quiet and submissive to men.
**The impact of extreme poverty and racism:** Most San men have lost their livelihoods as hunters and have little access to paid work. They belong to the poorest of the poor in Namibia, and experience racism, ethnic discrimination and social exclusion. This may lead to frustration and anger among men, which together with alcohol and drug abuse may result in violence between men as well as violence against women and children.
**Targeting of San women by non-San men:** San girls and women are sexualised and targeted for sexual abuse by men from other ethnic groups, who see us as ‘free for all’, and powerless to protect ourselves. When we have children with them they often abandon us and the children, but sometimes take the children away from us when they are older without our consent.
**Lack of safe spaces and police protection:** There are no safe spaces or shelters in our communities for women who have experienced violence, and most girls and women do not lay charges as we do not know our rights under the law. Most police officers do not speak our languages, and some do not treat us with respect and dignity and are themselves involved in committing acts of violence against our people, including the rape of young women.
What does the law say?
Namibia has passed two major laws that aim to combat violence.
The *Combating of Domestic Violence Act* prohibits all forms of violence in domestic relationships, such as between couples who are married or living together, or by parents and grandparents against their children and grandchildren.
This law prohibits all forms of **physical abuse**, such as beating or kicking.
The law also forbids **emotional and verbal abuse**, for example humiliating and embarrassing a person through repeated insults.
Under the *Combating of Rape Act*, no-one is allowed to force us into having sex: not our boyfriends, husbands, male relatives or any strangers.
**Forced sex of any kind is rape.** Marriage is no excuse for rape. Rape is a serious crime that must be punished.
It is also considered rape if one person is under the age of 14 years and the other person is more than 3 years older, even if both people agree to sex.
It is a sexual offence to have sexual contact with a person under the age of 16 when the other person is more than 3 years older, even if both people agree to have sex.
However, these laws have not yet been consistently implemented and enforced in Namibia, and are ineffective for women in rural communities who experience violence, including through cultural practices.
What to do if you are raped
Rape is a serious crime. Report the rape to the Women and Child Protection Unit or the police as soon as possible. You will also need to see a doctor or nurse.
If you have been raped, you may need to be tested for HIV and you may be given PEP. This medicine can help prevent HIV infection. You need to start the PEP treatment within 72 hours (3 days) of the rape, so you need to get to a clinic as soon as possible. Going to a clinic quickly is also important to receive contraception to prevent getting pregnant through rape. If you cannot receive the contraception, you should get a pregnancy test right away if your next period is late, and you should tell your doctor if you want to terminate the pregnancy (have an abortion).
Finding our own solutions to violence
In communities where we experience violence committed by police officers and others against San people, we need to find ways to document this violence and report it to the senior police commissioners and the Office of the Ombudsman, whose duty it is to investigate abuses of our human rights.
As it may take a long time to get violent police officers removed from our communities, we also need to try and solve our problems with domestic violence within our own San community structures.
In order to this, we need to open up the taboos and silences and start sharing our own experiences of domestic violence and rape as San young women. For this we need to create safe spaces together with a trusted group. Through our sharing we will learn that we are not alone with our pain, and our need for justice and healing.
Through coming together we can build courage, solidarity and sisterhood. We can stand by one another in cases of violence, giving each other shelter and support. Together we can shame the perpetrators, and talk to them about their own need for healing from racist stigma and discrimination.
We can engage our spiritual and traditional leaders, and hold community meetings to find solutions. Together we can challenge the alcohol and drug abuse in our communities.
Through writing our stories, creating new songs and dances, photography, community theatre and other art forms we can strengthen our resilience and resistance to stigma and discrimination. We can find our power within, and heal.
Reclaiming our cultural identity and healing ourselves
Indigenous peoples have the right to practice and revive their culture and traditions. Governments will work with indigenous peoples to ensure indigenous property rights to their cultures, knowledge, spiritual and religious traditions are respected. UNDRIP Article 11
Every person shall be entitled to enjoy, practice, profess, maintain and promote any culture, language, tradition or religion subject to the terms in this Constitution and further subject to the condition that the rights protected by this article do not impinge upon the rights of others or the national interest. Constitution of the Republic of Namibia Article 19
All Namibians, including indigenous peoples, have the right to culture. Culture is closely linked with our identity. Knowing who we are and where we come from gives us an important foundation in our lives in creating new futures.
Through the loss of our traditional way of life as hunter gatherers, our peoples are losing many aspects of our unique cultures: our knowledge of our land, our respectful and spiritual relationship with our natural environment, our languages, the power and agency of women as providers, leaders and healers.
We are strengthening our cultural identities, resilience and voice through writing new songs and creating new dances that empower us and lead to healing. Through our creative voice we are advocating for our rights and expressing our dreams and visions.
We want peace and reconciliation
We cannot be silent anymore
Many San people are dying
Alcohol abuse is killing us
TB – HIV/Aids and dagga are killing us
Suicide is everyday news
We are experiencing too much
Violence and discrimination
We want peace now – Namibia
We want forgiveness now – Namibia
We need healing now - Namibia
Honouring our grandmothers
The lives of our grandmothers
Their independence
Their most valued and
Respected lives
In Khoesan communities
Are worth honouring
At a time when the term
Gender equality
Was unknown
In the world
You, grandmother
Lived your life freely
With dignity
We celebrate
The seed
Of freedom
Our grandmothers
Planted
In our heart and minds!
Our right to participation and leadership
Indigenous peoples have the right to take part in decision-making in all matters affecting them. This includes the rights of indigenous peoples to select who represents them and to have indigenous decision-making processes respected. UNDRIP Article 18
As San women and young women we have been excluded from decision making structures at all levels. In our communities traditional leaders are mostly men. We have to break with the belief that a ‘good’ woman is silent, obedient and follows the lead of her husband. As young women we need to have a say in all matters concerning our lives, in our homes, communities and in our country.
Becoming feminist leaders
Through training by the Women’s Leadership Centre and taking actions in our own communities we are becoming feminist leaders and active citizens who understand how power operates in the experiences of discrimination and oppression of indigenous women within and outside our communities.
We are reclaiming our voice and our egalitarian values and sharing the Khoesan feminist ideologies so that we can all become strong agents of change and justice in our communities and in wider Namibia.
Organising and speaking for ourselves
We have started to create women’s groups in our communities, safe spaces where we dream of the world our children can inherit, where we learn to trust each other, build solidarity and sisterhood, and practise resistance. We are teaching each other our human rights and looking for our own solutions to the everyday challenges we are facing.
The values of our feminist leadership
- We stand for peace and non-violence
- We stand for equality and inclusion for all
- We believe that a different world is possible in which all people have access to food, shelter, education and livelihoods.
- We believe in respect and dignity of all people
- We believe in our power and agency to bring about change
- We believe in sisterhood and solidarity
Hear my voice
Oh Namibians
This is my voice
My voice as a Khwe young woman
Crying for freedom from you people
Namibians
Do you hear my loud voice
Namibians
Are you still ignoring my voice
Disrespecting me and my people
Namibians
This is my voice
Crying with my hunger voice
Shouting with my poverty voice
Namibia
Our young people are getting HIV
at a young age
Because we are poor
Poverty takes away our power
To demand for a condom
Namibia
Our sister Namibia
What have we done
That you punish us so much
Let’s leave our past behind us
Do not ignore us any longer
We claim our right to live a happy life!
Today hear my voice!
The powerful voice
Of a Khwe young woman!
Look at us now
Look at us now
The indigenous young women
Of Namibia
How we have grown
Sisters in solidarity
Struggling together
To sustain our lives and
The environment
For the futures
Of all our children!
We have awakened!
Success stories told by Khwe young women
We live in a village called Omega 1, in the Bwabwata National Park in Zambezi Region. We learnt about women’s rights and leadership in a workshop held by the Women’s Leadership Centre in our village in 2012. In that workshop we talked about all the challenges we are facing and understood that we needed to form a group and discuss what we can do.
We learnt that we can be powerful if we stand together. Our group is called Omega Women’s Empowerment Team.
Here are some of the actions we have taken to assert the human rights of our people.
Stopping human trafficking
We heard that a man working at the school hostel took five girls from our village and sent them to Katima Mulilo and Windhoek to become domestic workers without their parents’ knowledge. We went to the police to lay a charge, and together with the supervisor of the crèche at the Catholic Mission and the Women and Child Protection Unit we were able to bring four of the girls back home, they were between 12 and 14 years old. The fifth one is still in Katima Mulilo where the people are taking good care of her and have sent her back to school.
Marching for our dignity and rights
We were also very involved in the case of the young Khwe man who was beaten up by police so badly for stealing a chicken that he collapsed and had to be taken to Andara Hospital. Other young men caught with stolen chickens - who were Mbukushu, not Khwe - were let go by the police without harm. Two of our group members found the young man unconscious on the street. The police said that he collapsed from hunger but everyone could see that he was beaten.
Our group met to discuss this case of discrimination and torture, and we decided to organise a march in Omega 1. We put up notices on the trees all over the village to invite people to participate in the march. We wrote a letter to the police to get permission for the march.
Everyone in Omega 1 came to the march, more than 500 people, young and old. Even the Mbukushu people supported us!
Our group was leading the march. Police from other areas came especially to Omega 1 to escort the marchers. We were happy to see so many people supporting us! We will always be able to speak up for ourselves and our people.
We handed a statement to the police calling for the removal of police officers who are mistreating the people from our village. We are still waiting for a response.
**Defending our right to education**
At the beginning of the school year in 2014, our group was able to negotiate the right of some of our children to access further levels of educations with schools in our villages.
**Participating in decision making**
Members of the Kayaramacan Association which works for the interests of the Khwe people in our region requested our group to attend its meetings. By strongly collaborating with this organisation we are becoming well-informed about the important matters for our community, and about their plans for the community. When attending a meeting in Omega 3 our group raised the issue that this association has only employed men. We requested that they also employ women. Not long after this four women were employed, not from our group – but we were very happy.
Our people can do the work
When drought relief food was delivered to our village, only people of other ethnic groups were employed to unload the trucks. We spoke to the people in charge, saying that local Khwe people can do this work easily and that there was no need to employ people from outside for such jobs. As a result of our action, two San men were employed to do the work.
Involving our community
When we see a problem in the community we usually call a community meeting. From last year up till now (March 2014) we have called six meetings attended approximately by 20-25 people each. The participants are mostly elderly people. We will have an agenda to guide the meetings. However, the participants of our meetings also give us ideas. It is the first time in Omega 1 that people are coming together to work collectively to address our challenges and problems.
Our plans
The work of our group is very relevant in Omega 1. We have lots of challenges facing us and we are ready to meet them.
We are planning to go to Rundu to meet with our Regional Councillor about the importance to also appoint marginalised people such as the Khwe in the police. At the moment people are only recruited from other ethnic groups and our people are overlooked.
We want to talk to shebeen owners not to sell alcohol to children or allow children to play jackpot and other games at the shebeens. Children don’t belong in shebeens.
We are also planning a cleaning up campaign for Omega 1. We want to clean our surroundings so people can be proud of our village.
Projects we want to start
**Gardening project:** The Catholic Mission will teach us gardening skills on their land and in the meantime we will apply for gardening land. We need help with seeds and fertiliser.
**Bread baking project:** The mission is also prepared to teach us bread baking skills. Thereafter we will need help with construction of the ovens and with equipment.
**Creative projects:** The Women’s Leadership Centre will teach us more photography skills and we will take photos of our own people and sell them as postcards to the tourists. We also need a craft centre in Omega 1. We want to learn craft skills from our grandmothers. We are very good with creative things such as painting but need sponsorship with materials.
**Women’s centre:** We will apply to have an old house that we can use as our office and meeting space. We need help to renovate this old house and assistance with furniture.
**Children’s shelter:** We also want to start a shelter for neglected children.
The success stories and plans of the Omega 1 Women’s Empowerment Team were shared by Sabina Skous, Magreth Kamba, Anitha Dinyando, Patricia Dinyando, Sophia Samboko, Christacia Mushavanga, Annie Shakoyi, Lisa Daniel, Lisedi Samboko, Anna Munundo and Anna Buttie.
Holding our government accountable to San young women
The Namibian state has committed to the implementation of the UN Declaration on the Rights of Indigenous Peoples, as well as national and international laws and policies protecting the rights of women, including indigenous women.
We call on the Namibian state, the international community and non-governmental organisations to reach out to and collaborate with the San communities across Namibia towards our goal of achieving full equality and rights as equal citizens of our country, specifically in the following areas:
**Comprehensive participatory research** on the situation of San women and young women with regard to poverty, education, livelihoods and employment, health and well-being, safety and security, with a view to identifying strategies for women’s empowerment in all spheres of life.
**Active promotion of respect**, equality and non-discrimination between people of different races and ethnic groups in our communities.
**Strengthening of positive indigenous identities** to overcome feelings of shame, inferiority and internalised racism and sexism.
**Access to culturally sensitive education at all levels** through the provision of mother-tongue education at pre-primary and lower primary levels for all our children; the development of San languages as school subjects; relevant adult education and skills training, including parenting skills to help parents support their children in completing school.
**Increased access to secondary education** through the abolition of school and hostel fees; the provision of safe and habitable school hostels; and government subsidies for those who pass Grade 10 to complete senior secondary and tertiary education.
**Provision of relevant vocational and life-skills education, financial and technical support**, to enable our people to successfully run small businesses in our communities so as to break the cycle of poverty.
Strengthening access to justice through human rights/women’s rights education for all, including the police; development of a community policing system, as well as training and support for community members to provide legal advice.
Promoting the health and well-being of our communities through improved nutrition and health services; the provision of programmes to overcome drug and alcohol addiction, and closing the many shebeens.
Increased access to information through the establishment of community radio stations broadcasting in our languages, where this is not yet the case, as well as specific programmes in our languages on the national broadcaster.
Improved access to culturally sensitive state services through training San community members as support staff in the areas of education, health, welfare and justice; as well as the provision of incentives for educated and skilled San professionals to plough back into their communities.
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1. Know the Warning Signs. Know the warning signs of a potential abuser or an inappropriate relationship.
2. Control Access Through Screening. Carefully vet those adults who are allowed to work with and be around our children and youth.
3. Monitor All Ministries and Programs. After screening all adults, monitor the programs and ministries in which our children worship, learn and play.
4. Be Aware of Child and Youth Behavior. As parents and caring safe adults, we should pay close attention to the children and youth in our lives and any signs they may present that something is unusual or wrong.
5. Communicate Your Concerns. Tell someone when you are uncomfortable or concerned about the safety of a person or situation. Know whom and how to tell about your concerns.
Protecting God's Children program with videos:
A Time to Protect, A Plan to Protect and Keeping the Promise Alive
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Begin a Partnership with Nature
Different plants evolved to thrive in each light and moisture niche in the natural landscape. Once they become established in the right light and moisture zone in a garden, they require less maintenance than conventional landscaping. Select plants for their future size at maturity to reduce pruning chores and allow the plants to flower and bear fruit. This right match of light; moisture, and size is the key to sustainable native landscaping. Traditional landscaping tends to exert mastery and geometry. Be encouraged to experiment with new landscape designs that yield a bit to the needs of wildlife. Find use and beauty in the natural characteristics of the species you like. Use this brochure to select a “starter set” of plants that are native to your region. Look at the Resources section to find hundreds of additional species. Create a native landscape that helps the planet and expresses a natural partnership between the earth and ourselves.
Right Plant, Right Place
- Match native plants to the light, moisture, and size of the particular place.
- On the reverse side of this brochure, 6 to 9 starter plants are recommended for each light and moisture zone.
- Most yards have SUN, PART SUN, and SHADE, with some large areas and some small.
- A water feature, swale, or container garden can add a WET zone where there is none.
Size
- Select plants that fit: the aesthetic and physical space at their mature size.
- Very old trees and shrubs may exceed the mature height shown for the species.
- Allow plants to grow naturally without pruning to manifest their natural form and flower.
- A light and artful pruning respects the species’ natural form and complements its beauty.
- Hurricanes and fires prune drastically and beneficially; consult Resources, G. Stibolt, for more pruning advice.
Soil Moisture
- Watering new plantings too little and too late is the most common reason new plants die.
- Water immediately and daily, tapering gradually to weekly until roots take hold.
- Some large potted shrubs and trees need a year or more of regular watering irrigation.
- A weekly timer and drip irrigation conserve water and free the gardener.
- Drought-tolerant plants cope with longer dry spells and establish roots to reach moisture.
- Even newly established plants may appreciate or require water during long dry spells.
- To confirm soil moisture content, dig a trench about 12 feet deep.
- WET SOILS are poorly drained, seasonally flooding, nearly always wet to the touch.
- AVERAGE SOILS are neither wet nor dry, but usually feel damp or moist at the bottom of the hole.
- DRIER SOILS don’t retain water. They provide air to the roots between watering and rainstorms.
Light
- Map the zones of SUN, PART SUN and SHADE on your site.
- SUN is more than 6 hours of midday sun, perhaps with shadow only early or late.
- SHADE is little to no midday sun, but some softer morning and evening light.
- PART SUN is the zone between with fewer hours (perhaps 3 to 6) of direct sunshine.
- Observe the shadows around structures and trees to identify your areas of light.
- Your zones of light suggest areas for plant groupings based on their light preferences.
Maintenance Tips
- Plants may eventually self-compost; add leaf mulch to reduce weeds.
- Areas of exposed sand or bare ground enable wildflowers to reseed.
- Often plants native to sandy, well-drained soil will not benefit from added nutrients.
- Use melaleuca, eucalyptus, pine needles, or leaf mulch.
- Never use unsustainable cypress mulch or peat moss.
- Avoid chemical fertilizers and pesticides.
- Use small native species and groundcovers between and among shrubs to reduce the weeds.
- Plants that thrive in naturally fertile, humusy, moist soils may benefit from added compost.
- Create a nutrient-rich substrate with mild composted manures.
- Organic materials like leaf compost help hold moisture in the soil for moist-soil plants.
Where to Purchase Native Plants
FNPS.org - The Florida Native Plant Society. Your local FNPS Chapter is a great place to start looking for native plants. Many chapters organize plant sales, conduct auctions at their monthly meeting, and take field trips to native plant nurseries. Your FNPS Chapter members may be your best source to locate hard-to-find native species.
PlantRealFlorida.org - Find a retail native plant nursery or native plant landscape professional near you.
About 2,800 plant species are native to Florida. Not all are suitable for landscaping. No plant should be taken from the wild or from any private or public property without the land owner’s permission. Many preserves and parks have policies specifically banning collection of plants and sometimes seeds and flowers. Many native plants are in peril. Only devoted enthusiasts grow some species that make discovery by you and other adopters of native landscaping. Growing properly obtained species is wonderful.
Resources
FNPS.org - The Florida Native Plant Society. Find your local FNPS Chapter. Search a native plant database by location, name, light, water, soil, etc. [FNPS.org tab “Native Plants”]
Florida_PlantAtlas.USF.edu - Plant status (native or nonnative), conservation status, photos, plant range by county. Search the database for any or all native species in Florida.
FlaWildflowers.org - A county website with maps and downloadable literature on how to grow native wildflowers, including information on how to obtain seed. [FlaWildflowers.org tab “Grow”]
PlantRealFlorida.org - The Florida Association of Native Nurseries retail website. Find your local native nurseries and native landscapers. Professional and wholesale resources available at: FloridaNativeNurseries.org
RegionalConservation.org - The Institute for Regional Conservation is expanding statewide. Natives for Your Neighborhood provides reliable species information and soil types. “Moist” is equivalent to AVERAGE SOILS.
Books
- Huegel, C. N. (2012). *Native Wildflowers and Other Groundcovers for Florida Landscapes*. Gainesville, FL: University Press of Florida.
- Diorio, R. (2001). *A Gardener’s Guide to Florida’s Native Plants*. Gainesville, FL: University Press of Florida.
- Stibolt, G. (2007). *The Art of Maintaining a Florida Native Landscape*. Gainesville, FL: University Press of Florida.
- Talamy, D. W., (2009). *Bringing Nature Home: How You Can Sustain Wildlife with Native Plants*. Portland, OR: Timber Press, Inc.
Invasive plants that should be removed from landscapes include:
Mexican Petunia, *Ruellia simplex*
Carrotroot Tree Fern, *Sphaeropteris cooperioides*
Oyster Plant, *Hechtia spathacea*
Australian Pine, *Casuarina equisetifolia*
Shrub Verbena, *Lantana camara*
Roths, *Epinepennis pinastrium* cv. Aurum
Umbrella Tree, *Schefflera actinophylla*
Snake Plant, *Sansevieria hyacinthoides*
Brazilian Peppertree, *Schinus terebinthifolius*
Tuberous Sword Fern, *Neopeltis confidens*
More at: http://assessment.ufl.edu
Native Landscaping
Plants native to Florida are not the same as plants introduced from other places. Native plants provide conservation benefits that others rarely measure up to. When you select plants adapted to your growing conditions, they require very little attention once they are fully established. They will not need additional water and fertilizer to thrive, nor will they need pesticides to cope with typical insect pests. They also are the plants that will literally bring life to your landscape. These plants form the only real foundation for Florida’s butterflies, bees, dragonflies, bats, frogs, toads, hummingbirds, songbirds, and other interesting wildlife. Living landscapes connect us to the real world and create a sense of wonder in what would otherwise be sterile and uninteresting. You will not be limited in your choices or aesthetics. There are hundreds of wonderful plants to choose from.
The Florida Native Plant Society chapters host monthly meetings and field trips. They are an excellent resource to share information and answer questions.
Craig N. Huegel
Author of *Native Wildflowers and Other Groundcovers for Florida Landscapes* and other titles
| DRYER SOILS | AVERAGE SOILS | WET SOILS |
|-------------|---------------|-----------|
| **SLASH PINE**
Pinus elliottii
30-50’+ open tree
Majestic canopy
Sandy soils ideal
Wind-resistant
Birds and squirrels eat seeds |
| **LIVE OAK**
Quercus virginiana
10-50’+ arborial
Majestic giant tree
Cools and shades
Epiphyte habitat
Cover, nesting, food for wildlife |
| **BAY CEDAR**
Sequoia sempervirens
6-10’ accent shrub
Yellow flowers
Artist branches
Salt-tolerant
4” trunk
Nectar, host plant for hairstreaks |
| **PARADISE TREE**
Simarouba glauca
60’+ elegant tree
Fragrant foliage
New growth orange
Sandstone leaf
Birds eat fruit |
| **MYRTLE OAK**
Quercus myrtifolia
15-30’ broad tree
Some thicket
Twisted trunks
Wind-resistant
Saline soil host
Food source for scrub jays |
| **COONTIE**
Zamia integrifolia
2’ fern-like cycad
Slow growing
Orange seed
Poisonous
May use as border
Host plant for atala butterfly |
| **CHAPMAN’S GAYFEATHER**
Liatris chapmanii
3’ flower stalks
Showy pink to purple flower spikes
Prefers sandy soils
Attracts butterflies |
| **PRICKLY PEAR**
Opuntia humifusa
2-4’ H and broad
Artful cactus
Pink, orange or yellow flowers
Red edible fruit
Sharp spines
Fruit for birds |
| **GOPHER APPLE**
Licania micahuea
2’ clumping mound
Clustered flower
Groundcover, spreads by rhizome
Fragrant flowers |
| **SPANISH STOPPER**
Eugenia foetida
8-15’ accent shrub
Buffer plantings
White flowers
Wildlife food
Fragrant flowers |
| **SAW PALMETTO**
Serenoa repens
4-6’ shrubby palm
Fan accent leaves
Green or bluish foliage
Very beneficial to wildlife as food and cover |
| **REFLEXED WILD-PINE**
Tillandsia balbisiana
1’ twisty epiphyte
Showy red spike with purple flowers
Grow in tree or shrub |
| **NARROWLEAF SILKGRASS**
Piptochaetium avenaceum
1-3’ silky leaves
Yellow wildflower
Reseeding, seeds
Delicious nectar
Makes nice cut flowers |
| **WILD PENNYROYAL**
Pilea pumila nigra
1-3’ low ground
Fragrant lavender flowers
Fleshy foliage
Butterflies, bees |
| **RAILROAD VINE**
Ipomoea pes-caprae subsp. brasiliensis
Up to 60’ vine
Showy flowers
Use as low groundcover
Excels on sand
Butterfly nectar |
| **BEAUTYBERRY**
Callicarpa americana
3-9’ shrub, arching stems
Showy, bright fruit
Delicate flowers
Birds eat berries
Jelly can be made from fruit |
| **CARDINAL AIRPLANT**
Tillandsia fasciculata var. desjardinsii
1’ epiphyte
Red flower bracts
Wind-borne seed
Small wildlife use as cover |
| **PIGEON PLUM**
Coccoloba diversifolia
30-40’+ and broad
Rounded lush tree
Erect flaky trunk
Delicate purple fruit clusters
Birds and other wildlife eat fruit |
| **BOLLY**
Guazuma ulmifolia
10-25’+ tree
Nice arching trunk
Slow growing
Delicate fruit
Long fruiting season for wildlife |
| **COMMON TORCHWOOD**
Amynia elemifera
10-15’+ tree
Thin trunks, twigs and dense foliage
Edible fruit
Many benefits for wildlife |
| **INWOOD**
Excoecaria agallochodes
25-35’+ accent tree
Provides shade
Showy flowers
Lush glossy leaves
Sap used as ink
Wildlife food |
| **MARIBERRY**
Ardisia escallonioides
6-15’+ hardy shrub
Wind-resistant
Fragrant flower clusters
Thick glossy leaves
Good as buffer
Birds eat berries |
| **FLORIDA PEPPEROMIA**
Peperomia obtusifolia
1’ leafy plant
Large succulent leaves
Good as buffer
Not frost tolerant
Groundcover or shade container |
| **JAMAICA CAPER**
Quadrella cynophylla
10’+ spiky shrub
Salt-tolerant
Fragrant white to purple flowers
Attracts many pollinators |
| **WHITE INDIGOBERRY**
Randia aculeata
6-8’ artistic shrub
Showy white flowers
White berry, bright inside
Night plant |
| **SEA LAVENDER**
Tournefortia gnaphalodes
3-6’ accent shrub
Tolerates salt wind
Water until established
Ideal in coastal landscape |
| **WILD BAMBOO**
Lasiostix divaricata
3-6’ woody grass
Can grow, may need support
Showy black seeds
Miniature
Great look
Buntings eat seeds |
| **WAND GOLDENROD**
Solidago stricta
4’ showy flower spikes
Suckers, reseeds
Good goldenrod for landscapes
Attracts insects |
| **ROUGEBERY**
Rivina humilis
2-4’ shrub
Grows among larger shrubs
Bright red berries
Blooms and fruits early in season
Wildlife food |
| **SOUTHERN SHELD FERN**
Thelypteris kunthii
1’ fern, spreads
Robust
Easy to grow
Makes nice groundcover
Wildlife cover |
| **DUNE SUNFLOWER**
Helianthus debilis subsp. debilis
1-2’ shrub
Sandy soil ideal
Sandy seeds
Showy flowers
Provides birdseed, cover for wildlife |
| **BEACH VERBENA**
Glandularia maritima
1-5’+ spreading wildflower
Showy, profuse pink blooms
Butterfly plant |
| **LOW RATTLEBOX**
Coronilla pinmula
3-6’ creeping herb
Showy flower clusters
Use as wildflower and rock gardens
Attracts bees |
| **COASTAL SPIDERLY**
Hypericum tenuifolium
2-3’ flower stalk
Spectacular flowers
Showy leafy leaves
Attracts pollinators |
| **FOURPETAL ST. JOHN’S-WORT**
Hypericum tetrapetalum
2-3’ shrub-like
Long bloom season
Blue-green foliage
Showy flowers |
| **WOODGRASS**
Oplismenus hirtellus subsp. setaceus
6’ creeping grass
Spreads widely
Use as shade area groundcover
Larval host of Carolina satyr |
| **CLIMBING ASTER**
Symphyotrichum carolinianum
10’ fast growing, climbing vine
No support needed
Showy flowers
Attracts pollinators |
| **BUTTONBUSH**
Cephalanthus occidentalis
10’+ shrub
Showy orb flowers
Ideal for wet landscapes
Attracts bees and butterflies |
| **SWEETBAY MAGNOLIA**
Magnolia virginiana
10-30’+ tall tree
Showy fragrant flowers
Larval host for swallowtails
Food for wildlife |
| **DAHONI HOLLY**
Ilex cassine
10-30’+ erect tree
Showy red berry clusters on female trees
Good wildlife food
Can be used as holiday decor |
| **CORKTREE PASSIONFLOWER**
Passiflora suberosa
Vine, trailing
Grow on trellis or as a groundcover
Zebra longwing and Gulf fritillary host |
| **GALLBERRY**
Ilex glabra
6’ spreading shrub
Very hardy
Black drupe
Birds eat fruit
Flowers attract bees |
| **GOLDEN CANNA**
Canna flaccida
1’ erect plant
Grows in water
Prefers rich organic soil
Provides benefits to aquatic life |
| **GIANT LEATHER FERN**
Acrostichum danaeifolium
6’-12’ fronds
Suede-like spores
Background plant
Grows in pond or lake
Wildlife cover |
| **WAX MYRTLE**
Myrica cerifera
6’-15’+ dense shrub
Waxy bulb fruits
Wind-resistant
Great wildlife food
Many benefits to wildlife |
| **ROYAL FERN**
Osmunda regalis
3-4’ clumping fern
Attractive wide-spaced leaflets
Also thrives in full sun
Intolerant of dry periods |
| **SEASIDE GENTIAN**
Eustoma exaltatum
1-3’ wildflower
Showy purple and White blooms
Moderately salt-tolerant
Attracts pollinators |
| **LEAVENWORTH’S TICKSEED**
Coreopsis leavenworthii
Up to 3’ tall
State wildflower
Easily self-seeds
Attracts butterflies and hummingbirds |
| **NARROWLEAF YELLOWTOPS**
Flaveria linearis
Wildflower
Readily reseeds
Use as tall groundcover
Attracts many pollinators |
| **MUHLY GRASS**
Muhlenbergia capillaris
2-3’ accent grass
5’ red-pink plumes
Reed-like
Mass planting, as border, hedge
Small birds eat seeds |
| **SWAMP LILY**
Cinnum americanum
2-3’ strap leaves
Showy flowers
Needs wet to moist rich soil
Larval host for Spanish moth |
| **SWAMP FERN**
Blechnum serrulatum
2-4’ fern
New fronds emerge
Useful as groundcover in moist shady sites |
| **CINNAMON FERN**
Osmunda cinnamomea
3-4’ sparsen fern
Showy orange spore spikes
Large and graceful
Needs periodic removal of dead fronds. |
| **LIZARD’S TAIL**
Saururus cernuus
1-2’ upright stems
Fragrant flower spikes
Use dense patches as groundcover
Attracts hairstreak butterflies | | a8a60600-3f75-4564-bbc6-37e36915e7bf | CC-MAIN-2021-21 | https://broward.fnpschapters.org/data/uploads/downloads/southeast_db11092016_-fnlproof11flippedred.pdf | 2021-05-09T09:32:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00481.warc.gz | 161,299,740 | 4,140 | eng_Latn | eng_Latn | 0.925773 | eng_Latn | 0.974373 | [
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The case of the contrasting planets
The person that leads a scientific experiment for a space mission is called a P.I. (Principal Investigator). Just like P.I.s in mystery novels, P.I.s for space missions are essentially detectives, deciding how best to investigate a problem, looking for clues and analysing the evidence. Planet P.I. challenges you to investigate the climates of Earth and Mars and try to understand why there are differences and similarities.
Case Notes
Mars and Earth
Mars is about half the size of Earth. Of the planets in the Solar System, the climates of Earth and Mars are most similar, particularly in the daily cycle and yearly seasons.
Both planets experience day and night because they spin about an axis. Days on Mars are a little longer than those on Earth: one martian day, or sol, is 24 hours 39 minutes, and 5,244 seconds long. The axes of rotation for both planets are also tilted from vertical (by 25.2° for Mars and 23.4° for Earth), so they experience summer and winter as the northern and southern hemispheres are tilted towards or away from the Sun.
Mars completes an orbit around the Sun in 687 Earth days – just under 2 Earth years. However, Mars is on average 1.5 times as far away from the Sun (1.5 AU), so Mars receives only about half as much sunlight as the Earth over one complete orbit.
The atmosphere of Mars is very thin, with an average surface pressure of only 6.1 mbar, compared to 1013 mbar on Earth. Its composition is very different from Earth’s atmosphere. The martian atmosphere has 95% carbon dioxide with nitrogen and argon accounting for nearly all the remaining 5%. Oxygen and water vapour make up less than 0.2% of Martian air. Earth’s atmosphere is 78% nitrogen and 21% oxygen, with the remaining 1% other gases including argon (0.9%) and carbon dioxide (0.04%).
Mars’s thin atmosphere and its greater distance from the Sun mean that the martian surface is colder than Earth’s and experiences greater seasonal temperature changes and much bigger daily variations.
Mars Science Laboratory and the Curiosity Rover
NASA’s Mars Science Laboratory landed on Mars in August 2012 and released the car-sized Curiosity Rover. Curiosity has been exploring the Gale Crater area (4.49°S 137.42°E) on Mars ever since. Curiosity carries the Rover Environmental Monitoring Station (REMS), built by the Centre for Astrobiology in Madrid and the Finnish Meteorological Institute. REMS measures wind speed and direction, pressure, relative humidity, ground temperature, air temperature and ultraviolet radiation.
Selfie by the Curiosity Rover on Mars.
Credit: NASA/JPL-Caltech/MSSS
Investigation
This Planet P.I. project investigates air temperature measured by the Curiosity’s REMS instrument on Mars and by weather stations at locations around Earth.
By estimating the highest and lowest temperatures on the graphs, you will find the range of temperatures in that location and compare data from Earth and Mars. Once you have uploaded the information to the Planet P.I. Report Form, you will be able to compare your Findings with other schools and Global Lab partners at different locations on Earth.
Planet P.I. is an educational project of Europlanet 2020 Research Infrastructure (RI). This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 654208.
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Fifth Grade
Fire Safety Activity Book
Fort Wayne Fire Dept.
Lutheran Health Network
PLAN YOUR FAMILY'S ESCAPE FROM FIRE!
Gather together everyone in your home and plan your Home Fire Escape. Here’s what you should include:
1. Draw a floor plan of your entire home. Show two ways out of every room. Windows can serve as an emergency exit in case your first, or primary, escape route is blocked.
2. Select a meeting place outside the home where everyone will meet for a roll call.
3. Make sure everyone knows the fire department’s phone number. Choose a neighbor’s house for calling the fire department.
4. If no smoke comes in, cover your nose and mouth with some cloth and get out by the quickest, safest route.
5. If the door feels hot, don’t open it! Or, if smoke rushes into the room when you open the door, close it quickly and take your second escape route (probably a window).
6. If your bedroom is on a second story or higher, you might use an escape ladder, knotted rope or an existing fire escape.
Once you’re out, stay out.
Go to your pre-planned meeting place. When everyone is safely out of the building, have someone go to a neighbor’s house to call the fire department. (In your Home Fire Escape Plan you should decide who will make this call.)
If you can’t escape...
Seal cracks around doors and vents as best you can. Use wet towels if possible. Open a window and stay by the window where you can be seen and breathe fresh air. Shout for help and signal your location by waving a bright cloth, towel or sheet.
PLAN, DISCUSS AND PRACTICE YOUR HOME FIRE ESCAPE NOW!
Get your family together...
Each of the words in the sentence above can be found in the puzzle.
CALL 9-1-1 FOR HELP!
First! Make sure that 9-1-1 is the RIGHT telephone number to call for help in your area. Ask an adult now!
DIAL 9-1-1 ONLY IN TRUE EMERGENCIES.
This is a special phone number to send help to where you are. If you see a fire, a crime, or someone seriously sick or injured, you should call 9-1-1 for help.
But be sure your call to 9-1-1 IS an emergency. The telephone lines need to be open for people who need help right away.
Which of the above pictures are true emergencies for which you should call 9-1-1? Circle the YES or NO above each picture.
HAVE an adult check your answers.
Smoke Detector Crossword Puzzle
ACROSS:
1. Make ___________ Smoke Detector Test Day. (Follows Monday.)
6. Has your family ________ and practiced a home escape plan?
7. It’s important that fire safety rules are understood. (“Under” is the first half of the word.)
8. Your fire escape plan can include a window ____ a door.
9. To be sure your smoke detector is working properly; don’t let it get dusty. ________ it off.
11. Fire officials all ________ that homes should have a smoke detector.
13. Always ___ sure that you have two ways out of any room.
14. If you haven’t had a fire drill lately, it’s ________ that you did.
15. In a fire, get out fast. Don’t take time to find your hat and ________.
16. The fire safety rules you learn now can help keep you safe for the ________ of your life.
17. You may need to use windows as an escape route. Be sure they will ________.
19. Be ________ to decide on a meeting place for your family to gather after you escape a fire.
DOWN:
1. You should ________ your smoke detector regularly to be sure it works.
2. A _________________ is the best way to alert you of a fire. (2 words)
3. Practice your home escape plan with Mom or ________.
4. A TV commercial selling smoke detectors is also called an ________.
5. Replace the battery in your smoke detector once each ________.
8. You should have at least _____ smoke detector on every level of your home.
10. If your smoke detector is “chirping” about once each minute, it needs a new ________.
12. Has your family decided on a ____________ place to gather in case fire strikes?
18. Firefighters must stay physically fit. You stay fit by taking ____ classes. (Initials)
SOLUTION:
Across: 1. Tuesday, 6. made, 7. stood, 8. or, 9. clean, 11. agree, 13. be, 14. time, 15. coat, 16. rest, 17. open, 19. sure.
Down: 1. test, 2. smoke detector, 3. Dad, 4. ad, 5. year, 8. one, 10. battery, 12. meeting, 18. PE.
Three things are needed to cause a fire:
- FUEL (something to burn)
- HEAT (enough to make the fuel burn)
- AIR (oxygen)
These three things make up The Fire Triangle. When they come together, we have fire. For a fire to happen, there must be just the right amounts of FUEL, HEAT and AIR. If there is not enough heat, there will be no fire. If there is not enough air (or oxygen), the fire will smolder or go out.
To know how to put out an unfriendly fire (or stop one from starting), we must understand how removing any one of the three parts of the triangle will stop a fire.
If you put no more wood on a campfire, this takes away the fuel and the fire will die.
When firefighters use water to put out house fires they are cooling the fire. This removes the heat side from the triangle. Just like when you put water on your campfire. The water cools the wood down and there is not enough heat to burn it.
By covering a pan after a grease fire you are taking away the air it needs to keep burning. This is why you stop, drop and roll if your clothes catch on fire. Rolling smothers the flames by removing the air side of the fire triangle.
If you keep any one of these three away from the others, a fire cannot start.
The Fire Triangle Word Search
The words in small bold capital letters (LIKE THIS) are hidden in the puzzle. How many can you find and circle? Words can be found top to bottom, left to right, or diagonally.
If there is a fire in your home, what is the FIRST thing you should do after you escape?
To find the answer to the question, color the boxes with a star. Then write each letter, in order, in the blanks below.
Use this grid to draw a floor plan of your home. Be sure to show TWO WAYS OUT of every room.
ACROSS
2. Since 1922, the National Fire Prevention Association has been the sponsor ____ Fire Prevention Week.
4. U.S. President Warren G. Harding proclaimed the ________ Fire Prevention Week, October 2-9, 1922.
5. National Fire Prevention Week is always the full week—Sunday through Saturday—that includes the _______ of October 9.
6. The first Fire Prevention Day was October 9, 1911. This was _____ 40th anniversary of the “Great Chicago Fire.”
DOWN
1. The “Great Chicago Fire” of 1871 left 100,000 people homeless, destroyed 17,430 buildings and _______ 2,100 acres of land.
2. The Fire Marshal’s Association of North America sponsored the first Fire Prevention Day on _______ 9, 1911.
3. The ninth of October is the anniversary of the “_______ Chicago Fire” of 1871.
4. As a result of the “Great Chicago Fire,” people all over the country became more interested in _______ prevention.
5. When President Harding proclaimed the first Fire Prevention Week, he said that fire prevention should be observed “by every man, woman, and child, not only during the week designated in this pronouncement but throughout every hour of every _____ of the year.”
SOLUTION
Across: 2. or 4. first, 5. date; 6. the
Down: 1. burned, 2. October, 3. Great, 4. fire, 5. day
Mice seem to get into everything. They just don’t know how or when to be careful. Sometimes this gets them into big trouble.
We can act smarter than a mouse and always be prepared for dangers. Learning fire safety rules is a good way we can protect ourselves.
Is your home a safe place, or is it a “fire trap”? Use this checklist to see if your family is serious about fire safety.
**Keeping Warm**
- A space heater should be kept at least 3 feet away from flammable objects—anything that will burn.
- Don’t use electric space heaters in bathrooms or any area where they may come in contact with water.
- Keep your space heaters away from where people and pets walk.
- Turn off portable heaters when family members leave the house or are sleeping.
- Electric blankets can overheat. Be sure they are turned off when you’re not using them. Do this when you first wake up each morning.
- A furnace needs a clear space around it for air. If there is not enough air, the furnace won’t work correctly, and it could start a fire.
**A Safe Kitchen**
- Things that will burn should be kept away from all heat sources.
- Keep the stove top and burners clean. A lot of grease on these areas can be a fire hazard.
- Pot handles should be turned toward the back of the stove so that pots can’t be tipped over.
- If grease catches fire, place a lid over the pan to smother the fire. Turn off the burner. Never put water on a grease fire.
**Smoke Detectors Are Life Savers**
- A smoke detector is needed on every level of your home. This includes the basement.
- Keep the face of the smoke detector clean and free of dust and cobwebs.
- Replace the batteries in your smoke detector two times each year at the time you change your clocks.
- Never remove a working battery from a smoke detector.
**Plan Your Home Fire Escape**
- Your family should get together and plan how you will escape a fire at home.
- Draw a floor plan of your entire house. Show two ways out of each room.
How many mice can you find on this page?
Some of the words in the text are in all bold capital letters (LIKE THIS). Circle these words, then find the same words in the word search puzzle. Words can be found top to bottom or left to right.
ACROSS
2. Do not store items that are flammable and will ________.
3. in your __________. (Hint: it’s under the roof.)
4. Helping with spring __________ can reduce fire hazards at home.
5. You should have a __________ __________ upstairs as well as downstairs. (2 words)
7. It is especially important to have a home __________ plan if your bedroom is upstairs.
9. A __________ can be a second way out, if the doorway is blocked.
12. A __________ can be used to escape an upstairs bedroom.
14. Smokey says, “_______ you can prevent forest fires.”
15. Your escape plan should include a __________ place outside your home where all will go after they get out of the house.
16. In case of fire you should _______ your bedroom door before opening, to see if it’s hot.
18. _______ leave a stove unattended while you are cooking.
19. Protect the floor in front of your fireplace from heat and __________.
21. For quick escape, and to avoid accidents, keep your __________ free of toys and clutter.
22. When cooking, turn pan handles so that they are out of _________ of small children.
23. Never store or use __________ inside your house or garage.
24. Make sure that the _____ in your fireplace is cold before you remove it.
DOWN
1. Your chimney should be kept __________ to avoid fires.
5. If your clothing catches on fire, you should ________, ________ and ________. (3 words)
6. For safe escape, you should have __________ of every room in your home. (3 words)
8. In a public building, always look for the ______ sign.
9. Make sure your bedroom window ______ open in case you need to use it to escape a fire.
10. Firefighters ______ protective clothing when they fight fires.
11. If you sleep with your bedroom ______ closed, put an extra smoke detector inside the bedroom.
13. A good fire can become a bad fire if you are ______________.
17. Remember, hot water can ________.
18. Always keep the emergency phone __________ of your fire department by your telephone.
19. Never burn in your fireplace without a __________.
20. Never burn paper or __________ in your fireplace.
SOLUTION
Across: 2. burn, 3. attic, 4. cleaning, 5. smoke detector, 7. escape, 9. window, 12. ladder, 14. Only, 15. meeting, 16. left, 18. Never, 19. sparks, 21. stairs, 22. reach, 23. gasoline, 24. ash
Down: 1. clean, 5. stop drop roll, 6. two ways out, 8. exit, 9. will, 10. wear, 11. door, 13. careless, 17. burn, 18. number, 19. screen, 20. trash
Planning and preparing a meal can be a fun experience for the whole family. When you’re working in the kitchen, there are some special safety rules to keep in mind.
**Keep things that will burn away from heat sources.**
If you look around your kitchen you will find many sources of heat. These include the burners on your stove, your oven, the toaster, or an electric skillet.
Be sure to keep all flammable objects away from cooking areas.
**Wear short sleeves when working around a hot stove.**
Long, frilly, or floppy sleeves are likely to come in contact with the hot surface and catch fire. Watch out too for loose-fitting aprons.
**Always watch what’s cooking.**
Never leave the area unattended while cooking or frying in an open pan on the stove. Also, you should never leave something broiling in the oven.
**Turn pot handles in.**
Make sure that the handles on pots and pans are turned toward the stove. This is to prevent someone bumping the handle and knocking the pot over.
**Close the door on an oven fire.**
If a fire starts in the oven, closing the oven door will cut off the oxygen in most cases and smother the fire. Turn off the oven to remove the heat source and keep the oven door closed.
**Use a lid to put out a fire in a pan.**
If a pan on the stove catches on fire, slowly slide the lid over the pan. Don’t try to throw the lid on from a distance or place the lid directly on the pan. By sliding the lid on top of the pan you cut off the oxygen to the fire and fire will die.
Turn the burner off to remove the heat source. You should never attempt to put out a fire in a pan on the stove by using water. This will only make the fire worse and can spread the flames to other parts of the room.
**Have the proper fire extinguisher and store it correctly.**
If you don’t have a lid that fits the pan or if a fire is too large or hot to get close, you must use a fire extinguisher. Your home fire extinguisher should be approved for “B” and “C” type fires. B-type fires involve flammable liquids such as grease and C-type fires involve electrical appliances.
It is important to store the fire extinguisher away from the stove. Keep it on a wall in the laundry room or garage. If you keep it near where fire might start, you may not be able to get to it easily to use it.
Here is a list of some things you might find in your kitchen that are ‘combustibles’ or ‘flammables.’ Keep them away from heat sources! Find and circle each of these words in the word search puzzle.
| CLOTHING | TOWEL | BAGS |
|----------|-------|------|
| PAPER | HAIR | BOXES|
| WOOD | SLEEVES | CLEANERS |
| OIL | COOKBOOK | SPRAY CANS |
| DECORATION | APRON | SHORTENING |
| S | L | E | E | V | E | S | Z | C | D |
|---|---|---|---|---|---|---|---|---|---|
| H | P | A | P | E | R | P | C | L | E |
| O | C | Q | K | B | V | R | L | E | C |
| R | O | B | A | G | S | A | O | A | O |
| T | O | W | E | L | C | Y | T | N | R |
| E | K | O | M | W | Z | C | H | E | A |
| N | B | O | I | L | H | A | I | R | T |
| I | O | D | Q | V | U | N | N | S | I |
| N | O | B | O | X | E | S | G | K | O |
| G | K | R | M | E | A | P | R | O | N |
OUTDOOR COOKING
There should always be an adult nearby to supervise outdoor cooking.
Play far away from a heated barbecue grill.
Be sure the barbecue grill is located in a safe place. Keep it well away from anything that can burn.
Don’t use barbecue grills on a wood porch or deck. A grill can quickly set a wood surface on fire if the grill is upset.
Don’t ever add starter fluid to a fire already lighted. Fire can follow the fluid and cause the can to explode.
Never use gasoline to start or freshen a barbecue grill or campfire.
Charcoal or propane gas barbecue grills should be used outside the house, camper or tent.
A heated grill or campfire should never be left unattended.
COALS!
Cooking and eating around a campfire can be great fun. But hot coals can cause serious burns. Never play around your campfire, even if you think the fire is out.
You may see gray ashes on the surface, but this does not mean that everything is cool underneath. The gray ashes may have extremely hot coals under them.
Burying the coals of a campfire with sand will not lessen the heat. Coals which are covered with sand can still burn for up to 24 hours. To make sure that the coals are out, pour water on them, or soak them in water.
WHY SHOULD YOU STAY AWAY FROM A HEATED BARBECUE GRILL OR CAMPFIRE?
OCRN
It grows on a cob.
NLHUC
Between breakfast & dinner.
NBSU
Put hot dogs in them.
THA
A chef wears a tall one.
RYAT
You serve food on it.
Unscramble the letters. Then, using the numbers under the circles, transfer your letters to the boxes below to solve the puzzle!
Dear parent,
This activity book was developed by the Fort Wayne Fire Department to teach children and their parents how to prevent and react to fire and burn injuries. Lutheran Health Network generously sponsored the book.
Fire can be a friend that we use every day. But it can also become an unforgiving enemy that can devastate any family in seconds. That’s why it takes all of us working together to make our community as safe as possible. Parents should teach their children to respect fire and talk to them about fire safety and burn prevention. Children need to understand the hazards that create fires and the behaviors that can prevent fires and protect them if a fire occurs.
Always remember the following basic fire-safety concepts:
- Test all smoke detectors each month and change the batteries once a year.
- Install a smoke alarm in every room of the house.
- Set the water heater temperature to 120°F.
- Leave 3 feet of open space around space heaters. Never leave them unattended.
- Keep matches and lighters out of reach of children, preferably in a locked cabinet.
- Always remain in the kitchen when cooking.
- Draw a home fire-escape plan and practice it with the whole family.
- If a fire occurs, “stay low and go” and “get out and stay out.”
- Use caution when handling hot liquids.
- Run cool water on a minor burn for 10-20 minutes. Never use ice, creams, lotions or butter.
- Install a carbon monoxide detector if your house has gas appliances or a fireplace.
- Practice what you preach. Children learn by example.
If you have questions, please call the Fort Wayne Fire Department Safety Education Division at 427-1483, 427-1368 or 427-5179 or the Burn Center at St. Joseph Hospital at 425-3567.
Additional information, coloring pages, games and family activities are available at the following sites:
fortwaynefiredepartment.org
stjoehospital.com
lutheranchildrenshosp.com
playsafebesafe.com
ember911.com
safekids.org
cpsc.gov
kids.esfi.org
pbskids.org
nfpa.org/public-education
kidshealth.org
homefiredrill.org
prevention1st.org
sparky.org
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WHAT IS PERMETHRIN?
- It is a stable (synthetic) form of an insecticidal compound produced by the chrysanthemum flower.
- It is commonly used to treat lice (Nix 1% shampoo) and scabies infections (5% cream).
- It biodegrades quickly in contact with soil and water.
- It is odorless and will not stain clothing.
HOW WELL DOES IT WORK?
- It has been used as a clothing treatment to prevent bites from ticks, flies, and mosquitoes since the 1970s, and used by the military since the 1990s.
- It provides a quick tick knock-down effect – both repels and kills.
- A URI study found that people wearing permethrin-treated sneakers and socks were 73.6 times less likely to have a tick bite than those wearing untreated footwear.
- Each at-home treatment lasts for roughly 3-4 weeks (with washing!).
- Commercially-treated clothes can last up to 70 washes.
SHOULD I BE CONCERNED ABOUT USING THIS CHEMICAL?
- Permethrin is over 2,250 times more toxic to ticks than humans.
- Put directly on the skin, typically less than 1% of active ingredient is absorbed into the body; DEET can be absorbed at over 20 times that rate.
- Exposure risk of permethrin-treated clothing to toddlers is 27 times below the EPA's Level of Concern (LOC).
- A 140-pound person would have no adverse health effects if exposed to 32 grams of permethrin/day. There is less than 1 gram of permethrin in an entire bottle of clothing treatment.
- Permethrin is pregnancy category B (showing no evidence of harm to fertility or fetus).
**Caution:** Permethrin won’t hurt humans or dogs but it is harmful to bees, fish, and aquatic insects – do not spray clothing near flowers or water sources. Do not allow cats near permethrin-treated clothing until it has fully dried.
Sources:
United States Environmental Protection Agency. 2006. Permethrin Facts. http://www.epa.gov/oppsrrd1/REDs/factsheets/permethrin_fs.htm
Toynton K, Luukinen B, Buhl K, Stone D. 2009. Permethrin General Fact Sheet; National Pesticide Information Center, Oregon State University Extension Services. http://npic.orst.edu/factsheets/PermGen.html
Miller NJ, Rainone EE, Dyer MC, Gonzalez ML, Mather TN. 2011. Tick bite protection with permethrin–treated summer-weight clothing. J. Med. Entomol. 48(2):327–333. http://www.tickencounter.org/pub/tick_repellent_clothing.pdf
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Lesson 6. Swing 8th Notes
Swing 8th notes are found in some popular music including ragtime, swing, boogie, jazz, rock, show tunes and contemporary pop music. In printed music, swing 8th notes look the same as straight (classical style) 8th notes. Although they look the same, swing 8ths are performed differently than straight 8ths. Straight 8th notes are all of equal length, shown as notes with stems up in the treble staff below (“As Written”).
In swing style, the rhythm of each pair of 8th notes is uneven. The first note of the pair is held longer than the 2nd note, producing a swinging or rocking rhythm. To show this uneven rhythm, the 8th notes with stems down in the treble staff below are unevenly spaced (“As Played”).
*The rhythm of swing 8th notes is compared to 8th note triplet groups with red arrows. The first two notes of each triplet are tied to match the longer length of the 1st swing 8th note. The 2nd (shorter) swing 8th note lines up with the last note of each triplet. Numbers for the main counts are printed in red.
DIRECTIONS: One staff has swing 8th notes spread apart to align them with 8th note triplets in the other staff. Write the numbers of the main counts below each measure (see Lesson 5). Draw an arrow connecting the 2nd swing 8th note to the 3rd note of the triplet. Also do the Keyboard Assignment (see below).
KEYBOARD ASSIGNMENT: After completing the written work, play the notes in each line, hands together. Notice that one hand is playing swing 8th notes, while the other hand is playing 8th note triplets.
*TEACHERS NOTE: Sometimes, the instruction “swing style” accompanies the tempo mark. There may be notated instruction such as \( \text{J} = \text{J} \). When there is no indication at all, the use of swing 8th notes is up to the individual.
Measures crowded with many 16th notes or triplets can be played more easily when you find the main counts. In 2/4, 3/4 and 4/4 time, the main counts are the numbered counts. The main counts in 6/8, 9/8 and 12/8 time are 1, 4, 7 and 10 (see Lesson 15). The main counts are indicated with red lines in these sample measures.
DIRECTIONS: Draw a vertical line under each note or rest where each main count occurs. Some of the measures contain triplets. Watch for changes of time signature. Also do the Keyboard Assignment (see below).
KEYBOARD ASSIGNMENT: After completing the written work, play all notes at the keyboard three times a day. You may also count aloud as you play. | 7764c5ec-c1e5-4c8b-805e-45214fa0cdac | CC-MAIN-2022-21 | https://content.alfred.com/catpages/44-JWS0225.pdf | 2022-05-23T05:06:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662555558.23/warc/CC-MAIN-20220523041156-20220523071156-00610.warc.gz | 242,889,081 | 621 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.998645 | [
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This is your child's summer math packet. The material contained in this packet is a review from second grade. Please have your child complete this work over the summer. Feel free to assist if your child needs help. The math packet is due on the first day of school, Tuesday, August 9. It will count as a daily grade. Please help your child review addition and subtraction facts over the summer. This will help tremendously during the school year.
During the first week of school, your child will have an assignment over the same material. It will count as a daily grade.
Thank you,
Third Grade Teachers
Benchmark Test I
Choose the correct answer.
Example A
\[ 4 + 6 = \_\_\_ \]
- [ ] 8
- [ ] 9
- [ ] 10
- [ ] 11
Example B
Which number is odd?
- [ ] 6
- [ ] 8
- [ ] 9
- [ ] 10
1. 1 ten 9 ones
- [ ] 9
- [ ] 10
- [ ] 19
- [ ] 91
2. There were 4 people at a picnic. Each person ate 2 hot dogs. How many hot dogs were eaten?
- [ ] 6
- [ ] 7
- [ ] 8
- [ ] 9
3. \( 2 + 2 + 2 + 2 = \_\_\_ \)
- [ ] 4
- [ ] 6
- [ ] 8
- [ ] 10
4. \( 24 + 8 + 46 = \_\_\_ \)
- [ ] 70
- [ ] 71
- [ ] 78
- [ ] 88
5. There are 4 fish tanks with 6 fish in each. How many fish are there in all?
- 18
- 20
- 24
- 30
6. $34 + 8 + 41 = \_\_\_\_\_\_$
- 80
- 82
- 83
- 84
7. $13 - \_\_\_\_\_ = 6$
- 6
- 7
- 8
- 9
8. $7 - 3 = \_\_\_\_\_\_$
- 4
- 3
- 7
- 10
9. How many fingers are on 4 hands?
- 5
- 10
- 15
- 20
10. Which addends have a sum of 76?
- $29 + 55$
- $31 + 46$
- $32 + 44$
- $34 + 32$
11. $25 + 54 = \_\_\_\_\_\_$
- 69
- 78
- 79
- 80
12. How can you take apart $27 + 36$ to find the sum?
- $20 + 7 + 30 + 6$
- $30 + 36$
- $23 + 4 + 36$
- $30 + 40$
13. Describe the pattern 40, 45, 50, 55, 60.
- skip count by 2s
- skip count by 5s
- skip count by 8s
- skip count by 10s
14. Kaylee has 10 fish. If she wants to keep an even number of fish in her tank, how many more fish should she buy?
- 7
- 8
- 9
- 11
15. There are 36 chocolate chip cookies, 24 oatmeal raisin cookies, and 12 peanut butter cookies at a bake sale. How many cookies are at the bake sale in all?
- 70
- 72
- 80
- 82
Benchmark Test 2
Listen as your teacher reads each problem.
Choose the correct answer.
Example A
\[36 + 398 = \_\_\_\_\_\_ \]
- \(423\)
- \(424\)
- \(433\)
- \(434\)
Example B
\[63 - 24 = \_\_\_\_\_\_ \]
- \(49\)
- \(42\)
- \(40\)
- \(39\)
1. How many tens are in 90?
- \(10\)
- \(9\)
- \(8\)
- \(7\)
2. \(135 + 216 = \_\_\_\_\_\_ \)
- \(350\)
- \(351\)
- \(435\)
- \(437\)
3. \(\_\_\_\_\_\_ < 465\)
- \(632\)
- \(517\)
- \(467\)
- \(458\)
4. What number has an 8 in the tens place and a 4 in the ones place?
- \(14\)
- \(48\)
- \(84\)
- \(85\)
5. Which addition number sentence would you use to check $62 - 27 = 35$?
- $27 + 35 = 62$
- $62 + 27 = 89$
- $62 + 35 = 97$
- $62 - 35 = 27$
6. Regroup. Draw the ones and cross them out to solve.
$$32 - 17 = \_\_\_\_$$
- $49$
- $25$
- $19$
- $15$
| tens | ones |
|------|------|
| | |
7. $218 + 125 = \_\_\_\_$
- $318$
- $326$
- $343$
- $362$
8. $42 - 17 = \_\_\_\_$
- $23$
- $24$
- $25$
- $35$
9. Which number is the same as $385$?
- three hundred eighty
- three hundred ninety
- three hundred eighty-five
- three hundred fifty-eight
10. $500 + 30 + 8 = \_\_\_\_$
- $835$
- $583$
- $538$
- $358$
11. There are 16 maple trees on Tom’s street. There are 24 maple trees on Eric’s street. How many fewer maple trees does Tom’s street have?
- 6
- 7
- 8
- 9
12. Eric has 202 pumpkin seeds and 296 sunflower seeds. How many seeds does he have?
- 408
- 468
- 498
- 508
13. $71 - 45 = \_\_\_\_\_\_$
- 37
- 36
- 26
- 24
14. What is the value of the underlined digit in 492?
- 4
- 40
- 400
- 440
15. $848 + 10 = \_\_\_\_\_\_$
- 847
- 848
- 857
- 858
Benchmark Test 3
Listen as your teacher reads each problem. Choose the correct answer.
Example A
\[800 - 549 = \_\_\_\_\]
- [ ] 251
- [ ] 252
- [ ] 261
- [ ] 351
Example B
\[273 - 10 = \_\_\_\_\]
- [ ] 272
- [ ] 263
- [ ] 253
- [ ] 173
1. Look at the graph. It shows vehicles in a parking lot. How many motorcycles are in the parking lot?
| Vehicles in a Parking Lot |
|---------------------------|
| Bus | Bus | | | | | |
| Car | Car | Car | Car | Car | Car | |
| Motorcycle | Motorcycle | Motorcycle | | | | |
Key: Each picture = 1 vehicle
- [ ] 1
- [ ] 2
- [ ] 3
- [ ] 4
2. Jalen has
Which coin does he need to buy the hat?
3. Look at the tally chart. Which pet do most students have?
- cat
- fish
- dog
- bird
| Pet | Tally |
|-----|-------|
| Cat | IIII I |
| Fish | III |
| Dog | IIII III |
| Bird | II |
4. Look at the graph. It shows how students voted when asked if they like books, movies, or music most. How many students voted?
| Activity | Number |
|----------|--------|
| Books | |
| Movies | |
| Music | |
- 15
- 16
- 17
- 18
5. Mariah has 1 quarter, 2 dimes, 1 nickel, and 3 pennies. How much does Mariah have?
- 53¢
- 74¢
- 78¢
6. Count to find the value of the coins.
- 71¢
- 75¢
- 86¢
7. There are 583 students at a summer camp. 294 of the students are girls. How many campers are boys?
- 229
- 250
- 289
- 326
8. Carlos had 467 baseball cards. He had 360 before he traded with his brother. How many cards did he gain?
- 88
- 107
- 121
- 113
Number of Instruments Students Play
9. How many students play 2 instruments?
- 0
- 1
- 2
- 3
10. What is the most common number of instruments students play?
- 0
- 1
- 2
- 3
11. $385 - 97 = \_\_\_\_\_\_$
- 298
- 288
- 278
- 268
12. $736 - 100 = \_\_\_\_\_\_$
- 536
- 636
- 726
- 836
13. Look at the graph. It shows the number of animals in a barn. How many sheep and cows are in the barn?
| Animal | Cows | Horses | Pigs | Sheep |
|--------|------|--------|------|-------|
| | | | | |
- 11
- 13
- 15
- 17
14. Count to find the value of the coins.
- 57¢
- 61¢
- 86¢
15. Carlos has
Which coin does he need to buy the airplane?
Pretest
Read the time shown for each activity. Write the time. Circle A.M. or P.M.
1. We flew a toy airplane in the park. ________ A.M. P.M.
2. We worked in the garden. ________ A.M. P.M.
Read the time. Then draw the minute hand.
3. 7:00 | 4. 4:30 | 5. 1:15
Tell what time is shown. Write the time.
6. ________ | 7. ________ | 8. ________ | 9. ________
10. On Katie’s watch, the hour hand is pointing to the 4 and the minute hand is pointing to the 8. What time is it? ________
Pretest
Find the object. Measure each object in inches.
1.
about _____ inches
2.
about _____ inches
The piece of paper is _____ inches longer.
Find the object. Measure each object in centimeters.
3.
about _____ centimeters
4.
about _____ centimeters
The book is _____ centimeters longer.
5. Ethan is going to measure the length of his backyard. Should he use an inch ruler, a yardstick, or measuring tape? _______________________
6. A slide is 400 centimeters long. How many meters long is it? ________________________ meters
Name
Pretest
Circle the shapes that match the name.
1. triangle 2. hexagon
Trace each shape. Write how many sides and angles.
3. ______ sides ______ angles
4. ______ sides ______ angles
Circle the shape that matches the description.
5. 2 faces, 0 edges, 0 vertices 6. 6 faces, 12 edges, 8 vertices
Describe each partitioned shape. Write two halves, three thirds, or four fourths.
7. ____________________________
8. ____________________________
Count to find the total number of squares. Write how many squares make each rectangle.
9. ______ squares
10. ______ squares
Grade 2 • Chapter 12 Geometric Shapes and Equal Shares
Check My Progress
Color the shape or shapes that match the name.
1. quadrilateral
2. pentagon
3. triangle
Look at the shapes. Draw an X on the shape that does not belong. What is similar about the other three?
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Find a better way to neutralize Acid Mine Drainage
Kazune Tazawa, Dr. Andrew Swindle
Department of Geology at Wichita State University
Introduction
AMD is an environmental problem caused by mining, and has bad effects on creatures. When mines are developed, metal ions dissolve into the river, and its acidity rises.
Problems & Hypothesis
- How well do the sandstones prevent the armoring of limestones? Is there any limits of the effect of sandstones?
- Are there any difference between quartz-cemented-sandstone and Garber sandstone?
- If time and trial are related to the pH of the solution, there is a limit of the effect of sandstones.
Method
LS = Limestone
QS = Quartz-Cemented Sandstone
GS = Garber Sandstone
1. Put the stones and acid (iron (III) sulfate) in bottles.
Set 3 experimental groups: LS; LS+QS; LS+GS
Set 3 bottles for each experimental group (9 bottles in total).
2. Stir them on a mixer (right image).
3. Measure pH every 1 or a half hour.
4. Repeat ② and ③ until the AMD is neutralized (pH ≥7).
5. After the solution was neutralized, rinse the stones with DI water.
This is the process of 1 trial. Repeat them until the stones don’t work.
Results
Plots of pH over time for trial 1, 5, and 9. Blue arrows indicate time at which pH for the treatments began to diverge. Time required to reach neutralization (x-axis) increased from trial 1 to trial 9. Note that in trial 9 the limestone only experiment (LS) had a pH slightly below 7 after 9.5 hours.
Conclusion
- These experiments showed that when sandstones are added, the AMD was neutralized slightly faster, and the overall neutralization trend was very similar. Adding sandstone has only a minor impact on reducing armoring of limestone.
- Through multiple trials the time required to reach a pH of 7 increased for all of the treatments. However, the neutralization trend between the treatments with sandstone and the one without began to diverge.
- So far, there is almost no difference between the LS+QS and LS+GS. However, difference may occur with more trials.
Future Studies
1. Our experiments were simulation of passive limestone trenches. To be more accurately, more trials should be run.
2. Similar experiments using AMD with different chemical make-ups will test if the addition of sandstone is advantageous in other systems.
- An initial experiment with AMD is aluminum and iron (II). This indicated that the addition of sandstone had no substantial impact so far (below graph).
Acknowledgements
Dr. Andrew Swindle
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Title The Boy's War: Confederate and Union Soldiers Talk About the Civil War
Author/Publisher Jim Murphy / Clarion Books (a Houghton Mifflin Harcourt Publishing Company imprint)
Type of Resource ELA Text Copyright Date 1990
A. Purpose
- What is the overall purpose of the material?
The overall purpose of this book is to build background knowledge for students. This book is about a specific subset of the Civil War and focuses on how boys experienced the Civil War. This book supports both English/Language Arts Standards and Social Studies Standards.
- Is the purpose accomplished? X Yes No
- Is the material pervasively vulgar? Yes X No
- Is the material suitable for and consistent with the educational mission of the school?
X Yes No
B. Appropriateness
- Is the material appropriate for the age and maturity levels of the students who may access it? X Yes No
- Are the illustrations appropriate for the age and maturity levels of the students who may access it? X Yes No N/A
C. Content
- Does the content of the material provide adequate scope, range, depth, and continuity?
X Yes No
- Does this material contain literary, historical, and/or artistic value and merit?
X Yes No
- Does this material present information not otherwise available?
X Yes No
D. Reviews/Evaluations
- Does this title appear in one or more reputable selection aids? Yes ☑ No
If answer is yes, please list title of selection aids and if it was reviewed favorably or unfavorably.
Additional Comments:
As a committee we would like to express two additional comments as they relate to Book Reviews and Age Appropriateness/Maturity Level.
1. Book Reviews – Reviews were somewhat limited. Many book reviews listed the recommended age levels as 10-12 years old. Grade levels recommended ranged from 5th – 8th grade. As a committee, we had a lot of discussion on what is considered a reputable review.
2. Age Appropriateness/Maturity Level – This book is taught in the spring semester as part of the curriculum. We would encourage teachers to consider class dynamics when teaching this text. Due to this book being taught in the spring semester, it allows more time for teachers to determine and consider their class dynamics when teaching the few difficult topics.
Recommendation of Committee:
As a committee, we recommend this book remain a part of the curriculum. In doing so, we do highly encourage teachers to consider their class dynamics with this book and with any topic that may be sensitive for students in their class. While our veteran teachers do a phenomenal job of teaching sensitive topics, we would also highly encourage our literacy coaches to meet with any new teachers to do a module study prior to teaching this book.
Date 05/08/2023
Signatures of Committee Members:
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Principal’s Place
In response to requests from our Parent community we are hosting a Parent Night on April 29, 2014 @ 6:00. We will have a Q&A session on topics of your choice, outline some of the important shifts taking place in our classrooms, share our growing understanding of how to make learning rigorous, relevant & high interest & how to help your child @ home.
On April 24, 2014 @ 8:00 a.m. a new Safety Committee will meet to discuss traffic flow around Morning Star. Join me, Brian Morrissey & Colleen O’Quinn as we brainstorm ways to make our parking lot, Arnold Street and the surrounding area safer for our students.
Our new STAR board is in place and students are excited to have their pictures posted on the board. STAR slips are earned when students demonstrate STAR behavior without prompting. We draw several slips to post on the board each Monday morning. If your child’s slip is not drawn we send the slip home with a note recognizing their positive behavior. If your child’s slip is drawn, the slip & a photo is posted for six weeks until the board is filled; once filled, the students are invited to an Otter Pop party during their lunch. During last week’s party I learned that students’ favorite parts of school are math groups, reading, health enhancement, science, social studies, computers/iPads & recess. Among the improvements students suggested are more games during lunch recess & different equipment to play with. As a result, we have purchased new equipment & will soon begin sign-ups for four square and basketball tournaments.
We need lunch volunteers to help with the tournaments – please contact the Morning Star office @ 522-6500 if you can help any time, any day between 11:15-12:45.
Thanks for providing such great support!
We are Morning STARS
We Solve problems in a respectful manner by attempting to work it out, getting adult help & reporting concerns.
We Take responsibility for our behavior by following directions, being prepared & caring for equipment & materials.
We Act safely to ensure all students may move through the hallways & participate in activities appropriately.
We show Respect for ourselves and others by actively listening, using appropriate language, waiting patiently & using good manners.
Handbook Highlights
Take Responsibility
Guidelines for Chaperones
- Do not bring along siblings or other children.
- Do not leave students alone or unescorted.
- Do not release students to anyone other than the teacher.
- Parents/guardians who want to take their child home during a field trip must secure permission from the teacher.
- Chaperones who are transporting students must have completed District insurance paperwork.
(See Student Handbook p 7)
Spotlight on First Grade
This week 1st grade & their study of writing is featured. Our teachers use mentor texts to study a variety of authors, text types and how an author uses “zoom ins” to depict ideas through artwork. “If I were the Easter bunny…” & designing flags to represent themselves are examples of how our students are learning to use art to represent their thinking. This lesson was a follow up to the Lions Club presentation on the American flag & flag etiquette.
In math students are participating in number talks to develop understanding of numbers. Guided inquiry activities using tens frames, rekenreks & patterns provide hands on experience. These manipulatives, along with questions such as “How did you get your answer,” “Explain your thinking,” & “What strategy did you use?” help students apply their learning to new situations.
Technology tools such as Pebble Go, BookFlix and Kidspiration provide opportunities for students to practice digital citizenship & develop skills for productivity & organization of their thinking.
FEATURED EVENTS & ACTIVITIES
SPRING MUSICALS ARE ALMOST HERE!
All events will be held April 21-29 in the music room. A reminder: NO BEVERAGES ARE ALLOWED IN THE MUSIC ROOM DURING PERFORMANCES – thank you! Questions about your child’s performance, see your classroom newsletters or contact Mrs. Reynolds at 522-6522.
Morning Star Bike Safety Week
During the week of May 5-7 students will learn how to maintain their own bikes & interact with people from local bike shops. Students & families will learn to check tire pressure, change a flat, oil the chain, seat adjustment, parts of the bike, bike signals & riding techniques for dirt trails. This week is being planned as part of Screen Free week & National Bike to School Day on May 7. Events will take place from 3:45-4:45 each day & families are encouraged to attend.
→ We need volunteers to help guide students through different learning stations each day as well as help lead our Fun Ride on Friday, May 9. Please sign up for one or more 45 minute time slots. Thank you for your time – if you have questions contact Robin Arnold, Jamie Gowdy, Barbie Huber or Lorrie Maffey. http://www.signupgenius.com/go/10C0F4DA4A72EA0FC1-bike
PARENT LIAISON TIP
Summer Activity Binder - Spring is finally here and it is not too soon to be thinking about summer programs for the kids! One way to keep both parents and kids sane and happy over the summer is to find a balance between satisfying children’s need for play and finding interesting activities they can participate in. So, you may be asking yourself… How can I find creative ways to keep my child entertained? Thrive has created a Summer Activities Binder full of summer program brochures and information. Check it out near the front office.
→ Sponsored by The Parent Liaison Program, a signature program of Thrive and the partnership with Bozeman Schools. Contact your Parent Liaison for more information. Libby Michaud, 922-4237 or
CALLING ALL CAPS, TOPS & LIDS
~Kim Dickerson, parent
Earth Day is Monday, April 21st. In celebration of Mother Earth the wonderful students of Morning Star will be creating a mosaic of Montana using plastic caps, tops and lids. Please have your family start collecting these items in all shapes, colors and sizes. We are going to need a lot, so please leave no cap alone! There will be a green recycling bin in the main hallway at school to drop your lids off. We will be creating this masterpiece during lunchtime on Monday, April 21 during Art at Lunch. If you would like to help volunteer, please contact Kim Dickerson at kq firstname.lastname@example.org
Calendar of Events
April 14-18 5th grade Smarter Balanced assessment
April 16 Early Release, 1:45 dismissal
April 17 PAC Meeting @ 11:45
April 21 Walk/Wheel to School, Earth day/flowers; Art @ Lunch
April 24 5th Grade Band/Orchestra District Concert
April 21-25 4th grade Smarter Balanced assessment
April 25 End of 3rd Mid-Trimester
April 29 Parent Information Night – Q/A, How to Help @ Home
April 28-May 2 3rd grade Smarter Balanced assessment
May 2 Mid-Trimester Reports go home
May 5-9 Bike Safety Week Clinics @ 3:45, families welcome
May 6 Room Parent Coordinated Staff Appreciation in Classrooms
May 15 Early morning PAC meeting @ 8:00 a.m.
May 21 Early Release, 1:45 dismissal
May 26 No School – Memorial Day
How to Help @ Home
This issue focuses on some resources to support math at home through the use of manipulatives and games. The National Library of Virtual Manipulatives has many interactive activities that will help reinforce skills being learned at school. Try some of the activities at [http://nlvm.usu.edu](http://nlvm.usu.edu)
For students learning to reason mathematically, the rekenrek (pictured above) is a helpful tool being used in many of our classrooms. If you are interested, they may be purchased commercially or made easily. Instructions on how to make and use the rekenrek may be found at [http://mathcoachscorner.blogspot.com/2013/06/diy-rekenreks-take-2.html](http://mathcoachscorner.blogspot.com/2013/06/diy-rekenreks-take-2.html)
Tens frames and dot cards are another resource to build math fact fluency without using traditional flash cards. These resources are described at [http://mathcoachscorner.blogspot.com/2013/06/diy-rekenreks-take-2.html](http://mathcoachscorner.blogspot.com/2013/06/diy-rekenreks-take-2.html)
The National PTA (Parent Teacher Association) publishes guides for every grade level that are a nice compliment to the “Standards At A Glance” document sent home by Bozeman Schools earlier in the school year. These documents are available at [http://www.pta.org/content.cfm?ItemNumber=2796](http://www.pta.org/content.cfm?ItemNumber=2796)
There are a wide variety of games and activities that may help reinforce skills & strategies learned in school while encouraging students’ understanding of fair play, taking turns and good sportsmanship. Among them are Monopoly, Chutes & Ladders, Candyland, Apples to Apples, Dominoes, Mancala, Math Noodlers, & Parchesi.
For a list of online games and activities to support math and ELA at home see the google document “Web-Based Resources for Parents and Teachers.” This document is an annotated bibliography and is located at [https://docs.google.com/a/bsd7.org/document/d/1F9izJ7wU68WeAXmBXsrzKSdl39ZLlBQj_reumRW4cBI/edit](https://docs.google.com/a/bsd7.org/document/d/1F9izJ7wU68WeAXmBXsrzKSdl39ZLlBQj_reumRW4cBI/edit)
Google Docs
~by Karlina Popwell, parent
Our 4th graders are learning how to use Google Docs this year. This online format allows a student to write papers & assemble presentations, then actually “share” them with peers, teachers, & parents. There are multiple ways students can create, write, review, & improve every project through collaboration. Students can even decide with whom they want to share their work by granting them “read-only” or “editing” access. They are the “owners” of their work.
Google Docs enables students to work on projects at school and at home in a more seamless fashion. The teachers can confirm that a student’s progress is in the desired direction and at the desired pace (no more procrastination!). Parents can be more aware of what their student is working on and what specific support he/she may need to complete projects. The skills these 4th graders are learning now will be invaluable in the years to come! Here is one example:
- Fourth grade students have researched & prepared a slide presentation on the solar system. They are currently working on a research paper on the Civil War. Students are excited they won’t be printing their papers, but instead, submitting them in Google Docs. In the process of these & other projects, their typing skills, graphic design, & understanding of shortcuts, color schemes & links have greatly improved! They’ve inserted maps of the U.S. during the Civil War, pictures of President Lincoln & other historical figures, as well as actual pictures of Jupiter, the moon & other aspects of the universe. The use of Google Docs has allowed these students to explore, research, and create in new & exciting ways.
Special Guest!
This week we hosted Lt. Governor Angela McLean to celebrate Ag in our Schools. The kinders had great fun reading with her!
4th grade Space and Time Projects a Big Hit
Our 4th graders showed their finesse in research and public speaking last week during their Space and Time project presentations. A big thank you to all of the parents who supported their child’s efforts and joined us for the presentations!
Morning Star Book Fair was a HUGE success!
A big shout out goes to Lori Faure for organizing the spring Book Fair and all of the volunteers necessary to make this event possible. Thank you all for your time and energy!
Special Needs Expo
April 26th, 2014 from 8:30am-3:30pm at
Hyalite Elementary School - 3600 West Babcock Street
Join us for a free, all-day extravaganza featuring speakers on a variety of topics pertaining to the special needs community. We will have 3 breakout sessions with choices of classes to attend.
**Speakers and topics this year include:**
Shawna Heiser, MS,BCBA: Behavioral Challenges, Jamie Miller, MT-BC: Music Therapy, Mary Cafarro, Montana Senator: ARC of Montana organization, Dr. Donna Kelsch: Mental Illness Challenges, Julie Doerner, M.S. CCC-SLP: MonTECH state programs, and June Hermanson: Montana Youth Transitions.
The *Charles Campbell Children's Camp*, will be coming from Billings to give a short talk and video during lunch about their free summer camps for children with disabilities. Our keynote event will be a presentation from the *SproutFlix film festival*. We will also have a resource fair with agencies from the community.
We are providing free breakfast, lunch, and child care. Don’t miss this opportunity to expand your knowledge and resources.
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Kindness ideas for kids
- carry an elderly person’s shopping
- leave a treat for the cashier
- make a card for someone in a nursing home
- donate unwanted toys and games to sick kids in hospital
- clean someone’s car
- help cook dinner
- always include everyone
- surprise someone by making their bed
- ask why someone looks sad
- put a nice note on your teacher’s desk
- help someone with their homework
- open the door for an elderly or disabled person
- smile at strangers
- tell someone how much you love them
- share your toys
- leave flowers on someone’s doorstep
- admit when you’re wrong and say sorry
- return a shopping trolley left in the street or carpark
- mow your neighbor’s lawn
- put rubbish/trash you see on the ground in the bin
- compliment someone’s good work
- make cheer up cards and deliver them to a hospital
- walk someone’s dog
- give a flower to everyone you see
- talk to someone who’s lonely
- make someone breakfast
- treat everyone the way you’d like to be treated
- pick something up for someone
- thank your friend’s parents for having you over
- surprise someone with home baked cake or cookies
- hug everyone you love
- stand up in a bus or train to let an elderly person sit down
- call your grandparents just to say hello
- don’t talk behind someone’s back
- stand up for someone who’s being picked on
- share your umbrella on a rainy day
- ask for donations for a charity instead of gifts at your birthday party
- use your manners
- do a job without being paid
- pick up things that have fallen on the floor in shops
- run an errand for your teacher
- do the dishes without being asked
- help tidy your classroom
- read someone a bedtime story
- help out when someone is sick
- make someone a birthday cake
- help hang or fold the washing
- be grateful for what you receive
- do a chore for someone
- ask someone why they look sad
- pay attention and do your best at school
We challenge you to do at least 3 things on each list below. Colour the hearts next to the things you do so you can keep track of them and have fun!
Please ask a parent or teacher to email a photo of you with your list to firstname.lastname@example.org.
**Kindness at School**
- Give someone a compliment
- Give a friend a hug
- Include people in your game
- Put a nice note on someone’s desk
- Help your teacher
- Give someone a turn
- Use your manners
- Help tidy your classroom
- Make your teacher a thank you card
- Talk to someone who looks lonely
- Take clothes left in the yard to lost property
- Say thank you to people who are kind to you
- Put flowers or kind notes on cars in the carpark
**Kindness at home**
- Do a job without being asked
- Put your stuff away
- Help a neighbour or friend with something
- Clean your parent’s car
- Share your stuff or treats with someone
- Make your parents breakfast or lunch
- Take out the rubbish/trash
- Make your bed
- Help your parents cook dinner
- Help hang the laundry and take it down
- Ask before you use someone’s stuff
- Run a bath for your mum/mom or dad
- Play with your brother or sister
**Kindness in the community**
- Pick up rubbish/litter when you see it
- Compliment three people
- Smile at three people
- Hold a door open for someone
- Say hello to your neighbours
- Leave positive messages in public places
- Write letters to people in nursing homes
- Donate your old books to a doctor or hospital
- Take cookies to a police or fire station
- Set up a free car wash
- Say hello to an elderly person at the shops
- Leave bubbles in a park for other kids to find
- Take in your neighbour’s rubbish/garbage bin
**Kindness with adults**
- Donate stuff you no longer want or need
- Bake a cake for someone and take it over
- Hand out flowers or leave on windscreens
- Walk the dog with or for your parents
- Pick up rubbish/litter in a park
- Help at a community event
- Do things your parents enjoy with a smile
- Put positive chalk messages in a public place
- Take a meal to a homeless person
- Buy an extra ice-cream for a stranger
- Paint stones and write positive things on them
- Take blankets or toys to an animal refuge
- Wash someone’s car together
Your smile is as bright as the sun. It makes people feel good!
You’re like a RAINBOW when I’m having a bad day.
I love that you’re my friend. I feel so good when I’m with you!
Print your coupons on plain or coloured card and cut along the lines.
Put them in cards, lunch boxes, in the car or leave them on someone’s desk or bed.
It doesn’t have to be a special occasion to do something nice for someone else!
Have fun handing them out and please tell us how people appreciated your kindness on our facebook page www.facebook.com/RippleKindnessCards or email your stories to email@example.com
Print more coupons at http://www.ripplekindness.org
20 MINUTE MASSAGE
CUP OF TEA OR COFFEE
Please hand your coupon to _________________________
to redeem your massage.
Please hand your coupon to _________________________
and your drink will be delivered shortly.
FOOT MASSAGE
ONE CAR WASHED
Please hand your coupon to _________________________
to redeem your massage.
Please hand your coupon to _________________________
and your car will be washed shortly.
DOG WALKING
DINNER COOKED
Please hand your coupon to _________________________
and I’ll walk the dog for you.
Please hand your coupon to _________________________
when you would like dinner to be cooked for you.
SNUGGLE ON THE COUCH
AN ERRAND DONE
Please hand your coupon to _________________________
for a lovely snuggle while we watch your favourite show.
Please hand your coupon to _________________________
and I’ll run an errand for you.
I'm so happy you're my friend.
You always make me feel so good.
I am blessed to have you in my life.
Thanks for being you.
You always see the best in people and are so positive and kind to everyone.
I love that about you!
You have so much potential and so much to give.
Spread your wings and fly high.
YOU MAKE THE WORLD A BETTER PLACE.
You're like the brightest star that lights people up from the inside out.
You're the best listener.
I love talking to you and always feel so much better afterwards. Thank you!
I'M SO LUCKY TO HAVE YOU IN MY LIFE!
I LOVE YOU.
You're one of the kindest and most supportive people I know.
THANK YOU for caring.
You are such an amazing friend. You make me feel happy and good about myself. Thank you for always being there for me.
You have so many great ideas and such an amazing imagination. YOU CAN DO ANYTHING YOU SET YOUR MIND ON. Keep dreaming and make it happen!
YOU’RE LIKE THE BRIGHTEST STAR WHO LIGHTS PEOPLE UP FROM THE INSIDE!!
You are the rainbow in my cloudy days.
YOU make the world a better place! YOU spread joy everywhere you go!
You are such an amazing friend. You make me feel happy and good about myself. Thank you for always being there for me.
You have so many great ideas and such an amazing imagination. YOU CAN BEE ANYTHING YOU SET YOUR MIND ON. Keep dreaming and make it happen!
YOU’RE LIKE THE BRIGHTEST STAR WHO LIGHTS PEOPLE UP FROM THE INSIDE!!
You are the rainbow in my cloudy days.
YOU make the world a better place!
YOU spread joy everywhere you go!
Hugs are good for your health.
Use this coupon to redeem a FREE HUG.
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Improve your sight-reading!
Paul Harris
Stage 1 Playing musically
Stage 2 Simple syncopations
Stage 3
Stage 4
Stage 5 More chords
Stage 6 More rhythms in
Stage 7 and
Stage 8 More rhythms in
Stage 9 Revision of keys and rhythms
Being a good sight-reader is so important and it needn’t be difficult! If you work through this book carefully – always making sure that you really understand each exercise before you play it, you’ll never have problems learning new pieces or doing well at sight-reading in exams!
**Using the workbook**
1 **Rhythmic exercises**
Make sure you have grasped these fully before you go on to the melodic exercises: it is vital that you really know how the rhythms work. There are a number of ways to do these examples – see *Improve your sight-reading* Grade 1 for more details.
2 **Melodic exercises**
These exercises use just the notes and rhythms for the Stage, and also give some help with fingering. If you want to sight-read fluently and accurately, get into the habit of working through each exercise in the following ways before you begin to play it:
- Make sure you understand the rhythm and counting. Clap the exercise through.
- Look at the shape of the tune, particularly the highest and lowest notes and think about the best way to finger it.
- Try to hear the piece through in your head. Always play the first note to help.
3 **Prepared pieces**
Work your way through the questions first, as these will help you to think about or ‘prepare’ the piece. Don’t begin playing until you are pretty sure you know exactly how the piece goes.
4 **Going solo!**
It is now up to you to discover the clues in this series of practice pieces. Give yourself about a minute and do your best to understand the piece before you play. Check the rhythms and hand position, and try to hear the piece in your head.
Always remember to feel the pulse and to keep going steadily once you’ve begun.
Good luck and happy sight-reading!
---
**Terminology:**
Bar = measure
Whenever you speak you put expression into what you say. Do the same with your sight-reading performances! As you’re preparing the piece, as well as thinking about the notes, shape and rhythm, think about how you’ll interpret the piece – or play it musically. You will need to think about:
• Does it require crisp or more gentle and sustained playing?
• Do you need to use accents in addition to those that are marked?
• Is it a tune with accompaniment? (Balance of hands will be important if so.)
• Are both hands equally important?
• What would be an effective speed?
**Rhythmic exercises**
Always count two bars before you begin each exercise – one out loud and one silently.
1
2
**Melodic exercises**
Brightly
mf
f
p
cresc.
f
Prepared pieces
1 What are the clues to the character of this piece?
2 Should the notes be played *legato* or detached?
3 Think about your fingering and changing hand position.
4 Tap the rhythm of the piece, hands together.
5 Play the first note of each hand and then hear the piece in your head as best you can.
6 Do you feel confident that you’ll give an accurate performance?
---
Calmato
1
---
1 What are the main clues to the character of this piece?
2 What interval is formed by the first two notes of the left hand?
3 How many bars are based on scale and arpeggio patterns? (Play the scale and arpeggio.)
4 Look through the piece for changes of hand position.
5 Tap the rhythm of the piece, hands together.
6 Play the first note of each hand and then hear the piece in your head as best you can.
Con spirito
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The Teaching of Negro History in Elementary School
David J. Jackson
Xavier University of Louisiana
Follow this and additional works at: https://digitalcommons.xula.edu/etd
Part of the Education Commons, and the History Commons
Recommended Citation
Jackson, David J., "The Teaching of Negro History in Elementary School" (1932). Electronic Thesis and Dissertation. 144.
https://digitalcommons.xula.edu/etd/144
This Thesis is brought to you for free and open access by XULA Digital Commons. It has been accepted for inclusion in Electronic Thesis and Dissertation by an authorized administrator of XULA Digital Commons. For more information, please contact email@example.com, firstname.lastname@example.org, email@example.com.
THE TEACHING OF NEGRO HISTORY
IN THE
ELEMENTARY SCHOOL
A Thesis presented in partial fulfillment of the requirements for the degree of Bachelor of Arts in Education
by
DAVID JOSEPH JACKSON
XAVIER COLLEGE
JULY 27, 1932
NEW ORLEANS, LA. 70125
Approved by
NEW ORLEANS, LA. 70125
XAVIER UNIVERSITY LIBRARY
NEW ORLEANS
Preface
There are found in the "Teacher's Professional Library," books which treat perhaps every branch of teaching for the elementary, secondary school and college. Each subject is given due consideration in order that the teaching of such subjects may follow the psychological method of instruction.
This book is planned for no other purpose than to aid teachers in their professional work, and to make them more effective in their teaching.
DEDICATED TO MY DEAR MOTHER
Mary Marguerite Jackson, my most loyal sister Sara Mary Jackson, my helpful aunt Mary Ann Jackson, whose love of God and their race, and whose personal sacrifices have made it possible that I receive the Bachelor of Arts Degree in Education.
While a teacher who has taught other branches of history, can easily adjust himself or herself to the new work, and achieve success. This, however, in many cases is not so. The final analysis against history teachers, we find many reasons for rejection.
This book is written to give the strength
Teaching Of Negro History
Preface
There are found in the "Teacher's Professional Library," books which treat perhaps every branch of teaching for the elementary, secondary school and college. Each subject is given due consideration in order that the teaching of such subjects, may follow the psychological method of instruction.
This book is planned for no other purpose than to place upon the shelf of Educational books, and in the hands of the student teacher and the finished teacher, a more scientific and psychological method of teaching Negro History.
At present it is a most urgent need, for when, but few high schools and colleges are introducing into curriculum Negro history, it is most vital that those in charge of the teaching of it, be well prepared. In many cases the teacher who has taught other branches of history, can easily adjust himself or herself to the new work, and achieve success. This however, in many cases is not so. The final analysis against history teachers, we find many reasons for objections.
This book is written to give that strength of
character, that conscientiousness of duty, that is of a paramount importance in the teaching of this subject. While it is written to develop in both student and teacher, race loyalty, race pride, and a spirit of inter-racial cooperation, while of course it is written to banish indifferent ignorance, it is likewise written to stamp out anything that might savor of bigotry, radicalism, prejudice, or uncharitable feelings in the student or teacher, within the race or between the races.
One of the reasons why there is such a great lack of cooperation within the race is ignorance of race ability. Ignorance of race accomplishments is another reason among many. Students in high-school and college often times have but a vague and obscure concept of the Negro race, educationally, industrially, economically and socially, and when in time these students seek to make an adjustment they find themselves muchly handicapped. Many children never reach high-school much less college, and some are made to leave grammar school as soon as they reach working age even if their grammar school education is not completed. For this reason in order that, that love of race, that race conscientiousness, that makes not only for loyal race brothers, but rather which makes for true loyal law abiding citizens of America,
Negro History, should find a place in the curriculum of the Grammar school. This book aims to give suggestions, methods, projects, and reading list, that will make for the effective teaching of Negro History.
Aside from the reasons I have thus far stated this book is written as a thesis, to satisfy for the partial requirements for the degree of "Bachelor of Arts in Education" at Xavier College. Xavier college is an "A2 - class accredited college of America, and is the only Catholic College in America for the education of the Negroes."
The author wishes to acknowledge his indebtedness to a great measure to SchildIs, "Educational Philosophy" Henry James, "Teaching of History", L.W. Raper, "Teaching Elementary School Subjects," Strayer "The Learning Process," for many pedogical and psychological suggestions. Also must it be mentioned that Sister Mary Lee, head of the department of Social Sciences as Xavier College has read this book chapter by chapter and offered valuable suggestions. Miss Mary Wahlem, history instructor, Miss Mildred Towle, sociologist, and Mrs. Naomi Evans, sociologist gave inspiration and worthy suggestions.
DAVID JOSEPH JACKSON
In considering the teaching of Negro history, the teacher must be ever-mindful that, Negro history, as a subject, is a science. In the strict sense of the word history is a social science. When taking the terms in their fullest connotation Negro history, is a science, which treats of the progressive development of the African Race. This study of man from the viewpoint of education is mainly inductive. It is inductive because we proceed from general incidents to particular ones. Thus we are able to learn the actions of men long before the art of printing or even before man could write. It is a somewhat difficult task to obtain many books on Negro history because it has been only of recent years this subject, has reached any recognition in the scientific study of history.
It is the purpose of Negro history to bring from hidden channels the activity of the Negro in Africa prior to enslavement and carry this action through its consequences and changes, to its logical conclusion. In order that this material offer itself for valuable use to the teacher and student it must proceed from a
a body of concrete facts, which critical study links together according to the sequence of time and causation. Every science has laws which govern it. History being a science likewise has its laws. History depends upon the evidence of humans. It depends upon the investigations of competent persons whose investigations must follow set laws. Because in this age as in ages past there have been many historical forgeries, the historian in order to be called scientific must produce his sources. Some historical sources are: Remains and relics, documents, literature, traditions, laws contemporary writings, oral traditions, artistic productions, inscriptions and monuments.
These sources have been of considerable assistance in the study of Negro History. The author has read and studied legal documents which pertain to the Negro. These documents are found in the sixteen volumes of "The Journal Of Negro History," by Carter G. Woodson. He has also had the occasion to closely examine a collection of African relics which allowed him to see articles of clothing, implements of war, beads, baskets, pottery, and other such articles. This served to prove the state of culture and civilization reached by the Africans in many parts of the continent. In judging the morals of the Africans aside from the purely historical, we can find no better way than reading the proverbs of Gustavus Vasa, a talented African. If thou
goest to a foreign country, do not alight at a rich man's home." "It is better to poor and live long than rich and die young," "To love a king is not bad, but a king who loves you is better," "If you love yourself others will hate you," "They are wise who imitate the good." These proverbs are loaded with thought and express the Africans' philosophy of life.
History however can be looked upon not only as a study of man's progress, but it may be viewed from the pedagogical prospective which gives a somewhat new angle. This newness is not in the subject proper but rather in the utility of the subject. For the teacher and the child Negro history is relatively new. This newness of the subject gives the student a fixed interest and an undivided attention which serves as an excellent device for effective teaching. Teaching that follows the child's natural bend is teaching which brings about much success. Take advantage of this newness, of this eagerness to learn and place before the child his work in such a classified and organized manner that in turn he will be able to use it in the acquiring of other knowledge.
It matters little whether the teacher holds the theory of great wars or the theory of great men Negro history so lends itself that in either case the teacher has ample material to work with. The teacher must always have a definite aim in mind at the begining of each lesson. This aim may be general in its scope, but must have been so limited as to meet the particular requirements or needs of the class. It is often the idea of the teacher that once his aim is firmly set in mind it is just to begin. This may work in the case of some old experience teacher but in the teaching of Negro history the teacher, the new teacher must be sure his aim is clear, and also the aim he wishes the pupils to get. The author in order, that he may be positive as to the effects of such teaching, tried out on a practice group teaching with only his aim in mind, and when testing for results it was found that thirty-one out of this trial class of persons had different dominant impressions of the lesson. In order to safeguard such occurrences and to make teaching more scientific the teacher must have a definite aim which the students must get as a result of the teaching. Just as the teacher's aim is often times wide and needs limitation, so too the pupils' aim must be analyzed in order that each important part of the lesson be stressed.
This area treatment of the subject is from a humanistic point of view. Even in the youngest age of the child there must be not only present the aim of the lesson but the teacher must form for the pupil a proper apperceptive basis. Recall to mind of the pupil some past experiences which have a connection or a bearing, either remotely, or proximately to the h
imately to the historical question under discussion. The study of the progressive development of the Negro must be taught as to make a lasting impression upon the students' mind. The devices and incentives used for this purpose will be discussed with each grade. Warnings of general value are: Beware of pictures of too serious a nature, for the mind of small children; adopt devices and incentives to the age and grade of the pupils. In proceeding to conduct the history lesson the teacher must build a chain of reasoning, by suggestive questions asked to the pupils, and in short draw from the pupils the aim of the lesson. The pupils must be able to state the aim of the lesson. Having the students to state the aim of the lesson is an indication of comprehension on the part of the pupils. If the pupils comprehend fully the aim of the history lesson there can be little doubt of success.
The presentation of the material, having followed logically will lend itself to a generalization. This generalization is one of the most important parts of the entire lesson. The pupil fixes in mind clearly all the historical points and is now able to recall them into a general statement which serves as valuable material in time. This information which has been generalized can be used in reasoning out present conditions of Negro life. The pupil is being taught to think clearly and logically.
For fear that there may be a few pupils who for more reasons than one did not get all the points of the lessons, and in order that those who did pay attention may finally have the points re-established, the teacher should have a summary. It has been the idea of some educators that the summary should come from the pupils. This of course has many good points, for in order to give a good summary the pupils must have obtained all the points of the lesson; it fixes lastingly the aim of the lesson upon their minds. But it is just as effective, and perhaps more helpful when dealing with a subject of the nature of Negro history, the teacher may at sometimes give to the students the summary of the lesson taught.
Often times urged by the desire to produce a scientific plan of teaching the teacher distresses from the tru reality and in consequence does not give the historical facts. Historical facts no matter if they are not in accord with the teachers' way of thinking must be presented to the students in their essence. These facts when presented in such a manner can go to show that the activity of the Negro to-day is in many ways related to the activity of action long since. When the facts of Negro history are laid before the students as they truly are he is able to see that many of the American and European forms of government, modes of dress, manner of living and even forms of speech had their origin
back in the land of Africa. These facts, we cannot too often say, are only given that the pupil may be conscious of African contributions to the American civilization, not to instill a feeling of prejudice. They should be presented, so that the pupil may obtain a broad view of the African customs and people. By so doing the students are able when in the course of after life, to weigh with impartial minds, both sides of questions which may arise in their lives whether in the home, community, state etc.; they will be fortified with a well balanced mind and scientific knowledge that will act as a guiding light in the time of danger. In the development of the study of Negro history the teacher should seek to develop in the pupils a love for history as a science, and a desire to further study Negro history for personal enjoyment, and race culture. If the teacher during the course of instruction brings out these points there can be little doubt of having efficient citizens of America, and loyal race brothers.
Questions and Topics for Discussion
1. Define Negro History.
2. What is the purpose of Negro History?
3. When is history scientific?
4. Enumerate four sources of history.
5. In what can we judge African morale?
6. What advantages does the newness of Negro history offer the teacher?
7. Give a psychological discussion of a history lesson from the teacher's point of view.
8. Discuss the type of pictures to be used.
9. Whom do you think should give the summary of the lesson, and why?
10. State three things a course in Negro History should develop within the child.
Chapter 11.
The First Classroom
The teaching of Negro history, figures in the life of an individual long before the individual has reached school age. Because of this, the foundation for Negro history, the foundation for the appreciation of the progressive development of the African race must begin in the immature mind of the child. For psychological reasons formal study as such should not begin until the mind of the child is sufficiently matured to partake of such. But the nutriment in order to mold the soft clay of the child mind into a well rounded hard and well balanced mind of true Negroism, must be such that contains pure, wholesome ingredients. Those ingredients must spring from the sources that within themselves are pure and wholesome.
The entire surroundings of the child from the day of his birth on through the stages of his infant development should breathe an air fresh with the incense of race loyalty, race pride and the spirit of tolerance to all. The environment and heredity plays an important part in the life of the child and in the development of the child's likes and dislikes. In considering these two
determining factors, one can plainly see that parents of the child furnish that which heredity embodies, and the home life the environment. Thus all lessons, be them good or bad are first learned under these conditions. We can truly say, "The Home is The Child's First Classroom."
In order that the work of the classroom be properly executed there must be one in charge, or as we in America say, the teacher. The teacher of this first classroom is none other than she, who in the bosom of her love long anticipated the hopes of her child. The first teacher is the mother. It is well to remember the child is no respector of color, nor creed; the child has a heart of love for all men. The child if allowed to retain these principals would grow into manhood with much the same attitude. It is at the mother's knee he first hears the sweet soft notes of the lullaby that hushed his tears, and by which he was rocked to sleep; it is on the floor as he playes with his blocks and toys and when he is taught of "Jack and Jill," his taste for literature is created. Would it not be well that along with the teaching of these folk songs and tales, the mother would teach to her Negro child the tales of "Ber Rabbit and the Wolf?" These tales were brought from
their African home by Uncle Remus and collected by Joel Chandler Harris, and they contain the same common sense and philosophy, found in any other folk stories. To do this you not only gives the child a background for appreciation of things purely African. On this score many raise a point of objection. It is said, "Why cause the young child to be ever mindful of his African heratage?" This can be answered very easily. Look about you observe your German neighbors, there is not one of them who does not sing to their children songs of their native land. See the French, Irish, and Italian neighbors they too love their native land and they too in the same manner show their love of it and plant the same into the hearts of their little one. There is scarcely one German child who cannot sing for you songs of his mother. In the study of the "History of Education," the educators of the Renaissance period, and later all stress the teaching of the mother tongue first. This was to be done by songs and dances. To teach a child and to make him appreciate the literature of his mother land, is to make him loyal to his native land.
It is but a source of deepest regret that there is not a distinctive African language which children could hear from their fire side circle.
"The Jews and the Chinese while they are despised by many are respected by many others; the Negro is loved by most men, but disrespected by all men," says Carter G. Woodson, the historian. Why is this? The Jews and the Chinese by means of a distinctive language have formed a tie between all their race brothers in America, and through this medium have raised themselves to a great economic efficiency. But not so with the Negro.
The mother's work as a teacher does not stop upon the child's entrance into school. But rather the home as a classroom and the mother as a teacher a force that lasts forever.
When the buzzing of the alarm clock wakes the child from sleep, that he may prepare for school often times there may be a slight resentment. A scolding may be needed perhaps. At this point is thought some of the resentment may be curtailed if the child is told that the first clock to ever strike the hour of the American day was the result of the work of the Negro scientist, astronomer, mathematician and engineer Benjamin Banneker.
The child's activity is constantly a means of instruction. The peanut-butter, the molasses which the child asks for at breakfast and between meals, offers opportunity to impart a bit of knowledge. The child can be told that peanut-butter
molassas, potato flour and scores of other food products which play an important part in the world's diet are the result of the discoveries of the Negro scientist, George Washington Carver.
The home has hundreds of lessons to teach, and every room of the home is a classroom of knowledge. The very pictures that hang on the walls might suggest themselves to the mind of the child. When his question is -- "Whose picture is that?" The mother has done well if she answers, "Johnny that is a picture of 'Crispus Attucks,' a Negro and the first man to die for America in the war of the Revolution. Many persons think it too far fetched, when it is said that in some few Negro homes the children play with Negro dolls and the fairy tales books, have pictures of Negro children. The author knows personally children who are so fortunate as to have these exclusive play things. These children also have the regular type of American dolls and Mother Goose Fairy Tales.
When the child is allowed to play with the children of his neighborhood, the parents should of course see that his companions are of the right sort morally, but the color of his playmates should be of little concern. If there be white children in the vicinity and the white children and the Negro children choose to play together, allow this friendly
feeling to grow within the child, do not crush it. There is however little danger of this relationship being broken by the Negro parents. But as strange as it may seem, and although education to some extent is banishing this foolish attitude, the fact still remains there is prejudice within the color-line. This is one of the greatest hindrances to the advancements and more rapid progress of the race. Many mothers, because they and their children have a texture of hair softer than the grains of their neighbor's children; if the color of the skin has what they term pigmentary advantages, they often times forbid their children to play with their darker skinned neighbors though both are Negro families. This does not advance the race into the fields of progress, but rather retards the progress of the race. From the general appearance of conditions, the friction between races is very strong, but the friction within the race is just as strong or stronger.
The older folk can do much to adjust the conditions. They can make the home environment such that it will be a better place to live, such that it will be for the better development of the race. They can become informed of the Negro's present conditions by reading publications. They can at least encourage the children of the coming generation to love their race and be loyal to its cause.
If this is done the children of tomorrow will have the foundation so firmly established, that Negro history as a subject will be not the study of a new science, but rather the completion of a work begun at the mother's knee. It shall cause them to become imbued with the lofty desire of adding to the honor and glory of the Negro race.
Questions and Topics For Discussion
1. Where should the foundation for Negro history be laid?
2. Discuss the statement, "The Home is the child's first classroom."
3. Who is the child's first teacher?
4. When is the child's literary taste first created?
5. Of what advantage are the tales of Ber Rabbit and the Wolf or Uncle Remus by Joel Chandler Harris?
6. Give your opinion as to the advantages or the disadvantages of not having a distinctive African language, spoken and written in America.
7. State the occasions in the home which offer means of instruction in Negro history.
8. Discuss the value of toys to children.
9. What foolish attitude among Negroes should be broken down?
10. What can be done by the elders to break down this attitude?
Chapter III
The Kindergarten
The child now fresh from the environment of the home must not be placed into an environment which is of too different a nature completely from that of the home. The general appearance of the kindergarten should be such as to remind the child of his fire side. If you remember the home, in order to set the proper appreciation of Negro life, should have pictures of Negroes on the walls. Now the general atmosphere of the kindergarten should be the same as that of the home. Of course there must in America be a picture of George Washington, the father of our country. Most likely there will also be a picture of Lincoln and perhaps one or two other pictures of like nature. To this the kindergarten might add Paul Lawrence Dunbar, a poet of the lowly life of the Negro and Frederick Douglass, the orator, editor, reformer and statesman. It may be believed that these pictures are too advanced for the age of the kindergarten child. This however can be answered by saying, Children of the kindergarten age can be taught many interesting things of the boyhood of these characters.
The incidents of their boyhood days can be used to give the little tots an idea of life in the various parts of the country in which these men lived and the conditions which existed at these times.
In the home the mother instructed the child in those things which it should know. Now it is the duty of the teacher to obtain the love of her children and to lead them in their play activities in much the same way a good mother goes about this work. In this department of education there is perhaps the greatest need of the professional teacher. And as was suggested they should in turn receive the greatest pay. The work of putting the finishing touches upon the clay figures, the child mind, is now the work of the kindergarten teacher.
In this formative state of the child, the teacher must aim to instill good mental, moral social and physical habits in the child. The laggards in the high-school often times are those children who while in the kindergarten were not taught to be attentive alert, and considerate and obedient and willing; to aid those less fortunate than themselves. Let the child feel he is dependant upon others for his existence, and they will live in harmony with all neighbors, whether they be white or black.
in hoping to make these adjustments in the life of the young child, the teacher must encourage free work and play. This freedom of work and play allows the teacher to adjust the school work as to have ample time to study and investigate and experiment with all kindergarten materials and thus see what points must be stressed strongest. In play the games must be about children of all races and must be in the simple language of the child. The stories can be well of a vivid nature, highly dramatic and concrete.
One of the most effective methods of teaching Negro history, not only to the kindergarten child but also throughout the grammar, high school and even in the college is by the celebrations of the birth days of distinguished Negroes and the important dates on which occurred notable events in the Negroes' life.
The yearly programme for the work of the kindergarten can be much as follows.
1. September
(Free work and free play in order to study)
(the child's needs.)
11. October
A. Home life
B. Community life
C. Boyhood of Paul Lawrence Dunbar
III. November
A. Home (What did God Give you to be thankful of)
B. Parents
C. Food (Plants & Animals)
D. Celebration of Thanksgiving
IV. December
A. Tell the story of the Christ Child
B. The African Wise Man
C. The celebration of Christmas
V. January
A. A study of the home
B. The home and the child
C. The child's toys
D. Comparison of homes
E. Boyhood of Booker T. Washington
VI. February
A. The city
B. Negro stores
C. Negro workmen
D. Celebration of George Washington
VII. March
A. Outdoor games
B. Celebrations
VIII. April - May - June
A. Easter
B. Summer games
Questions and topics for discussion
1. What should be the general appearance of the kindergarten?
2. Name two pictures of Negroes, which can be placed in the kindergarten.
3. Why should the teacher secure the love of her pupils?
4. Discuss the importance of professional training for the work of the kindergarten.
5. Is it well to make the child feel he is dependent, and why?
6. What are the advantages of free work and play?
7. State two effective methods for study and teaching of Negro history.
8. State three important qualities of children stories.
9. Give one original history game.
10. Can you offer any suggestions on the kindergarten course of study?
Chapter IV
The Primary grades and History
In the first and the second grades, those grades which are commonly called primary, history as such is not taught. As you have seen in the kindergarten the programme was fully adapted to the child's life. The plan of study for the primary grade is much the same. These must be stressed, those particular points, which are adopted to the child's interest, and are potential in the further development of the child's historic sense.
The child at this point of school life is beginning to learn to read and it is his greatest desire to read from other books aside from the text. As it is somewhat difficult to secure supplementary readers which give stories of Negro life, the teacher, may use the regular story books for Negro children, obtained from the American Book Company.
Posters featuring slogans such as, "I am Loyal To My Race" "We Play With All Our Neighbors" "Africa Is Negroland," etc., can be used to stimulate interest. This desire to read can be used to a very great advantage.
In the teaching of Negro history in the primary grades, the work takes on a more definite aspect
The child must get the impression of various types of primitive life and be taught to contact those different types. After this has been done the teacher shows how the environment of man effects his actions, and thus the environment of Africa in the continent effects the culture of the natives and their civilization. This can more forcefully be brought to the child's mind by dramatization of some phase of primitive life, thus re-living the experiences of primitive man. Teaching along these lines will train for good citizenship. Get the children now to realize the world is one large family and his family is one unit of this vast family. The world as a family and the child's family as a part of this vast family will bring the notion of being part of the world in more intimate contact with the child. In the kindergarten we spoke of clothing as a subject of discussion. Clothing now can play another part in the education of the primary child. Let him study the different kinds of materials used in the making of clothing and the part the Negro plays in the cultivation of the raw material.
Celebrations of course is the teachers' big device for the establishing of patriotism.
The celebrations can take the form of festivals, dramas, pageants, children's musicals, etc., The work with paper and paste, and colors, the child can deepen this impression upon his mind. This work being carried to its logical end the child ready to pass from the
primary department, should be fully able to tell the conditions which should exist in the home and community; he should have a knowledge of those principles which make for inter-racial cooperation; he should be able to solve his simple problems and should know how to appreciate the celebrations of historic worth.
First Grade
1. September
A. The mother and the home
B. What you do at home
2. October
A. My school
(The building and its departments)
B. The life of African children
(Family life)
a. The Chief-----dress-----food-----work
b. The women--- " " " "
c. The Children " " " "
C. The African hut
(How built)
a. Material
b. Location
c. Compare with American homes
3. November
A. The home
B. What to be thankful for
1. parents
2. food
3. clothing
4. shelter
C. All thanks to God
IV. December
A. The celebration of Christmas
B. Being especially kind to playmates
C. The story of Christmas
D. Shepherd life
E. Dramatize a Christmas play
V. January
The neighborhood
A. Resolution to always be ready to do a good deed.
B. Who serves our neighborhood?
1. The grocer
2. The druggist
3. The post-man
4. The ice-man
C. Discuss each of the above in detail
VI. February
1. The people of Africa
A. Stature
B. Features
C. Skin
D. Hair
E. Dominant characteristics
II. Environment
A. Forest
B. Deserts
C. Climate
III. Food
A. Kinds (animals, plants, fish)
B. Means and methods of securing food
1. Hunting
2. Farming
3. Fishing
IV. The Home (See October "6")
V. Clothing
VI. Occupations
A. Weaving
B. Pottery
C. Farming
D. Grazing
VII. March - April
(The Negro in the Community as a workman)
A. The milkman
B. The Ice-man
C. The Baker
D. The grocer
E. The Butcher
F. Fruit & Vegetable-man
VIII. May - June (Same programme continued)
A. The washer-woman
B. The Barber
C. The Shoemaker
D. The Newsboy
E. The Gardener
The Second Grade
The next grade to be considered in the Primary Grades of the Elementary school is the second. The aims, methods of teaching and the attainments of this grade are identical with that of the first year, save for the fact that children finishing the second grade is history should have a more concrete and comprehensive idea of solving problems. The child should also have developed a keener appreciation of public holidays.
Attractions For The Primary Grades
September:
Let the children collect pictures representing Negro life. The teacher may add to the collection. These can be placed into a scrap book.
October:
Make a sand table representation of an African village. Dress dolls as natives.
November:
Dramatize a play on Negro life (Plays and
and Pagents from The Life of Negro — by Willis Richardson)
Make sand table representation of plantation, picturing Negro workman.
Plan a Thank You Party.
December:
Christmas play, Christmas hymns are in order.
Make gifts for the family.
January:
Collect pictures of American life.
February:
Draw pictures of the American flag.
Make Valentines to send to other children.
Plan a Washington Party.
Plan a Lincoln-Lincoln party.
March:
Sand table shows American child life.
Children playing in the open field, have some of the children flying kites.
April:
Make baskets of raffia, also clay pottery
May - June:
May pagent
Send letters to other children telling of the pleasures you enjoyed with them during the school year.
Bibliography For The Primary Grades
1. Plays and Pageants From The Life of The Negro
By - Willis Richardson
2. African Myths
By - Carter G. Woodson
3. Folk Rhymes
By - Thomas Talley
Questions and Topics For Discussion
1. What slogans can be used for children's posters?
2. State two aims of Negro history in the Primary grades.
3. Discuss the child and the family.
4. How does clothes play any part in the education of children.
5. Name the instrument for establishing patriotism.
6. State three forms of celebrations.
7. What four things the child who is ready to pass from the Primary grades should know.
8. State two differences between the work of the first and second grades.
9. State one likeness.
10. Make a list of suggestions and activities for these two grades.
Chapter V.
From Third To Fifth
Thus far the subject of Negro history has dealt with African background and one or two biographies. In some of the work of the Primary grades Negro history seems to teach the child the underlying principles of the home, the school and the community. This is of great importance if the child is to know how to live at peace with his neighbors.
To proceed in a more psychological manner it is of paramount importance that history which treats of local color be brought to the minds of the children. In the third grade the child must be taught to develop an interest in his state as a whole and his community in particular. The author being familiar with Louisiana the state of his birth, and New Orleans, his city will base lessons and ideas, from observations and researchs made in Louisiana. There is little need to say that working with the state and city will do much to stimulate a historical sense in the minds of the students.
There is no city which does not have its places of interest, which does not have its landmarks of note. Writing of New Orleans, which is said to be "America's Most Interesting City" it is with much ease we find an abundance of material to work with.
Under both the French and Spanish dominion the Negroes of Louisiana marked their places as farmers and as hired laborers. This state of affairs was the same during the times of slavery as afterwards. The Negroes in Louisiana after the Civil War were somewhat slow in making advances, and in raising to political station they were doubly slow. These have been some of the few occupations of the Negro. There have been some exceptions as in the case of P.B.S. Pinchback, who though a Negro became Lieutenant Governor of the state of Louisiana. The teaching of Louisiana and the Negro, is a task which can be made easy by the use of some of thereference books from which the teacher may draw from. Sir Harry Johnson - "The Negro in the New World," Brawley - "A Short History of The American Negro," and "The Negro in Our History" by Carter G. Woodson.
In dealing with the city of New Orleans the teacher will find excursions to the Vieux Carre will serve as a splendid means for arousing a true historical sense in the pupils mind. These French Quarters show in full view the aristocracy of Old New Orleans, and likewise the position of the Negro during those days.
There is still hanging in the old court yards of the Cabildo the iron cat-o-nine-tail with which the slaves were whipped. One can see a typical kitchen with open fire-place and iron kettles yet hanging there.
There still remains the stocks in which the Negroes were placed for punishment. There is no better way to teach state and city history than to go to the exact sources from which sprang material for history.
It is needless to organize a course of study for this chapter for the material taught will vary with the state or cities studied. The teacher of Negro history is able to suit her material to the locality.
Questions and Topics For Discussion
1. What do we mean by local color?
2. State the two aims of Negro history from the third to Fifth.
3. Make a list of ten places of historical interest in your city.
4. Discuss three of these places fully.
5. Who was the Lieutenant Governor of Louisiana who was a Negro?
6. Name the reference books of Negro history.
7. In the study of Negro history of what importance is the Vieux Carre of New Orleans?
8. What is the best way to teach history?
Fourth and Fifth Grade
Having considered the history of the state, the student has obtained the knowledge of a few simple facts of the early life of the Negro in his state. This will no doubt arouse an appreciation for the hardships of the early settlers of his state and city.
There has never been written one word of the Negro is discovery, exploration, colonization, war or national aid; in the histories of the grade schools. In the fourth grade the teacher must make these points outstanding in the minds of the students. The work of the fifth grade is to continue this, and in addition give a complete history of the Negro in war from the war of the Revolution to the present time.
This well work well done will enable the student to associate the present with the remote past and to contrast and compare general conditions. The student must be for the first time strictly made to understand the meaning of the word Negro. The reason for this is about this time the student has reached a state of mental growth that will serve him best, to understand and appreciate this word. In showing the Negro in the field of which we have spoken, the students must be made to note the number of times the work of the Negro was done in the capacity of a slave or that of a free man.
While there are many dates of interest the teacher should have the students learn but few of the most important ones.
**Fourth Grade**
1. **The Word Negro**
A. Latin - negro - black
B. Common use
1. Any and all black races of Africa
2. Any and all brown races of Africa
C. Common use is incorrect
D. Black skinned people of Africa (occupy small part of Africa)
E. Outside of Africa are Nigritians
1. Branch of Africans
2. Live on Pacific island
3. Less important than Negroes in Africa
II. **African Slave Coast**
A. Negro slaves in America
1. Not all exactly the same race stock
2. Not all exactly the same language
B. The center of Colonial Slave - Trade
1. African coast 200 miles east of the Niger
2. Supplies as many slaves as the rest of Africa
C. Types of race stock
1. Moors
2. Malays
III The Negro in Spanish Exploration
A. Negroes with Columbus
1. Pedro Alonso Nino & Alonzo Pietro (Pilots of two of Columbus' ships)
2. 1496 Nino sailed to Santo Domingo
B. 1513 Thirty Negroes assisted Balboa in the discovery of the Pacific Ocean
C. Negroes were brought to what is now Jamestown, Va.
D. Estevanico (Little Stephen) (First explored New Mexico and Arizona)
E. Menedez had Negroes at St. Augustine
F. A Negro was the second settler of what is now Alabama
IV Beginnings of the African Slave Trade
A. Cause (Commercial expansion of Portugal in 15th Cent.)
B. Portugal had monopoly on slave trade
C. Slave ports
1. Europe
2. Spanish possessions in America
D. 1517 Spain joined slave trade
E. England enters the slave trade 1562
F. Sir John Hawkins a slave merchant 1564
G. Brake a slave merchant
H. France joins 1624
Holland, Denmark And American Colonies enter
V. Development of the slave trade in England
A. The Dutch led in the 17th Cent.
1. The navigation Ordinance of 1651
2. Wars on slave trade
B. Slave trade companies organized
1. Company of Royal Adventurers 1662
2. Royal African Company 1672
C. American colonies a slave market
D. Peace of Utrecht 1713
VI Planting of slavery in the Colonies
A. Virginia slaves introduced 1619
1. Brought by Dutch vessels
2. Brought twenty slaves
3. Virginia recognized slavery 1661
B. Massachusetts, Slaves introduced about 1636
1. First slave law 1641
2. First colony to legalize slavery
3. First colony to raise sentiment against slavery
C. New York, slavery introduced about 1648
1. Dutch West India Co.
2. Introduction of indenture slaves
D. Maryland, slavery introduced before 1632 (Maryland slave law)
E. Delaware and New Jersey (Introduction of slavery not certain)
1. Dutch slave owners
2. Slave life better in this colony
3. Slavery was not on a large scale
F. Pennsylvania
1. Opposed to Negro slavery
2. Francis Danniel Pastorius
3. 1700 Law against the selling of slaves
G. Connecticut
1. Slavery legalized in 1650
2. Slaves were traded as servants
H. Rhode Island
1. After ten years of slavery, slaves were set free
2. Later became slave trader
I. New Hampshire
1. Discouraged slavery
2. Slave law 1714
J. North Carolina
(Slave law 1715)
K. South Carolina
1. Slavery legalized 1682
2. 1720 9,000 white men; 12,000 slaves
3. Slave law 1712
4. Insurrection of Cato (Slave)
5. Slavery very profitable
L. Georgia
1. Opposed slavery
2. Yielded to slavery in 1749
3. Became great slave traded
M. Florida and Louisiana
1.
1. Not colonies of the original thirteen
2. Slaves present very early
3. Insurrection of Samba
4. Slavery most profitable
VII Free Negroes in the Colonies
A. Means of obtaining freedom
1. Manumission at death of master
2. Paying in labor for his freedom
3. Children of Negro fathers and indentured white mothers
B. Privileges of Free Negroes
1. Could vote in Virginia until 1723
2. Received pay for his labor
3. Could become skilled tradesman
4. Could own Negro slaves
5. Could have own gun
6. Could sometimes become educated
C. Restrictions on Free Negroes
1. Could not vote in any Southern state
2. Could not hold public office in the South
3. Could not give testimony in court against a white man
4. Could not enlist in the militia
5. Could not intermarry legally
D. Social position of the Negro
1. Regarded as undesirable, shiftless, idle and breeder of mischief
2. Could not receive too much education
3. Could not possess personal property
4. Could not partake often of the finer things of life
VIII Negroes as Soldiers
(Never has there been a war in which the Negroes did not take an active part)
Fifth Grade
I Revolutionary War and the Negro
A. Boston Massacre 1770
1. Crispus Attucks
2. Events in the life of Crispus Attucks
B. Peter Salem
1. Battle of Bunker Hill 1775
2. Killed Major Pitcarin
C. Salem Poor
1. Battle of Charleston
2. Hero of the battle
D. Audtin Debney
(Helped to vanquish Tories in Georgia)
E. Battle of Marmouth
(Negroes in this battle)
II The Negro and the Constitution
A. The Negro caused two great compromises
1. "The Three-Fifths Compromise"
2. Slave trade regulation
B. Sectionalism
Returns of Negros in The Army, 24th Aug., 1778
| Brigades | Present | Sick Absent | Conditioned | Total |
|-------------------|---------|-------------|-------------|-------|
| North Carolina | 42 | 10 | 6 | 58 |
| Woerford | 36 | 3 | 1 | 40 |
| Muhenburg | 64 | 26 | 8 | 98 |
| 2nd Maryland | 20 | 3 | 1 | 24 |
| Smallwood | 43 | 15 | 2 | 60 |
| Wayne | 2 | - | - | 2 |
| 2nd Pennsylvania | 33 | 1 | 1 | 35 |
| Clinton | 33 | 2 | 4 | 39 |
| Parson | 117 | 12 | 19 | 148 |
| Huntington | 56 | 2 | 4 | 62 |
| Nixon | 26 | - | 1 | 27 |
| Patterson | 64 | 13 | 12 | 89 |
| Late Lerned | 34 | 4 | 8 | 46 |
| Poor | 16 | 7 | 4 | 2 |
| **Totals** | **586** | **93** | **71** | **75**|
Alex Scammell
Adj. Gen
(Taken from Vol 1. Geo. Williams History of the Negro)
III Type Studies
A. Toussaint L’Ouverture 1743
B. Phyllis Wheatly 1754
C. John Chavis 1763
IV The War of 1812
A. Colored Regiments of New York
1. Freedmen of Color
(Receive some pay and allowance as white soldiers)
2. Any able-bodied slave
a) Must have written consent of owner
b) Owner received slaves as soldier
c) After war Negroes freed
B. Andrew Jackson at Mobile
(Jeffreys a Negro saved the day)
C. The Battle of New Orleans
1. Jackson called for Negro troops
2. Jackson addressed Negroes Dec. 18th
3. Four hundred Negroes under Jackson
4. A Negro suggested the cotton breastwork
D. Negroes at sea
(Fifth Negroes with Commodore Chauncy)
The Civil War
I The Civil War Period
A. Inventions
1. James Hargraves - Spinning jenny
2. Richard Arkwright - improved spinning ginn
3. McCormick - reaper
4. Eli Whitney - cotton ginn
B. Negro Inventors
1. James Forten - Device for handling sails
(Born in Philadelphia)
2. Henry Blair - Corn harvester 1832
(Born in Maryland)
3. Norbet Rillieux - Evaporating pan for sugar
4. Jan E. Matazeliger - Shoe lasting machine
C. The Effects of Inventions upon Social Conditions
D. Type Study
1. Daniel Webster
2. Henry Clay
3. John C. Calhoun
E. Abolitionists
1. Benjamin Lundy
2. William Lloyd Garrison
3. Elijah Lovejoy
4. Wendell Phillips
5. Marie Child
6. John Greenleaf Whittier
7. Frederick Douglass
8. Sojourner Truth
9. Harriet Beecher Stowe
II The Civil War and the Negro
A. Slavery
B. The feeling of the North and South
C. 178,000 Negroes in uniforms
D. Fort Wagner (44th Massachusetts Negro regiment)
E. Lincoln's election
F. Progress of the war
G. Emancipation
III Reconstruction
A. Political mismanagement
B. Ku Klux Klan
C. Carpet Baggers
D. Free school systems
E. State constitutions
F. Social status of the Negro
G. The Louisiana Freedman's Home
1. In New Orleans, La., 1868
2. Founded by a group of ex-slaves to care for Negroes too old to care for themselves
IV Spanish American War
V. World War
Questions and Topics For Discussion
1. What are the three aims of Negro History in the fifth grade?
2. What historical dates should be remembered?
3. Define the word Negro.
4. Discuss Negro slavery in America.
5. Who was Pedro Alonso Nino?
6. Tell what you know of Estevanico.
7. Name two slave trade companies.
8. Tell about slavery in any three of the colonies.
9. How could Negroes become free?
10. Enumerate four privileges of free Negroes.
11. Enumerate four restrictions on free Negroes.
12. Discuss the social position of the Negro both as a slave and as a free man.
13. Who was Crispus Attucks?
14. Who was Salem Poor?
15. How did the Negro effect the constitution of the United States?
16. Discuss any one of the three, Toussaint L'Ouverture, Phyllis Wheatly, John Chavis.
17. Discuss the Negro and the Civil War.
18. List four inventions of the Negro.
19. What were the effects of inventions upon social conditions?
20. Name four abolitionists.
21. How did the Emancipation Proclamation effect the Negro?
The Negro In Africa
The Negro up to now while he had been considered in some respects as to his native land, most of the attention was given to his position in America. The teacher of Negro history in the Sixth grade must begin a study of Africa. This study is will give the student a knowledge of the entire continent.
This approach is first made by having the children take a journey by means of the globe from their respective city to Negro-land, Africa. There will be a keen interest in this activity and it will serve as an excellent means for further study of the continent. This globestudy will lead the student to see the value of the Suez Canal, and will thus be able to trace the traffic of a ship leaving Europe unroute to the Southwest coast of Africa. This information will serve to show why Europe engaged in slave trade to such a great extent. It is preferable to use a globe for this work rather than a map, for the student is better able to note the longitude and latitude of Africa.
The size of the continent is the next study. Care should be taken to measure the widest parts of Africa and compare it with some of our American states. Then it is well to compare the continents as a whole with other countries of the world and note the difference. To see the regularity of the coast line of Africa have some of the boys of the class set out an expedition around the coast of Africa noting how many harbors can be found. This will be interesting for the effect of harbors upon coast trade can be noted.
The study of the people, crops, occupations, and religion can be best done if for this purpose we bring to class a large map of Africa and by the aid of red string and black headed pins divide Africa into zones. The main zones areas follows; the equatorial zone extending about 10 degrees North and South of the equator; the North Agricultural zone a little North of the equatorial zone; and the South Agricultural zone South of the Equatorial zone. The remaining land to the extreme North and South is called the Cattle zone.
Inductively draw from the student the occupation and the types of people found in the Equatorial zone. The intense heat has a tendency to make the natives of this zone somewhat lazy, also due to an abundance
Mogriten
A happy people, found in small scattered settlements in equatorial forest, in the
of natural vegetation the Africans of this zone is not of the industrious type. The religion of this zone is chiefly fetishism. The teacher will find the foregoing course of study very helpful in determining what to teach about Africa the continent.
The Negro in Africa
I Size of the continent
A. Second continent in size
B. Has few harbors and inlets
II Coast line
A. Shortest coast line of all
B. Lack good harbors
C. Lack commercial contact
D. Lack contact with the outer world
III Many rapids and falls
IV Handicapped by being in high elevated tableland
V Four great rivers
A. Zambezi
B. Niger
C. Nile
D. Congo
VI Peculiar location
A. Unusually warm climate
B. Very dry (except Congo region)
C. Hot winds from desert
VII Five types of African Negroes
A. Negritos
n A pygmy people, found in small scattered settlements in equatorial forest, in the
Kalahari Desert (Bushman and in Cape Colony the Hottentots)
B. Nigritans
The people comprising the dwellers in the Sudan region centering on the lower Niger river. The most primitive and is the darkest and most Negroid in features.
C. The Fellathah
A light and less Negroid race scattered over the Western Soudan, who prior to European intervention ruled over the darker people of that region.
D. The Bantu
All Negroes of Africa South of the Soudan, excepting the Bushman, and Hottentots. This type is very dark and Negroid whence they join the Nigritans on the West, but become lighter and meliorated in features as they circle around the East.
E. The Galla
Comprising the natives of the Eastern mountains and plateau. This type is of a dark color, with often Egyptian or Carasian features, due to intermixture with the Ancient Egyptians and Semitic Races.
VIII African Civilization
A. Divisions of Africa
1. Equatorial zone
2. South Agricultural zone
3. North Agricultural zone
B. The Equatorial zone
1. Immense forest and jungles
2. Tropical vegetation
a) bananas
b) plantains
3. Abundance of rainfall
4. People are not industrious
C. South Agricultural zone
1. Little rainfall
2. Little vegetation
3. People are industrious
4. Agriculture chief occupation
5. Chief crop - tapioca
D. North Agricultural zone
1. Little rainfall and forest
2. Cities 20,000 inhabitants
3. People are industrious
4. Agriculture chief occupation
5. Some products are:
a) cotton
b) grain
c) millet chief grain
E. Life in the Zones
1. Equatorial zone - no slaves
2. Other zones - much slavery
3. Women were beast of burden
a) Children took mother's name
b) Heratage to all females
4. Religion - Equatorial zone
a) animism
b) hocus - pocus
c) witchery
5. Religion - Agricultural zone
(polytheistic)
6. Religion - Cattle zone
(mohammedanism)
II The Empires
A. Ethiopia - Egypt (united)
B. Ethiopia (separated)
C. Egypt
D. Abyssinia - (Nubia)
X The Kingdoms of Ghana
A. Founded 11th century by Moslems
B. Declined in 13th century
C. The state of Jenne
1. Industries
a) Terro - Gotta industry
b) glassware
c) weaving
2. Cities of note
a) Timbuctu, source of study
b) Hausa
D. The states of Ashanti and Dahomey
1. Elevated religious ideas
2. Organized industry
3. Noble art
4. First to smelt iron
5. Pottery
XI The Kingdom of Songhay 700 - 1335
A. Soni Ali
1. Greatest ruler
a) Military genius
b) Statesmen
B. Work of Soni Ali
1. Established the schools
2. Promoted the study of law, literature, natural science, and medicine
C. Undesirable rulers entered
1. Destruction followed
2. Infidelity and immorality rapine
3. Moors conquered
XII African Culture
1. The making of iron implements
2. Art and architecture
3. Literature - "Tarik e' Soudan"
Gustavus Vasa
Note: The following study of Egypt is copied from the New Orleans Public School, course of study; tried for the sixth year is considerably short and page 440
No lesson will not last the entire year. The reason for the shortness of this outline is to enable the teacher to spend much time in the development of Egypt.
I Industries
A. Agriculture
1. Influence of the Nile River
2. Comparison with the Mississippi River
B. Pottery
C. Metal works - copper, bronze; and gold
II Noted Buildings
A. Sphinx and Pyramids
B. Temples
C. Places
III Writings
A. Pictures
B. Hieroglyphics
IV Sciences
A. Astronomy - reason for the study of the stars
B. Geometry - reason of the overflow of the Nile
C. Medicine - priest were noted doctors
V Religion
A. Gods
B. Animal worship
C. Reason for mumies (recall opening of the
You will note that the course of study outlined for the sixth year is considerably short and no doubt will not last the entire year. The reason for the shortness of this outline is to enable the teacher to spend much time in the development of class projects which will be an excellent way of fixing the historical points in the mind of the sixth year student.
Some class projects which can be used in this year are:
1. **African Zoo**
Feature all animals found in the jungles of Africa. These can be made of old cigar boxes with the aid of a coping saw. Have students paint the animals to represent their original colors.
2. **Art Exhibit**
The pottery and the weaving of Africa can be reproduced in African patterns and designs.
3. **Map of Africa**
Make a large floor map about 5' by 10' featuring the products and types of people in each zone. Have the students secure real products, and dress dolls to represent types of people.
4. Dress dolls to represent, "An African King and Council"
5. Produce one of the plays from, "Plays and Pageants from the Life of the Negro," by Willis Richards
In making use of these suggested projects, so organize the work as to allow each student to take part in each project. The teacher can use the individual differences of the students to a great advantage. Those students who are handy with the saw can cut out all of the animals. Those others can be taught to sandpaper the animals. Still can both boys and girls who like the paint box, be allowed to paint all of the animals. Thus no toy is made completely by any one student, but the entire class is given a chance to work one part of the project. The cages for the animals are made in the same manner.
The patterns for the animals can be obtained from the children's picture books which can be borrowed from the primary department, or rather can be purchased for a small sum. Those students who draw well may be allowed to enlarge upon the pictures that are too small and trace those that are sufficiently large.
The use of individual differences can be used to great advantage in each of the suggested projects. In the production of the plays all the students cannot act a part, but there are maybe so many other
important things to do. The teacher must select from the class those to take a part in the play proper, and then there is need of a business manager, property man, stage manager, programme committee, and costume committee, and a few other positions which might arise due to the particular nature of the play. These students should be made to feel the importance of these positions in such a degree as to really cause them to enjoy them.
With a programme such as this the work of the Sixth year cannot be anything but an interesting process.
Questions and Topics for Discussion
1. What should the teacher's aim in teaching Negro history in the Sixth year be?
2. State three devices which can be used in this study of history in the Sixth year.
3. Why is a globe more effective than a map in the study of Africa?
4. Discuss in detail the geography of Africa.
5. What are the four large rivers of Africa?
6. Discuss four types of African people.
7. Which is the most warlike tribe of African people?
8. Tell what you know of slavery in Africa.
9. Discuss the religion of Africa.
10. Enumerate the empires of Africa.
11. When and by who was the kingdom of Ghana founded?
12. In what kingdom are the states of Jene, Ashanti, and Dohomy?
13. What are some of the industries of these states?
14. State four things about Ashanti and Dohomy.
15. Name two cities of note in the state of Jenne.
16. Between what years did the Kingdom of Songhay exist?
17. Discuss the ability and the work of Soni Ali.
18. What caused the destruction of the Kingdom of Songhay?
19. Tell what you know of African culture.
20. Name three sciences used by the Egyptians and give reasons for their use.
21. Why did the Egyptians have mummies?
22. Why was the outline of the course of study for the Sixth year so brief?
23. Discuss in detail two original class projects for the use of the Sixth year.
24. How can the individual differences of the students be used to advantage in the work of a class project?
25. What is the secret in the success of class projects?
Chapter VII
The Seventh and Eighth Year
A Biographical Study of the Negro
Each year of the child's education in the field of Negro history was so organized as to bring him to a fuller realization of the accomplishments and conditions truly African. The work was so classified as to connect these conditions and achievements with the light of American History and to serve for the making of the child a better citizen of the United States of America and a loyal member of the Negro race.
Upon arriving at the last two years of the Grammar school or rather as educators now term it, the Junior High School, the child has in no manner what soever covered all there is to be known of Negro history, but has only a very very small some of the high points of the subject. The things however which were advanced were in themselves complete and scientific.
We wish in these grades seventh and eighth to make a difference or rather a different approach upon the subject. This approach as been used as an auxiliary to other methods of presentation, but now we
wish to give it full place in the teaching of these two years. It is through method of study we hope to do this. As to any other method, there are many objections to its use, as well as very good reasons for its use. Those contesting it claim the greatest danger which can result from the use of this method is that students may result into what is called, "Hero Worship."
Before proposing this method the author had the occasion to try its effects upon a group of students for the period of one year at the Sylvania F. Williams Community Center of the City of New Orleans. This practice group showed no tendency for what is termed Hero worship. Of course they admired the good points of the men and women studied and found in their lives points of worth, but never once did this taste develop beyond the control of the students.
A good deal here depends upon the tact and personality of the teacher, and his familiarity with the characters he wishes to teach. Students of the seventh and eight grade are usually of minds sufficiently strong, that if properly guided by a tactful teacher no harm can result from the biographical method of teaching.
The characters are studied through simple class lectures from the teacher. The lectures or lecture
method is for the college classroom but in a subject such as this, for which there are such few books, carefully planned Simple Lectures can be used. The teacher should also see that there are several copies of "For Freedom" by Arthur Fausett in the class for the students use. This book contains the life of some few of the outstanding Negroes.
The classification made by the Associated Publishers, is by far a most logical and complete list and can be used as a basis for the work of this period.
Below are a few of the many men who are to be studied in this period.
1. Paul L. Dunbar
2. Frederick Douglass
3. Benjamin Banneker
4. Sojourner Truth
Harriet Tubman
5. Toussaint L'Ouverture
7. Mat Henson
8. Booker T. Washington
9. George Washington Carver
10. Blanche K. Bruce
11. Alexander Pushkin
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Our statement of purpose is as follows: The Greenbrier River should be saved as a legacy. It is an essential part of our lives that enriches us and inspires us. The river watershed is a unique ecosystem with rich varieties of aquatic, riparian, and upland wildlife, tributaries, farmland, forest, people, and communities. Our purpose is to promote the maintenance, preservation, protection, and restoration of the ecological integrity of the Greenbrier River and its watershed.
Founded in 1992, GRWA is one of the oldest watershed groups in West Virginia. The Greenbrier River Watershed includes 1637 square miles of land and 270.86 stream miles, in Pocahontas, Greenbrier, Monroe, and Summers Counties, West Virginia. Our Facebook page, Greenbrier Watershed has about 1,000 people signed up. Newsletters and action alerts go out to 800+ mailing list via constant contact when needed. We are a 501 (c) (3) organization recognized by the IRS.
The Greenbrier River Watershed Association is made up of members from all walks of life. Some members have camps along the river and are here only in summer, while others are farmers whose families have lived here for many generations. Business owners, cavers, landowners, retirees, fishermen and women, recreational river and trail users, trail enthusiasts, and many other concerned citizens make up our membership and our board of directors. We are a very grassroots oriented organization representing all facets of the community.
Land Protection:
Last year we received a grant from The West Virginia Outdoor Heritage Conservation Fund to protect 250 acres of land along the river and trail in Pocahontas and Greenbrier Counties. Required surveying and environmental assessments are complete. This project should be completed very soon. Our partners for this conservation easement are Greenbrier Land Conservation Trust, West Virginia Land Trust and the New River Conservancy. The Watershed Association will ease 125 acres it owns and two other landowners will put easements on land across from the Spice Run Wilderness on the Mon Forest. We hope this will boost the local land trust and encourage other river landowners to protect the conservation values of their land.
We have also supported the creation of the Birthplace Of Rivers National Monument in the Cranberry area of the Monongahela National Forest. We believe this designation would be a great boon to the local economies and offer recognition and protection to important headwaters streams.
Public Involvement:
This year we have held several public events and several meetings to give people more information about proposed pipelines in our area. Combined attendance at those meetings has been well over one thousand people. Recently an event was held in conjunction with Friends of the Lower Greenbrier and West Virginia Cave Conservancy at Lost World Caverns. This has become an annual event. Free cave tours and children’s activities, music and informational displays rounded out a great afternoon of learning about karst and meeting new friends. We also co-sponsored an event with KEEN footwear in Lewisburg to promote the Birthplace of Rivers National Monument Proposal.
Wetlands:
We have two wetlands projects in the works, one with the Fish Hatchery at White Sulphur Springs, in cooperation with the West Virginia Soil Conservation Agency, and one through DEP In Lieu funding, with the City of Ronceverte. This last project is on hold due to funding, but will be a valuable addition to the Ronceverte City park on the river.
The Fish Hatchery Project wetland is underway, and our portion of the grant is for outreach and education. We are designing interpretive signs and making a brochure for teachers and for the public. This little park already has a walking trail and a short hike on a marked nature trail, plus a fishing pond. When it is completed it will be a great amenity for White Sulphur Springs and an enhanced field trip for teachers and students to learn about the importance of wetlands.
Karst Education:
We envision the Fish Hatchery Project and the karst trail as part of two great field trips to teach students about our area’s unique resources. Last year we completed and printed a brochure for the karst trail at Lost World Caverns. An earlier 319 Grant funded creation of a Karst Trail at Lost World Caverns, free to the public. There are 4 3X5 signs and kiosks so that visitors may learn more about our unique situation and care about what they might not see in terms of pollution of underground streams. Last year’s grant funding built on that educational opportunity by making classroom materials so teachers can teach a unit on karst and possibly make a field trip to the caverns and karst trail with students. The trail is suitable for community groups and civic organizations as well as school groups.
Preservation of Water Quality:
We are working with West Virginia Rivers Coalition and Trout Unlimited on a water quality monitoring program engaging citizens to conduct water quality monitoring to establish baseline conditions where pipeline construction is proposed. An important partnership and accomplishment last year was our work with the City of Ronceverte to push for a new sewage treatment plant. WV DEP staff were very impressive in their work to support the project and West Virginia Legislature approved matching grant funds for the project. Algae continues to be a big problem on the Greenbrier, and the new plant will help everything downstream. Unfortunately, the City of Lewisburg and PSD 1 fought the plant, but Ronceverte succeeded in doing the right thing for the river. Our members wrote letters to the editor, attended public meetings and PSC hearings to fight for the plant. The plant is now under construction!
Safe Drinking Water:
On the other hand, we have worked with the City of Lewisburg to get a plan to move the city’s drinking water intake upstream from the outflow of the county landfill. West Virginia Land Trust has a plan to acquire properties along the corridor on the Greenbrier that would affect drinking water supplies for Lewisburg. We are partnering with them on this. Meetings were held in three locations to let landowners know what conservation easements might entail. GRWA invited local landowners to participate and we attended the meetings.
We have also partnered with West Virginia Rivers Coalition on drinking water protection to inform the public on how to get involved in the sourcewater protection planning process.
Public Input into Planning:
For the last four years, GRWA has pushed for passage of the new comprehensive plan for Greenbrier County. The plan finally passed last year, but much tweaking is going on which may weaken facets which protect the environment. We are struggling to keep language in the plan that protects karst and declares the importance of drinking water supplies by encouraging our members to attend planning meetings, and by requesting appointees to the board who understand the importance of those parts of the plan.
Public Education:
As always, we participated in Make it Shine cleanup in 2015.
We renewed our support for the Great Greenbrier River Race, showcasing the river and trail to more than 500 participants and their friends and families. This annual race is a project of the Greenbrier River Trail Association, which this year purchased land for a new, larger parking lot at the southern end of the trail, increasing tourism potential and featuring 80 miles of riverside trail. Plans are ongoing for the state to purchase the 5.5 acre property from the trail association and include restrooms and changing areas in addition to the vastly improved parking lot.
This year we were proud to be one of 26 groups and individuals from around the state awarded a DEP Environmental Award for our outreach and education efforts.
Impacts of proposed pipelines Since last year, we have had to add an “s” to the pipeline component of our issues! Originally, the East and West Forks of the Greenbrier were targeted for crossing by a 550 mile gas pipeline. Now that line is considering a crossing of the mainstem at Clover Lick as well. Very soon after we heard of the Atlantic Coast Pipeline, we heard that the Mountain Valley Pipeline proposes to cross the river at Pence Springs! These large, 42 inch lines have never been installed in such rugged terrain as our mountains. Many of our members and fellow citizens are wondering about eminent domain, property values, safety, possible destruction of streams, loss of habitat, invasive species, water supply protection, karst areas, effects on the National Forest and many, many other concerns. GRWA is committed to getting correct information out about the effects of these proposed pipelines. The project is expected to take four years, if approved by FERC. We have held meetings in all affected counties to help people understand the process. If you are concerned about this issue, please make sure we have your email to receive updates on actions you can take.
Parts of the river continue to be listed on the 303-D list. The Greenbrier River Watershed is located in Greenbrier, Pocahontas, Monroe, and Summers Counties, in Southeastern West Virginia. Our stream monitoring data and DEP TMDL studies have revealed that contamination from sewage treatment plants and malfunctioning septic systems, along with runoff from agriculture and development are problems on the Greenbrier River and many tributaries. Algae caused from sewage treatment plants’ inability to remove phosphorus, combined with natural conditions at low water are a concern in summer from Marlinton to below Alderson. Development on karst, and lack of awareness about karst topography among citizens and public officials contributes to our problem with pollution. The Greenbrier is the main drinking water source for several community water systems. The river and its tributaries are also used for fishing and recreation. Fecal coliform counts in lower portions of the river have caused local health departments to issue warnings to recreational users. Algae prevents recreational use in parts of the river. Malfunctioning sewage treatment plants have incurred severe fines from West Virginia DEP.
Pollution of groundwater and underground water and springs from farming and from development near towns and subdivisions is another major concern for our watershed. Researchers working to determine sources of water pollution in cave systems have found cryptosporidium and E. Coli 0157, in addition to high fecal coliform counts in cave streams and springs underlying farm fields and feedlots and failed septic systems in this region of karst topography.
Marcellus drilling waste and Marcellus well permitting in karst. Not much is known about the possible effects of drilling in karst topography for Marcellus and Utica Shale gas reserves. Local residents fear contamination of groundwater if wells are drilled through porous karst. Legislation passed gives some protection for karst, but it is not really clear how much. The Greenbrier County landfill has taken drill cuttings in the past from deep Marcellus wells. Because the landfill is situated above the drinking water intake for Lewisburg, many fear the local water supply may become contaminated with this or other waste. This is one reason we are working with the city to move the drinking water supply upstream. We have held public meetings with DEP officials on this subject.
Karst. Greenbrier River Valley Karst remains on the list of Top Ten Endangered Cave Systems of the World (Karst Waters Institute). This involves about 3/4ths of the watershed’s range. We are constantly working to inform people about the special values of karst terrain.
Certainly people and communities will not value what they don’t understand. Our outreach and education programs are greatly increasing community understanding of the watershed, the issues challenging the area, and possible solutions. Our successes in public education have convinced us that education and outreach can improve citizen participation in making informed changes. In addition to working through public meetings and task forces, we will renew our concentration on schools and civic groups and expanding our reach through cooperation with public agencies, holding public information meetings with caving groups, farmland interests, civic organizations, DEP, NRCS, WVCA and governmental bodies.
Partners. The City of Ronceverte and the City of Lewisburg continue to be on our list of partners, and along with our renewing partnerships with WV Conservation Agency and the US Fish and Wildlife Service for a wetlands project at the Fish Hatchery in White Sulphur Springs. We are also working with the local Pasture Network to build outreach with farmers. The West Virginia Land Trust and local land trust are our partners in protecting sourcewater and placing conservation easements on fragile landscapes. New River Conservancy and the WV Outdoor Heritage Foundation continue to assist with land conservation goals.
We continue to partner with Friends of the Lower Greenbrier and now Preserve Monroe and Friends of Western Greenbrier are our partners.
The West Virginia Cave Conservancy and Lost World Caverns join with us to educate the public about caves and karst.
New partners for water monitoring are West Virginia Rivers Coalition and Trout Unlimited.
The Greenbrier Classic Fly Fishing Tournament gives us a portion of their proceeds each year for our efforts.
White Sulphur Springs Elementary School has renewed their partnership with us for this school year.
WVDEP Office of the Environmental Advocate has met with us to try and help us navigate the regulatory system for pipelines. We consider DEP an important partner!
**Long Term Goals:**
1. To continue our work with various towns in the watershed, helping overcome problems with their wastewater treatment systems, and assisting with decision making facts on algae as well as pollution of underground and above ground streams and springs.
2. Continue our work with the DEP to encourage enforcement of existing laws with regard to pollution of the river and groundwater pollution, especially as they relate to pipeline construction issues.
3. Strengthen local community groups that are working to improve water quality. At least three new groups have sprung up because of pipeline issues, and we hope to provide them with accurate information.
4. Use our knowledge of karst topography in order to educate the public about the importance of karst in development decisions in our watershed.
5. Continue working with agriculture to improve water quality.
6. Partner with Farmland Protection Boards, Land Trusts and other groups to encourage a land conservation strategy for the Greenbrier River Watershed.
7. Partner with more public/private schools and civic groups to increase opportunities for environmental education.
8. Stay abreast of Marcellus drilling concerns, including pipeline issues, and make sure the public has up-to-date, correct information.
Short Term Goals:
1. Expand our watershed education by partnering with agencies, schools, and community groups.
2. Boost knowledge and involvement of community in watershed related issues, especially Marcellus drilling and infrastructure and the need for better sewage treatment and cooperation among towns.
3. Increase public awareness of water quality issues on karst.
4. Complete conservation easements on acreage on the river and boost the local land trust and foster more cooperation by landowners to obtain more easements.
5. Continue efforts on outreach to garner more members and support from the public to sustain the group and further the mission of the GRWA.
Newest GRWA Board Members
TIFF HILTON
As a member of the Office of Special Reclamation for the West Virginia DEP, Tiff Hilton works on restoring Acid Mine Drainage impacted streams through water treatment design and mine site reclamation. He has a B.S. in Environmental Science and a M.S. in GeoBio Physical Modeling from Marshall University.
AUTUMN LEAH BRYSON
Leah grew up swimming in the Greenbrier River where she gained her passion for protecting the environment. She obtained a BS in Environmental Protection and a MS in Soil Science from West Virginia University. After graduating, she worked in Alaska and Nevada assisting Tribes in preserving their natural resources. Feeling the pull of the Appalachians, Leah returned home to help the state’s rivers and streams serving as Program Director for WV Rivers Coalition. When not working, she enjoys the outdoors; hunting, fishing, hiking and biking.
MARK YOUR CALENDARS
MAY 22, 2016
Member Picnic
at the Cathole residence
of Bonnie and Gary Brown
AUGUST 27, 2016
Annual Watershed Celebration
at Lost World Caverns
To Contact us, please email firstname.lastname@example.org,
visit our website www.greenbrier.org,
or visit our Facebook page Greenbrier Watershed
We may also be reached by phone at (304) 647-4792
or by mail at P.O. Box 1419,
Lewisburg, West Virginia 24901
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