text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Writing a Student Biography
A short biography is a great way to introduce yourself and to let peers, professors, admissions officers, and potential employers know more about you.
Here are some elements you should consider before writing your bio:
1. **Purpose and Audience** – what you want to accomplish and who your intended audience is are the two most important considerations before you start writing. Ask yourself who is likely to read your biography and what information they might benefit from.
2. **Register and style** – a student biography does not need to be overly formal, but the level of formality should be chosen based on item “1” above.
3. **Content** – start with a short introduction, including first and last name and some anchoring information such as what area of study you are pursuing. Follow up with any honors and awards. Describe a bit of your academic experience and any pertinent extra-curricular activities. Finish with plans for the future and professional direction.
4. **Other elements** – write in third person. Depending on purpose and audience, as well as educational and employment history, a student bio can vary in length from one to three paragraphs.
Sample Biography
Sally Elizabeth Mitchell is a third-year student at Arizona State University’s New College of Interdisciplinary Arts and Sciences, where she is pursuing in a degree in Biology (BS) and a minor in Communication. She is the recipient of an NCUIRE research scholarship, which has allowed her to engage in research on river pollution, working alongside one of her professors. In her studies, Sally is focusing on biodiversity and sustainable practices while also furthering her knowledge of endangered species and marine ecosystems. Her interest in communication stems from her goal of communicating the importance of conservation to a large audience. Ms. Mitchell has worked as an intern at the Phoenix Zoo for the last two years. Upon completion of her undergraduate studies, she intends to apply to graduate school to further her knowledge of biology and progress toward a career as a researcher.
For more information on the NCUIRE program, please visit [newcollege.asu.edu/ncuire/awards-undergraduate-research](http://newcollege.asu.edu/ncuire/awards-undergraduate-research)
For more information on New College’s communication lab (CALL), please visit [newcollege.asu.edu/call](http://newcollege.asu.edu/call) | 85e87f64-27f6-4c4e-87ee-49da87adad40 | CC-MAIN-2020-50 | https://newcollege.asu.edu/sites/default/files/2017-2018_sample_student_bio_form.pdf | 2020-12-03T04:59:14+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141718314.68/warc/CC-MAIN-20201203031111-20201203061111-00435.warc.gz | 337,623,044 | 478 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997409 | [
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Stevens and Casey (from p. 3)
flag covered his head as he fell and died instantly.
Casey played a role in the Pig War of San Juanas after an American settler killed a British pig. The death sparked a land debate between the two countries that many liken to a 19th century arms race as both sides massed troops to the area to strengthen their land claim. The debate was settled without bloodshed when negotiators arrived.
Casey was 54 when he answered the call for soldiers at fight in the Civil War. He became a brigadier general and served as a division commander in the Virginia Campaign. His troops faced heavy criticism for their conduct at the battle of Fair Oaks. Casey demanded a hearing to clear his name as a military commander. He blamed the defeat on untrained troops and overwhelming Confederate numbers. His request was denied.
Casey was transferred to Washington, D.C. He published two manuals on infantry tactics during his tour at the nation's capital. Casey retired from active service on July 8, 1868. He reached the rank of major general.
Casey's and Stevens' careers ended far away from the area they helped carve from the wilderness. The debate surrounding their stands on the treatment of the Indians and sympathetic settlers during the Puget Sound War survived.
[Photo of Silas Casey courtesy of Allison H. Douthit.]
Sesquicentennial (from p. 2) to a group of us about finding information about our research projects.
Several people are writing articles about topics associated with Fort Steilacoom. These articles will be made into monographs, which will be available when the fort turns 150 years old next August.
Gary Reese is the curator of the Tacoma Public Library's Northwest Room. He told us that Washington is extremely lacking in historical records because the reports of military and business news were sent to their respective headquarters either in San Francisco, Alaska or to stops on the east coast. The only large collections of historical records belong to the University of Washington and the Washington State Historical Museum. The Tacoma Public library has a good selection of historical reference material, clippings and several original sources. Much of that stuff is on the Tacoma Library's web page at: www.tplib.wa.us.
The first step in researching a topic should start with a basic idea of what you are actually looking for. The best thing a budding researcher could do is call the reference desk and define your subject as specifically as possible. This talk will lead to a fountain of sources.
Research that list and ask yourself again what you are looking for. Reese suggested that people should not think in direct lines. Good bits of history are scattered in volumes of information. Don't think the trail to your information will be only one step. There will be many paths and false trails along the way, but the work will pay off.
Another source would be the association's research library, which has books and clippings directly connected to the fort. The library is open from 1 to 4 p.m. Mondays. Ask around and find an information block after tapping these sources. Many association members also have a deep knowledge about specific topics. Check out our web page at: home.gte.net/5White/Fort Steilacoom.html.
Don't forget to index and cite the information you find. This will help you double check your information during the later stages of your research and allow others to later add to your research. Consider citations as if they were bread crumbs you leave on a trail. Citations let others quickly follow your steps and speeds up their search.
The association is still looking for writers. Call Steve Dunkelberger at 589-5050 or email firstname.lastname@example.org if your are interested.
Historic Fort Steilacoom
P.O. Box 88447
Steilacoom, WA 98388
Non-Profit Org.
U.S. Postage
PAID
Tacoma, WA
Permit No. 660
Vol. XV, No. 4
Fort Steilacoom, Washington
Winter, 1998
Stevens and Casey at War
by Steve Dunkelberger
Both men disagreed on seemingly everything during Washington's early years. Pierce County's darkest time even sprung from their disagreement about the finer points of order. And the story unfolded right here, at Fort Steilacoom and the surrounding areas.
Washington's first territorial governor, Isaac Stevens, clashed with Fort Steilacoom commander Silas Casey, with each army of the Indian Wars of 1855-56. Although opposites, each man left his mark on our history. The debate surrounding their actions continues until this day.
Isaac Ingalls Stevens was born to a poor family in Andover, Mass., in 1818. He studied for hours in hopes of leaving the dead-end life that faced him on the farm. Stevens worked the farm hard until he won an appointment to West Point military academy when he was 16. His professors and fellow students noted his brilliant mind from the start. Stevens graduated at the top of his class in 1839. He quickly jumped to the rank of major and was wounded during the Battle of Mexico City in 1848 during the Mexican War.
Stevens was only 34 when he became the first territorial governor of Washington following war. He also surveyed the area for a northern route of the transcontinental railroad. Being a surveyor turned governor usually kept even the most ambitious career climber satisfied. Not Stevens. He also won, or weaseled, the appointment of Superintendent of Indian Affairs in the territory. So, he negotiated treaties with ten Indian nations with one hand and sought to get their land for a railroad route with the other. Needless to say, the tribes didn't get good deals. The seeds of battle were beginning to sprout.
The Indian War of 1855-56 sprung from the lop-sided treaties the Indians signed the previous year. Stevens became enraged about what he considered the Indians' betrayal of the generosity he showed these "poor savages." He declared "war until the last hostile Indian is exterminated." Stevens not only battled the Indians during the war, but also with the federal soldiers in the area. He had an incurable case of Napoleon's complex.
The spat between the regular Army and Stevens began moments after the first shot was fired. Stevens wanted to hunt down the rebellious Indians, despite the winter frost covering the ground. Casey, who had become the commander of Fort Steilacoom and other military leaders wanted to wait for better weather and logistics in the spring. They also wanted to show compassion to the Indians because they believed the Indians were rightfully fighting their unfair treatment. Casey had known Indian fighting several times since enrolling at West Point at the
(Continued on page 3)
HISTORIC FORT STEILACOOM ASSOCIATION
President ............... Walter Neary
Past President ........... Kenneth Morgan
1st V. Pres. ............. Steve Dunkelberger
2nd V. Pres. ............ Christine Finnigan
Secretary .................. Orville H. Stout
Treasurer .................. Kenneth Morgan
Directors: Bill Arends, Charles Collier, Authula Bo Cooper, Robert Demorest, Richard Densley, Loren Gilbert, Shirley Haines, and Neal Gould
Editor & Publisher: Orville H. Stout
Telephone: .............. (253) 756-3928
Web Site ................. homel.gte.net/white/Fort_Steilacoom.html
From the President
With this issue, we once again have the chance to thank our members for their interest and support of Fort Steilacoom and its educational programs. I’d like to extend our appreciation, on behalf of the Board of Directors.
Happy holidays: Perhaps the most important thing to do is to remind you that the annual Christmas at the Fort is Dec. 12. You’ll find more information about it in this issue. This year, we’re featuring a daytime “living history” event! Our thinking was that the daytime event will help us to attract and educate not only our longtime members, but also people who are unfamiliar with Fort Steilacoom. Next year, we hope to do both a daytime and evening event. Your suggestions are always welcome.
New ways: I am indebted to our former president, Ken Morgan, for initiating a study of our bylaws. The reason this is important is that the changes which our members approve will allow the association to operate a lot better. Ken’s thinking was twofold: we need to give our officers distinct responsibilities, and we need to set up committees so that board members have time to develop specialties and new ideas.
Under the new system, 1st Vice President Steve Dunkelberger has primary responsibility for planning events, such as the upcoming Sesquicentennial celebration. 2nd Vice President Chris Finnegan chairs the Interpretive Center committee. Its important responsibilities include the management of our museum collection, displays and the conduct of educational programs for both children and adults. I’m pretty sure all I have to do is write this letter and bring cider to the annual meeting, though perhaps the board members may have other tasks in mind.
By the way, the reason we think committees are important is that committees will allow us to delve into issues in a depth that’s not always possible at board meetings. For example, we’ve just had the first Interpretive Center committee meeting, and we’re already planning a training session for docents this spring. Other committees are responsible for bringing up ideas on subjects ranging from publicity to membership.
Member involvement: This brings up yet another point that involves you, by the way. We’d like to make better use of our members who’ve expressed interest in volunteering. We could use folks to do everything from help catalog acquisitions to folks who can stand around and man the buildings while others of us dress in “costume” as reenactors. Its an overarching goal of all our committees to get better use of our members, who represent a wealth of experience and knowledge. We’ll be in touch as we solidify our plans. One thing I don’t want to do is invite you to come over and waste your time. I’ve always thought that a fatal flaw in organizations is that they spend too much time trying to get members, and not enough time trying to figure out what to do with them.
The Sesquicentennial: Please do clear Aug. 22, 1999, on your calendar for a visit to the fort. We’d appreciate a show of force when we put on what’s likely to be one of our largest events. That day, we’ll celebrate the 150th anniversary of the first official U.S. presence in Washington Territory. Well have reenactments, of course, plus a history fair, a dedication of a monument, visits by dignitaries, and more. We hope to see you there!
We have commissioned the stamping of a limited number of commemorative medallions, designed by Robert Demorest, for the Sesquicentennial; we’ll have more information about that in our next issue.
Quick reminder: Don’t forget that one of our new board members, Richard Densley, started our library in Quarters 1 (Col. Casey’s home) earlier this year on Monday. Stop by to say hello and check out our growing library collection. And if you have any books involving Western and Civil War history that you’d like to share through our library, we’ll be doubly glad to see you.
Saying hi: It occurs to me that I may not have met all the members, so I would do a quick introduction. My wife, Cindy, and I live in Lakewood. We have two children, Joanna, 11, and Patrick, 7. Cindy is a nurse at Madigan. I’m the business editor at The Olympian. I previously was editor of The Lakewood Journal.
I have a bachelor’s degree in history from the University of San Francisco. Getting involved in the historical association has helped me use whatever research skills I developed at the university.
Other than that, I’d like to be as president, besides bring the cider, is encourage our board and association members to let their good ideas bubble up so we can do more and better things on behalf of the fort and our educational programs. If you have any questions or comments, give me a call days at (360) 754-5043, evenings at (253) 588-6090, or email me at email@example.com.
Walter Neary
Stevens and Casey (from p. 1)
age of 16 in 1822. He always sympathized with the natives even while he battled them. Stevens didn’t. Stevens wanted seagoing destroy missions. Casey wanted limited battles only after all else failed. Stevens demanded the soldiers fight immediately. Casey pointed out that he and his troops answered only to his military commanders and President Franklin Pierce. Stevens was only a governor of a small territorial outpost. Stevens therefore, had no authority to order Casey’s men to fight. Stevens felt betrayed and called out for volunteers to fall under his command. The bewildered settlers found themselves protected by two sets of soldiers who didn’t necessarily get along. Both sides berated each other’s ability and bravery in battle.
Casey and Stevens continued their bickering even further when Stevens arrested a white settler for collaborating with the “criminal” Indians. He wanted them charged with treason. The territory had no jail in the area, however, so he wanted them sent to Fort Steilacoom until their trial. Casey refused. The settlers were civilians. Their confinement in the military jail at Fort Steilacoom would be illegal. But Casey gave in. He held the settlers at Fort Steilacoom under protest and wanted them released to territorial authorities as soon as possible.
Attorneys got into the mix. Wartime lawyers prepared to defend the settlers and gain their release by order of a district judge. Stevens learned of their plan and fired back by shutting down all government offices with a declaration of martial law. This was highly unconstitutional. But this was also the wild west. Stevens then sent his militia volunteers to seize the prisoners from Fort Steilacoom and transfer them to the militia’s Fort Montgomery in present day Spanaway. The civil liberties attorneys gained their order to have the prisoners released but found the prisoners had already been moved.
The district judge arrived to start court in early May of 1856 as scheduled and found Stevens’ militia armed and determined to stop any court action by the federal judge that would release the prisoners. The judge postponed court for two days and ordered the men of the county to come to the courthouse as deputy United States marshals. A band of thirty farmers quickly became armed guards and answered the call. These federal guards stared eye to eye with Stevens’ hired militia. Each side had enough firepower to create a mess in the courthouse. The judge ended the standoff by surrendering to the state forces and went to Thurston County to face Stevens. The bickering went back and forth until the judge cited Stevens for contempt of court for not releasing the prisoners. Stevens was found guilty, but he later pardoned himself.
The war’s end didn’t stop the battles between Stevens and Casey. Stevens wanted the defeated Indians treated as criminals. Casey argued they were prisoners of war and should be treated as such. The dispute boiled over when Stevens brought Chief Leschi, leader of the Nisqualis, to trial for the death of a settler during the war. Stevens claimed Leschi was a murderer. Casey and others held that Leschi wasn’t even at the site of the killing, and even if he was, war was war. Indians can’t be held on murder charges for acts committed during a war.
A first jury couldn’t decide the issue. A second sentenced him to hang. Although Leschi was held at Fort Steilacoom during the trial, Casey refused to allow the hangman to do his work at the fort. The gallows were built just east of the fort. Leschi was hanged on Feb. 19, 1858. The Puget Sound war was over.
Stevens eventually left the governor’s house and landed a job as Washington’s congressional representative. He served two terms. He then volunteered as a colonel of the Union’s 79th Regiment of New York when the Civil War broke out. He rose to the rank of major general before taking a bullet to the temple on Sept. 1, 1862. He was reportedly carrying regimental colors as his men took over a hillside fence. The
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GreenBlue is challenging companies throughout the United States and Canada to change their thinking about sustainable sourcing. The organization, which is the parent nonprofit of the Forest Products Working Group, and the Sustainable Packaging Coalition, created four new Webinars to educate brand owners about the benefits of buying materials from responsibly managed forests.
The webinars could be of interest to anyone interested in learning more about sustainable forestry, and the importance of sustainable supply chains. Check out the takeaway slideshows, recordings, and takeaway resources, including infographics and tip sheets.
1. **Module 1: Responsible Forest Management in the U.S. and Canada**: Get an overview of the importance of forest landscapes in North America and best practices for managing them responsibly.
2. **Module 2: The Role of Forest Certification**: Understand how forest certification promotes responsible forest management practices.
3. **Module 3: Supporting Family Woodland Owners**: Learn how family woodland owners play an important role in corporate supply chains.
4. **Module 4: Water, Climate Change & Biodiversity**: Take a deeper dive into the ecosystem services that forests provide, including clean air and water and mitigation of climate change.
These Webinars were supported by a Conversation and Community Partnerships Grant from the Sustainable Forestry Initiative (SFI) with the collaboration of Sappi North America, an SFI Program Participant that produces fine papers and other forest products sustainably. SFI is a sustainability leader that provides supply chain assurances, delivers conservation leadership, and supports environmental education and community engagement.
You can help too, by becoming aware of the issues and understanding what companies and consumers can do to support sustainability efforts. Take the next step in investigating the sourcing practices of the companies you buy from and give your purchasing power to the brands that care about sustainability.
To learn more about responsible forest management, and how companies and customers can contribute, visit [http://www.sfiprogram.org/](http://www.sfiprogram.org/).
The sponsored content above was provided by Sustainable Forestry Initiative and is not subject to TreeHugger Editorial Review. TreeHugger is not responsible for the accuracy, objectivity or balance of this content. | d2915062-2293-406b-9cae-ef46f2ef9a6c | CC-MAIN-2021-21 | https://forests.org/wp-content/uploads/Treehugger_2019_Mar_26.pdf | 2021-05-09T06:30:22+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988961.17/warc/CC-MAIN-20210509062621-20210509092621-00431.warc.gz | 275,096,169 | 436 | eng_Latn | eng_Latn | 0.99217 | eng_Latn | 0.99217 | [
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Digital Educational Resources in Indigenous Languages for Primary School Students is a project funded by the Swedish Program for ICT in Developing Regions (SPIDER).
**Overview**
Digital Educational Resources in Indigenous Languages for Primary School Students is a project implemented by Open Development Cambodia (ODC) in the rural area of six provinces of Ratanakiri, Mondulkiri, Kratie, Stung Treng, Kampong Thom, and Preah Vihear. The project is aimed to provide solutions to address the language barrier faced by indigenous primary school students in Cambodia to reduce school dropouts, eradicate the cycle of poverty, eliminate exclusion and social inequality, improve and support student’s academic performance as well as equip primary school teachers with digital skills and literacy. It seeks to create an effective and efficient learning environment by producing educational videos and podcasts in indigenous languages, enhancing teachers’ digital skills and literacy, and providing digital equipment.
**Objectives**
- **Increasing access to digital educational materials in indigenous languages:** bridge the digital divide and make digital educational materials in indigenous languages more accessible and abundant in Cambodia.
- **Improve learning performance and promote the digital capacity for indigenous primary school students:** produce 90 educational videos in five selected indigenous languages.
- **Advance and equip primary school teachers with digital skills and literacy:** conduct training of trainers for primary school teachers in the target provinces to effectively and efficiently use digital equipment and materials and teach students.
- **Reduce school dropouts:** eradicate the high risk of exclusion and social inequality by increasing access and participation in education.
Project Duration
November 2022 to October 2023
Target Beneficiaries
A. **Direct impact**: 12,500 indigenous primary school students and 84 primary school teachers.
B. **Digital platform**: at least 45,000 views on YouTube and 45,000 views on other platforms, including ODC’s Facebook, YouTube, and website.
C. **Indirect impact**: indigenous adults, government, civil society organizations, and translation into other indigenous languages.
Target Location
The project will be implemented in the rural area of six provinces of Ratanakiri, Mondulkiri, Kratie, Stung Treng, Kampong Thom, and Preah Vihear.
Activities
1. **Digital Contents Production and Distribution**
- Conduct topics and content selection,
- Produce 90 educational videos and podcasts in five selected indigenous languages,
- Send the digital educational packages to the primary schools in the selected provinces.
2. **Capacity Building and Training**
- Host a consultative workshop with the Ministry of Education, Youth and Sport (MoEYS), indigenous organizations, and relevant stakeholders,
- Conduct a needs assessment of equipment and suitability,
- Host a launching workshop to present the new digital materials to relevant stakeholders, including MoEYS, indigenous organizations, and civil society organizations,
- Conduct training of trainers (ToT) for primary school teachers across six selected provinces.
3. **Outreach**
- Present the initiative to the selected primary schools,
- Design and produce the digital educational material in clear, user-friendly, and engaging formats,
- Publish educational videos and podcasts on ODC’s Facebook, YouTube, and website, the Open Educational Resources (OER) portal of MoEYS, and the website of Cambodia ICT and Digital Forum,
- Screen videos at the commune offices and libraries,
- Promote collaboration between MoEYS and relevant stakeholders,
- Publish success stories of the project on the ODC’s YouTube, website, and Facebook page.
Contact Information
**PETRA RINDBY**
Programme Manager - Communication | firstname.lastname@example.org
The Swedish Program for ICT in Developing Regions (SPIDER)
**TRY THY**
Executive Director/Editor in Chief | email@example.com
Open Development Cambodia (ODC) | 5f5bc4f2-1e69-4dc4-a9c3-e6fac9ff7bc2 | CC-MAIN-2024-33 | https://data.opendevelopmentcambodia.net/en/dataset/804b2cbe-2e85-41aa-91cf-04a98182bfa3/resource/3f72ae8a-c6c5-407e-abbe-d5f1902f779a/download/factsheet_ict-in-education-project_english.pdf | 2024-08-07T21:04:32+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640713269.38/warc/CC-MAIN-20240807205613-20240807235613-00676.warc.gz | 153,013,244 | 777 | eng_Latn | eng_Latn | 0.979147 | eng_Latn | 0.982272 | [
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THE GOLDEN FISH
THE BOOK
There once was a fisherman and his wife. One morning the man caught a golden fish, which in exchange for his freedom promised to fulfill his every wish. The fisherman, who had a big and generous heart, left him free without asking anything. When the wife, who instead had a small and unsatisfied heart, heard of the little fish she began to make wishes and could no longer stop. This fairy tale teaches us to weigh the value of things, to enjoy what we have, what we are and what we manage to conquer without being slave of the continuous thirst to have more.
THE AUTHORS
From a tale by Aleksandr Puskin
ELENA CECCATO, illustrations. She studied to become a painter, but then she discovered illustrated books. For her drawings he uses only pencils and pastels and always loves to find new points of view.
Series From tale to tale
The fairy tales and classic legends, always green in the infancy of every child of yesterday and today, wear new clothes in this colorful series, with large illustrations and short texts, thought to bring the youngsters closer to the magic of timeless narrations.
Other titles of the series:
THUMBELINA
Isbn 978-88-6945-061-7
THE NIGHTINGALE
Isbn 978-88-6945-070-9
THE THREE LITTLE PIGS
Isbn 978-88-6945-083-9
The house was built on the shore of Lake Baikal, and the family lived there happily.
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What is Distracted Driving?
The principal actions that cause distracted driving and lead to vehicle crashes are:
- Electronic device use (Cell Phone, GPS, Radio)
- The drivers state of mind
- Conversations with passengers
- Eating or snacking
- Reading or taking notes
- Applying makeup
The information below highlights additional distractions and suggestions on how to reduce the risks of distracted driving.
**ELECTRONIC DEVICES**
There are many activities related to electronic devices that contribute to distracted driving. Activities such as texting, dialing or talking on the phone, entering information into navigation system, flipping through music on the radio or an MP3 player, are all very distracting while driving a vehicle. These may seem like simple tasks you could perform without issue any other time - but while driving they can be extremely dangerous. So wait until later to make that phone call, text or change the radio station.
**STATE OF MIND**
Inattention to the road is not merely taking your hands off the wheel or fiddling with a device, but also not being fully aware of your actions while driving. This can be the result from having intense conversations, driving while upset, or just being overly tired. If you are driving with passengers, let them know that conversation should be kept to a minimum. Also, phone conversations should be avoided completely, even if you have a hands-free device. If you must make a phone call, then pull over and complete it at a safe location. If you are feeling angry or upset, then try to avoid driving distracted. The mind wanders far and wide when we are in these moods and it is hard to focus your attention on the road. Remember - a tired driver is a distracted driver. If you are having trouble keeping your eyes open or focusing your attention, find a safe place to stop your car and rest, or call a friend or family member to pick you up. It's not worth trying to drive while exhausted.
**EATING**
Everyone needs to eat, however, eating in your vehicle keeps your attention on the food you consume and not the safe operation of the vehicle. And its not just the act of taking that bite from a sandwich that distracts you, its unwrapping and re-wrapping food, spilling, wiping, sipping from a cup, wrestling for a handful of chips. Take a few extra minutes to pull over, stop, rest, and enjoy your meal.
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A) Mark the integers on the number line.
1) a) 4 b) -6 c) 3 d) -10
2) a) -1 b) 8 c) -7 d) 5
B) Answer the questions.
1) 5 units to the right of 0 is __________
2) 9 units to the right of -3 is __________
3) 7 units to the left of 0 is __________
4) 10 units to the left of 5 is __________
5) 4 units to the right of 2 is __________
6) 2 units to the right of -7 is __________
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DISCOVERING DARWIN HARBOUR
“more than just a harbour cruise”
Contact Les on 0428 480 090
cityofdarwincruises.com.au
firstname.lastname@example.org
ABN 20 645 292 657
Route 1 Sunset Cruise
Route 2 Alternate Sunset Cruise
Route 3 Daytime Lunch Cruise
What will you discover with City of Darwin Cruises?
1. Qantas Empire Airways Terminal
In 1938, QANTAS began to operate a 10 day service between Sydney and Europe. A ticket cost more than the average Darwinian’s annual landing in Darwin Harbour; clients could be disembarked within the terminal within several minutes of landing. They would land around 2 am on the harbour.
2. Early Stokes Hill wharf
The first jetty in Port Darwin was constructed from sandstone near Fort Hill. It was called Gulnare Wharf. In 1885-6 the Railway Jetty was completed, connecting the Port to the Palmerston and Pine Creek Railway. Within a few years, the timber wharf succumbed to the ravages of teredo worms and termites and it was closed in 1897.
3. Fort Hill
In 1868 the South Australian Government, harassed by land buyers who claimed title to their northern properties, appointed Goyder to survey land in the Northern Territory. He recommended Palmerston (Darwin) as the site for the capital and selected land suitable for farming trials. On 11 January 1870, 60 men, women, and children stopped ashore at Fort Hill (Palmerston), pitching tents and occupying huts left by the survey. This new town, the fifth to be established in the Territory, but the only one to attain permanency, was named Palmerston.
4. Overland Telegraph
At daylight on Tuesday, 7th November 1871, several hundred men from the expedition commenced landing the shore-end from the Hibernia. The huge vessel was carried to the shore by eight tugs, towed up by boats, the men on shore pulling the end by means of tackle. What is believed to be the long lost 1871 underwater cable has been found by Mike Owen - the cable was landed here to meet the 2,000 mile Overland Telegraph Line to Adelaide.
5. Administrator’s Residence
Built between 1870 and 1878 – office and official residence of the Administrator of the Northern Territory. It is the oldest building in the Northern Territory and still exists.
6. Knight’s Folly
John George Knight was one of the most popular figures in the Territory’s history. He was a successful architect in Victoria before gold lured him to the Territory in 1873. In 1880, Knight retired and had built a novel two storey residence in Moorish style, built of raised earth. It is located, part way up the escarpment gave it a fine view over the port. The building became known as ‘Knight’s Folly’.
7. Lameroo Baths
The first public baths were built near Fort Hill in 1880 to give protection from sharks & crocodiles that swam in the Wet. The baths were damaged by a cyclone in 1922, the council build new baths on Lameroo Beach. The baths were a popular amenity until the opening of the Parap pool in the 1950s.
8. WWII fuel tanks, Esplanade
After the first raids in February 1942 a dispersed network of concrete skinned fuel tanks was established along the foreshore as a more likely target for Japanese bombers. Two Oil tanks and a small house were built at the back of Doctor’s Gully in 1943 as part of Darwin’s strategic naval fuel supplies and to support the Catalina Flying Boat Base and RAAF Marine Section. 20 Squadron, 42 Squadron and 43 Squadron were all based at Doctor’s Gully during the war.
9. Doctor’s Gully
Named after Dr Robert Peel, surgeon with Surveyor General GW Goyder’s first survey team in 1869 who found water ‘...in a gully between Fort Point and Point Emery’, thus the name Doctor’s Gully. There is a natural freshwater spring directly below the Aquascene in amongst the rainforest that was once known as Peel’s Well.
10. Moo Tai Mue Chinese Fishermen’s Temple
According to Alister M. Bowen ‘Archaeology of the Chinese Fishing Industry in Colonial Victoria’ this is the only known image of a Chinese Fishermen’s Temple in Australia - it was taken before 1900 at Fisherman’s Beach (Palmerston). It is reported that soldiers bombed and destroyed the Fisherman’s Temple – this could be a victim of the events & temples – despite being fellow victims of Japanese aggression and atrocities there was anti-Chinese sentiment. Perhaps it was just stupidity. For whatever reasons the area was totally cleared for the Catalina Base.
11. Shou Lao Statue
Discovered in 1879 by a team of road workers removing a large Banyan tree, half way up the hill from Doctors Gully. In 1928 it was identified as an image of the Taoist immortal Shou Lao, God of Longevity. During the early mining era, Chinese sailors deliberately placed the symbol under the Banyan tree as a gesture of sacrificial offering.
12. Chinese Market Gardens
The fresh water spring attracted Chinese brothers named Ah Cheong who became growers of Darwin’s first market gardens. The brothers operated the garden and supplied vegetables to Darwin residents and the hospital. They returned to China in 1920 and transferred the lease of the property to George and Stella Carroll until they were evacuated after the Japanese bombing of Darwin in 1942.
13. WWII - Catalina FBB Doctor’s Gully
Between 1942 and 1943, Darwin was attacked 65 times by Japanese aeroplanes. Many vessels and over 20% of Darwin’s buildings were destroyed. On February 19, 1942, approx 188 attack aircraft and 54 carrier-based bombers were involved in the two raids, killing 243 people and destroying 20 military aircraft, 8 ships at anchor and numerous civil and military facilities. The Catalina air crews depended upon the RAAF Marine Section boats and crews operating in a multitude of roles.
14. Darwin’s first Hospital
The cliff top above and to the west of Doctor’s Gully is the site of Darwin’s first hospital. The first hospital, the Royal Infirmary of Palmerston (later Darwin) was built in 1874. Construction of an 89-bed hospital fronting Lambell Terrace above Cullen Bay commenced in 1941 to cater for the Darwin area population of 4,000. The new hospital opened 2 February 1942 and was bombed just 17 days later during the Bombing of Darwin.
15. Larrakeyah Baths
There were swimming baths below the Larrakeyah army barracks. “The Barracks swimming baths are always popular. All ranks take every opportunity to indulge in the splendid exercise of swimming and health-giving and luxurious sun-bathing”. Northern Standard, Friday 27 September 1940.
16. Emery Point - HMS Beagle anchorage
In 1839, after discovering the Adelaide River, Captain Wickham anchored the Beagle in Hope Inlet at Shoal Bay - Lieutenant John Lort Stokes exploring in a small boat discovered Port Darwin. The point was named for their leader - Lieutenant Charles Darwin - Stokes - 12th Sept. 1839 - “We moved the ship into Port Darwin anchoring just within the eastern cliffy head, which, to commemorate Lieutenant Emery’s success in finding water by digging we named after him”. Aboriginal name for the point is Goondal.
17. Darwin’s unique harbour
Darwin Harbour - catchment of approximately 450 square kilometres (five times bigger than Sydney Harbour) including 23 square kilometres of inter-tidal mangrove and saltmarsh communities that host the most species-rich (thirty eight species) and extensive of any Northern Territory embayment.
18. Cullen Bay
Cullen Beach first appears on plans in 1943; the origin of the name is unclear as both Cullen Beach & Kahlin Beach appeared on maps. Cullen is possibly a corruption of ‘Kahlin’ as the name appears on plans in the Gilruth period when the Kahlin (aboriginal) compound was built. The beach coast was owned by the senior partner in the firm of solicitors, Cullen and Wigley, who were based in Pine Creek during the Mining period of the 1870s.
19. Aboriginal Burial Grounds
In 1981, human remains were found during the construction of the Casino, and again in later works in 1992. Oral histories of long term residents, both Aboriginal and non-Aboriginal supported the findings of a coronial inquest to establish that the Mindil Beach area was an Aboriginal burial ground. (Source: National Museum of Australia 2008). Aboriginal cemetery at Mindil Beach. Picture shows Tutini poles of the Pukumani ceremony erected by Tiwi people from Bathurst and Melville Islands.
20. Naming the Bay
Frances Bay is believed to be named for Frances Mary Goyder, the wife of Palmerston’s (Darwin) founder - George Woodroffe Goyder. Cullen Bay empties into the wider Fannie Bay, named after Fanny Caradine, a popular opera singer of the time. The names of Goyder’s expedition were surveyed the present day City of Darwin in 1869.
21. Indicator Loops
With tensions between Germany and her neighbours making war seem a possibility, the Admiralty sent Commander Barnard RN, an expert on harbour defences - to Australia to advise the Naval Board on necessary defence procedures. In late 1939 an Indicator Loop system consisting of two loops was installed between Cullen Point and Dudley Point requiring some 276,000 feet of cable supplied by Cable and Wireless Ltd, Victoria Embankment, London. An anti-submarine boom was also recommended but did not begin until the end of 1940 and was not finished until the end of 1942. | <urn:uuid:6d82b0a0-d82e-4769-b9cc-310bf6a88548> | CC-MAIN-2018-43 | https://cityofdarwincruises.com.au/wp-content/uploads/2018/09/337778_City-of-Darwin-Cruises-A3-folded-brochure-293155-AG-L.pdf..pdf | 2018-10-20T15:11:50Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00023.warc.gz | 642,096,198 | 2,115 | eng_Latn | eng_Latn | 0.720862 | eng_Latn | 0.997425 | [
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Watch for Cyanobacteria “Blue-Green Algae” on Your Lake
By Kathy Hamel
Cyanobacteria, better known to lakeside residents as blue-green algae, are found in Washington’s lakes and ponds with increasing frequency. Dramatic blue-green blooms are often mistaken for paint spills because they can look like bright green paint floating in scums on the water’s surface. Although many lakeside residents still call them algae, scientists have now established that blue-greens are really photosynthetic bacteria. They have an ancient lineage, and have been present on earth for 3.5 billion years. Today’s cyanobacteria appear to be very similar to fossil forms.
Cyanobacteria blooms are often a sign that lakes are becoming enriched with plant nutrients like phosphorus. Many species of blue-greens can “fix” nitrogen from the atmosphere, just like legumes do (as many gardeners know). Their ability to get nitrogen from the air rather than the water may help blue-greens outcompete “good” algae like diatoms or green algae.
In addition to being ugly and often smelly when they decompose, some species of cyanobacteria produce toxins. Scientists do not know what triggers toxin production by cyanobacteria – not all species produce toxins and even known toxin producers do not produce toxins all the time.
As mentioned in last September’s *Waterline*, the most common cyanobacterial toxins are microcystin, a liver toxin, and anatoxin-a, a nerve toxin. Both toxins can affect humans, pets and livestock, and fish and wildlife. Human health symptoms may include stomach pains, vomiting, diarrhea, skin rashes, sore throat, ear and eye irritation, fevers, mouth blisters, or nerve and liver damage. Algae toxins may also have long-term human health effects; they may promote liver cancer and possibly neurological diseases.
So just how risky are algal blooms? Since cyanobacterial toxins can be lethal to animals in relatively small amounts, caution should always be taken when a bloom occurs. As cells die, toxins are released into surrounding waters. Some toxins, like microcystins, are very stable and can remain in the water for days or weeks after the bloom has disappeared.
Consequently, many of Washington’s local health districts take algal toxins seriously, posting warning signs when toxin levels reach 6 µg/L for microcystin or 1 µg/L for anatoxin-a. In Washington, people have developed skin rashes and gastrointestinal distress when exposed to cyanobacterial toxins, but to date there have been no reports of more serious illness here. Toxin exposure has led to serious illness and even death in other states and countries.
It is very important to keep pets from...
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Watch for Blue-Green Algae
Continued from front
drinking or swimming in water when blue-green blooms are present. In 2007, veterinarians reported that two dogs died in separate incidents after swimming in Potholes Lake in Grant County; a blue-green bloom was occurring at the time. In December a dog died after swimming in American Lake, Pierce County, which was experiencing a bloom. In 2006, two dogs died after swimming in Anderson Lake in Jefferson County; toxin levels in the lake were high at the time. In earlier years, pets have died after exposure to toxic blooms in Lake Steilacoom and other water bodies.
So what should you watch out for? Blooms may turn the water pea-soup green, turquoise, brown, or even red. When blue-green blooms start decomposing, they can turn bright blue or white and are often reported as paint spills. For photos of cyanobacterial blooms, see the Washington Department of Ecology (Ecology)’s website at: http://www.ecy.wa.gov/programs/wq/plants/algae/monitoring/AlgaeBlooms.html
In 2007, Ecology started an algal identification and toxicity testing program, contracting with King County Environmental Laboratories to identify algae to genus level and test for cyanobacterial toxins. Lakeside residents may contact Tricia Shoblom at (425) 649-7288 or firstname.lastname@example.org if they suspect that a cyanobacterial bloom is occurring in their lake. In most instances, Tricia can arrange for the resident to collect and mail in a sample or she can work with the local health district to sample the lake. Results are reported back to the sampler and can also be found in Ecology’s on-line database at: https://fortress.wa.gov/ecy/toxicalgae/InternetDefault.aspx
For more information about cyanobacteria, see the Washington Department of Health’s website at http://www.doh.wa.gov/ehp/algae/default.htm or Ecology’s site at: http://www.ecy.wa.gov/programs/wa/plants/algae/publichealth/index.html. You may also contact Kathy Hamel, Ecology, at (360) 407-6562 or Joan Hardy, Department of Health, at (360) 236-3173.
Monday September 29th
Exhibitor Set-Up: 5:00pm – 8:00pm
Tuesday September 30th
Plenary Session: TBD 8:30 – 10:00am
Break 10:00 – 10:30am
• Visit exhibitors, displays, and posters (2nd Floor Ballroom)
Session 1: 10:30am – Noon
Session 1A: Aquatic Plant Management Projects
• Session Chair: Kathy Hamel, Washington Department of Ecology (Ecology)
• Speakers:
- *Milfoil management efforts in Liberty Lake, WA*
Bijay Adams, Liberty Lake Water and Sewer District
- *Noxious weed management in North and Steel Lakes, WA*
Daniel Smith, City of Federal Way Surface Water Management
- *Egeria densa control in Duck Lake and Canals*
Doug Dorling, Northwest Aquatic Eco-Systems
Session 1B: Lake and Reservoir Science
• Session Chair: Karl Mueller, ENVIRON International
• Speakers:
- *Predation on juvenile salmon in Lake Washington and the importance of alternative prey*
Dave Beauchamp, University of Washington
- *Green Lake 2004 alum treatment update*
Rob Zisette, Herrera Environmental Consultants
- *Vulnerability of lake ecosystems to species invasions in Washington*
Julian Olden, University of Washington
Lunch: Noon – 1:30pm
Session 2: 1:30 – 3:00pm
Session 2A: Emerging Aquatic Plant Issues
• Session Chair: Jenifer Parsons, Ecology
• Speakers:
- *The status of phragmites (common reed) in Washington*
Greg Haubrich, Washington State Department of Agriculture
- *What’s the rush? Why flowering rush is causing concern*
Tim Miller, WSU; Laurel Baldwin, Whatcom County Noxious Weed Control Board; and Alison Halpern, Washington State Noxious Weed Control Board
- *Native plants that sometimes act invasive*
Jenifer Parsons, Ecology
- *Garden loosestrife: is biology behind its invasiveness?*
Katie Messick, King County Noxious Weed Control Board
Session 2B: Citizen Activism
• Session Chair: Michael Murphy, King County
• Speakers
- *Community involvement in aquatic weed management.*
Dave Barber, Lake Wilderness (King County)
- *Using funds from cooperatively-owned timber harvest to monitor and manage Crystal Lake.*
Solveig Whittle, Crystal Lake (Snohomish County)
- *Community involvement in controlling milfoil at Mason Lake*
Steve Boothe, on behalf of Mason Lake residents
Break: 3:00 – 3:30pm
• Visit exhibitors, displays, and posters (2nd Floor Ballroom)
Session 3: 3:30 – 5:00pm
Session 3A: WALPA and the Legislative Process
• Session Chair: Jonathan Frodge, King County
• Speakers:
- *How to get clean dishes without making dirty lakes: Grassroots success in dishwasher soap P-ban*
Tom Brattebo, Liberty Lake
- *“How To” – Legislation in Olympia*
Arlen Harris, WALPA Lobbyist
- *WALPA’s 2007 Efforts, or ‘Wait til next year!’*
Beth Cullen, King County WLRD
Session 3B: Lake Modeling/Data
• Session Chair: Joe Ravet, University of Washington
• Speakers:
- *Modeling the feeding and growth response of kokanee to*
water management in Lake Roosevelt
Mike Mazur
-How reliable are eutrophication models as management tools?
Mike Brett, University of Washington
-Lake Whatcom TMDL study – Linking HSPF to CEQUAL-W2,
Steve Hood, Ecology
-Verifying the use of specific conductance as a surrogate for chloride in seawater matrices
Mike Phillips, Electronic Data Solutions
No-Host Social Gathering 5:00 – 7:00pm
• Visit exhibitors, displays, and posters (2nd Floor Ballroom)
Wednesday, October 1st
Session 4: 8:30 – 10:00am
Session 4A: Lake Monitoring
• Session Chair: Norm Dion, USGS Retired
• Speakers:
-The 2007 statewide lake survey – what does it mean to you?
Maggie Bell-McKinnon, Ecology
-Wapato Lake, Tacoma: The need for monitoring data to guide management decisions
Chris Burke, City of Tacoma
-Impacts of salmon carcass decomposition on reservoir eutrophication and drinking water quality in Seattle, WA
Rebecca Dugopolski, Herrera Environmental Consultants
Session 4B: Student Work and New Technologies
• Session Chair: Bijay Adams, Liberty Lake
• Speakers:
-A look at benthic macroinvertebrates from glacial and non-glacial stream habitats in the North Cascade Mountains, WA
Kelly Turner, Western Washington University
-Eltwha River Restoration Project: Pre-dam removal wildlife and microbial analysis
Brittany Wilmot, Western Washington University
-TBD
Break: 10:00 – 10:30am
• Visit exhibitors, displays, and posters (2nd Floor Ballroom)
Session 5: 10:30 – Noon
Session 5A: Urban and Suburban Lake Issues
• Session chair: Gene Williams – Snohomish County
• Speakers:
-Beaver & beaverworks: how we can all live together
Jake Jacobsen, Snohomish County Surface Water Management
-Urban source control investigations in the Wapato Lake Watershed, Tacoma, WA
Chris Burke, City of Tacoma
-Lake Crabapple Project – modeling with volunteer data for more effective lake management
Gene Williams and Marisa Burghdoff, Snohomish County Surface Water Management
Session 5B: Toxicity in Lakes
• Session chair: Shannon Brattebo – Tetra Tech
• Speakers:
-Evaluation of PCBs and PBDEs in the Spokane River
Dale Norton, Ecology
-Analysis of cyanobacterial toxins from Washington lakes
Gabriela Hannach, King County Environmental Lab
-Toxics assessment of boundary reservoir for FERC relicensing
Robert Plotnikoff, Tetra Tech
-Redox transformations of heavy metals in sediments of Lake Coeur d’Alene, Idaho
Matt Mora, University of Idaho
Lunch: Noon – 1:30 pm
• Business meetings, scholarship awards, retiring board members and more.
Joint Session: Blue-Green Algae!
• Session Chair: Jean Jacoby – Seattle University
• Speakers:
-An overview of Ecology’s freshwater algae program and 2008 results
Kathy Hamel, Ecology
-An overview of Washington State recreational guidelines for algal toxins
Joan Hardy, Washington State Department of Health
-The Jefferson County blue-green algae experience: a small jurisdiction responds to a big problem
Neil Harrington, Jefferson County Public Health Department
-Past, present and future: the toxic algae experience in Pierce County
Ray Hanowell, Tacoma-Pierce County Health Department
Recertification Credits Now Available for Two Conference Sessions!
Take note that recertification credit is now available for Session 1A: Aquatic Plant Management AND Session 2A: Emerging Aquatic Plant Issues. So attending both sessions will get you two recertification credits toward maintaining your herbicide application license. Not to mention all the other great information, networking and fun to be had at the conference – plan to join us!
numbers and GPS coordinates, lake workers could easily find milfoil locations for treatment or inspection.
In 2002, Ecology’s permitting system changed, leading to the formation of the Mason Lake Management District II and the production of a 300-page Mason Lake Integrated Aquatic Vegetation Management Plan by one of the lake families. The group also created a website and hired an Aquatic Plant Specialist to help them identify aquatic plants. The group built a large viewing tube and attached it to the front of one member’s party barge so they could cruise the lake shoreline hunting milfoil. They built their own floating dredge system and customized bottom barriers. When observers began to suspect that fresh water inflow from Mason Lake’s underwater vents was washing away the costly herbicides, lakeside residents built “tents” to increase the milfoil’s exposure to the chemicals.
The *Sagittaria* was another matter. As a new plant to Washington, no protocol existed for its treatment, so residents made one up. During the summer, they boated along the shoreline, cutting off *Sagittaria*’s seed-producing flowers. Small groups gathered for “sag-pulling parties” using rakes, floats, boats and wheelbarrows and hired divers to pull deeper plants. The chemical application company, hired to eradicate the milfoil, began experimenting with other herbicides to find a control method for *Sagittaria*.
It takes a committed group to combat invasive aquatic plants effectively. WALPA salutes the Mason Lake Management District for its innovation, enthusiasm and integrity in grant management.
---
**WALPA Needs to Grow**
If you are receiving this edition of *Waterline*, you are probably already a member of WALPA. There’s also a good chance your membership is due to expire in the next couple of months. If you renewed when we contacted you earlier this year, a hearty thank you!
If you plan to attend WALPA’s annual conference in Arlington this fall, please renew your membership then. If you cannot attend, please renew by mail – how about today? Send your dues to: WALPA, P.O. Box 4245, Seattle, WA 98194-4245.
Annual dues rates remain very reasonable:
- $15 Students
- $20 Individuals
- $30 Professionals
- $40 Organizations and lake assoc.
- $10 Individuals who belong to lake associations that are WALPA members
WALPA needs to grow! Given the large number of lakes in Washington and WALPA’s lake protection goals, our current size – about 115 members – is barely adequate. We’ll be starting a major membership drive in spring 2009. Meanwhile, if you know individuals or lake associations that should be WALPA members, please give us their contact information and we will get in touch and explain the benefits of WALPA membership.
Send that information, or any ideas you have for increasing WALPA membership, to Norm Dion, email@example.com or (253) 565-2753.
Thanks for your past support, and we hope to see most of you at the conference this fall!
Because Tomorrow Matters
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Mason Lake Residents Make History
By Arline Fullerton
Mason Lake is a five-mile long, multi-use lake in a wooded setting in Mason County, Washington. This clear, deep lake supports many types of aquatic plants; some are listed as threatened species and some are threatening the health of the lake. The lake hosts an unusual cyanobacteria-algae mix called Nostoc found near the many underwater vents that flow into the lake. Thousands of balls of jelly-like material ranging from minuscule to 6 inches in diameter lie on the lake bottom as if in an ancient marble depository waiting for the games to begin.
At the lake’s north end are Mason County Park and the public boat launch. At the south end is the Simpson Timber Company’s recreation area, where employees and guests launch boats, camp, picnic, swim, fish and play in the water. In between are hundreds of private property owners and about 200 private boat launches.
In 1998 Jenifer Parsons, Aquatic Plant Botanist for the Department of Ecology, first surveyed Mason Lake and identified a large patch of grass-leaf arrowhead (Sagittaria graminea) growing next to the public boat launch. She decided to keep an eye on it because it was also growing rapidly on several other lakes. Next, she identified Eurasian water milfoil (Myriophyllum spicatum) thriving around Paradise Cove’s private boat ramp. This discovery launched the Mason Lake Milfoil Committee and culminated in the award of an Ecology grant in 1999 to address the situation. Drawing from the hundreds of families living near the lake, an enthusiastic and active group came together and began work to purge their lake of this nuisance.
Jenifer also identified Lobelia dortmanna growing in the water along the lake’s clean and sandy shoreline. This timid little plant with a small rosette of narrow leaves sends one thin stem to the surface to display its little flowers. It is listed as an endangered species in Washington. However, the very existence of the native Lobelia was threatened by the exotic Sagittaria growing in the same environment.
Because of Mason Lake’s size, it was hard to identify specific shoreline locations, so lake activists adorned the end of each dock with a small painted wooden number. Armed with dock
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While conflict and weather extremes can be identified as the major causes of food crises in 2021, the economic backlash of COVID-19 has worsened acute food insecurity in fragile areas.\(^1\) In South Sudan, no less than 55 per cent of the population was exposed to food crisis, food emergency or even category 5: famine. Children are especially vulnerable to malnutrition. According to the World Food Programme, worldwide about 75 million children were stunted in 2020 and another 16 million children were malnourished or severely malnourished.
As part of its Food Security and Livelihoods theme, Help a Child combines various short-term, mid-term and long-term interventions, depending on the situation. After the large-scale flooding in South Sudan, for example, life-saving food aid was provided in the form of maize flour, oil, beans, seeds, tools, cash and more. In the DRC and other countries we have provided agricultural training and set up self-help groups to move families away from relying on food aid. In many of our community development programmes we have added advanced agricultural vocational education and training (AVET) and other components, such as the formation of farmer groups, life skills and community-based disaster risk reduction to reach for the ultimate aim: improve the food security of vulnerable households in the long term. Over the entire line, but especially in our community development projects, Help a Child’s focus has been to involve young people in agricultural activities, thus boosting food security in their communities while at the same time creating income and livelihood opportunities for the next generation.
\(^{[1]}\) World Food Programme, *Global Report on Food Crises – 2021.*
**Key statistics:**
- **805** Youth and farmer groups supported
- **14,926** youth (19–25) supported
53% male / 47% female
- **5,450** households received agricultural inputs
- **2,950** households received agricultural training
---
\[\text{Image: Women participating in an agricultural training session.}\]
SEVERAL COUNTRIES
Improved food security at household level
In general, 2021 was a good year for farmers in our projects. Abundance combined with higher prices boosted the incomes of farming households, especially those investing in wheat and oilseeds. These favourable circumstances were encouraging for youth and adults who participated in training and farmer groups within our programmes.
Apart from these favorable circumstances, various other indicators also show that the food security of farming households in the programmes operated by Help a Child improves over time. The scores for ‘food security’ given by participants in our CCCD programme show a steady improvement over the course of the project, usually with a duration of 8–9 years. Another tool used to measure food security is the Household Hunger Scale. We are grateful to see that households in Burundi have reported significant improvements since the start of the community development programme five years ago.
Average score for ‘food security’ at the start, halfway through and at the end of a CCCD project (Child Status Index, data collected from five countries).
| Baseline | Mid-term | Endline |
|----------|----------|---------|
| 2.26 | 3.10 | 3.55 |
BURUNDI Improved resilience
Food security Burundi
- **2021**
- Households with no or light hunger: 75.5%
- Households with moderate hunger: 23.8%
- Households with severe hunger: 0.7%
- **2019**
- Households with no or light hunger: 36.1%
- Households with moderate hunger: 43.1%
- Households with severe hunger: 20.8%
- **2016**
- Households with no or light hunger: 31.1%
- Households with moderate hunger: 53.8%
- Households with severe hunger: 15.1%
SOUTH SUDAN
Bridging the hunger gap, boosting resilience
In South Sudan, Help a Child has reached 26,100 people in need with food-security activities. The main interventions have taken place in the Pibor area, which has been affected by floods, conflict and droughts and is categorized by UNOCHA as the location with the highest needs in the country. Over 26,000 people have been assisted there.
To bridge the hunger gap from the spring, the communities were supported with one round of maize flour, beans and oil distribution. The focus of all food-related activities, however, has been agricultural training to increase the resilience of vulnerable households. In and around Wau, more than 3,000 people have been assisted in the same ways.
Unfortunately, Help a Child’s partner in Pibor, Across, has been affected directly by the conflict in the area and lost a warehouse to looters and arson. Food and agricultural supplies for 6,000 people in need were destroyed. We are grateful that no one was injured in this incident and even more determined to continue agricultural training and complementary food support in South Sudan.
RWANDA
Access to capital for poor farmers
In Rwamagana, Help a Child has piloted an initiative to give farmers access to capital. A revolving fund has been made available by a Dutch entrepreneur. Through implementing partner EPR, participating self-help groups have been trained in initiating income-generating activities, saving and loans. Despite relatively high bank charges and a short payback period, many groups have shown interest and even managed to start paying back their loans, which is promising.
According to the participating families, the project has already been beneficial. Cerena, a 55-year-old widow with three children, states, “The project staff helped our self-help group to request a loan from SANGWA SACCO. We listed several ideas for income generation and decided to do pig farming. I received one pair, a boar and a sow. Four healthy piglets have been born. I don’t have the means to feed all six, so I’m planning to sell three after two months. This will allow me to pay back the loan.
“I’ve benefited a lot from this project. In the past I struggled to get organic fertilizer, but now I use composted manure on my fields. I couldn’t pay the school fees for my children, but soon I hope to have enough money. My children are happy and engaged in taking care of the animals. Together with my group and family members, we can achieve a lot!”
Continued instability in the DRC in the past decade has caused large numbers of citizens to flee or migrate to other places in the country. Many vulnerable households, internally displaced families as well as returnees, have been deprived of their livelihoods. The local economies of host communities also come under pressure and acute shortages of food and supplies occur.
As part of the joint response in the DRC, funded by the Dutch Relief Alliance, Help a Child has been supporting vulnerable households in Masisi and Fizi with agricultural tools, seeds and training in new farming techniques. Training topics have varied from the choice of land to the phytosanitary treatment of crops, and from harvesting techniques to the storage and preservation of agricultural produce.
In Masisi, the participants of the training have organized themselves into twelve self-help groups. Under the operating rules established by these groups, weekly contributions are collected. A total of CDF 1,40,300 (US$570) has been mobilized so far by project participants. In Fizi, irrigation and drainage systems adapted to the climate change in the area have been set up in community gardens. The participants are happy and proud to harvest crops of good quality, intended partly for consumption and partly for sale.
Help a Child has years of experience working with rural youth in changing contexts. The aim is to make them self-reliant and ready for work. Clearly, there is much more to this than finding the right niches and providing training. Even more important is the need to focus on the young people themselves and how they perceive their opportunities. Depending on a multitude of cultural, political, social, religious, family-related and personality factors, this window changes from person to person.
Help a Child increasingly includes these insights in its youth approaches and monitoring. These scores were given in 2021 by young people participating in our Youth & Work programmes in Rwanda.
EPIC: grasping the synergy between economic development and child well-being
Economic resilience is an important precondition for child well-being. However, this does not mean that children automatically benefit from economic development. For this reason Help a Child has designed the Economic Programme with Impact on Children (EPIC): a programme for fragile rural communities that pays special attention to children’s needs.
A pilot has been set up in Burundi, Rwanda and Uganda, running from 2020 to 2022. One of the burning research questions in this initial phase is, “Do our economic interventions indeed contribute towards better, sustainable well-being for children?” Final conclusions will be drawn in 2022, but our mid-term evaluation has already provided some interesting insights.
**Findings of the mid-term evaluation (2021)**
- Collaboration and joint decision-making between husbands, wives and their children have been improved.
- Yields and farm incomes are increasing. Parents testify that they now can feed their family more meals a day, all year round, and can send their children to school.
- Farming families are becoming better stewards of their land and of the natural resources in the community.
**Challenges we want to tackle**
- Although income is improving, it does not yet cater fully for all family needs.
- Access to markets and to capital for investments is a barrier that we need to explore further.
**How EPIC works**
EPIC combines best practices and lessons learned in the areas of social resilience, economic development and child development. One of its key elements is integrated farm planning, making use of the innovative PIP (“Plan Intégré du Paysan”) model developed by Wageningen University. At the household level, family members are invited to develop a shared vision in order to establish a sustainable agricultural livelihood. This results in sufficient, nutritious and responsibly produced food for all family members, including children. Moreover, after a while these households are ready to participate in sustainable value chains, thus enabling economic development that benefits children and youth and reduces inequalities.
“EPIC is very helpful as it increases cooperation within the family (parents and children), but also social cohesion between neighbours.”
Jacques Ruhumuliza, Programme Coordinator of implementing partner EPR, Rwanda | 59a3c1f3-471f-4e95-a8a8-41844bf3a7f8 | CC-MAIN-2023-06 | https://www.helpachild.org/wp-content/uploads/sites/3/2022/09/Food-Security-and-Livelihood-Impact-Report-2021.pdf | 2023-01-30T13:41:28+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499819.32/warc/CC-MAIN-20230130133622-20230130163622-00834.warc.gz | 802,176,510 | 2,181 | eng_Latn | eng_Latn | 0.996281 | eng_Latn | 0.998201 | [
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The map shows the distribution of a species in North America, with the eastern part of the United States and Canada highlighted in green. The species is found in states such as Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, Pennsylvania, West Virginia, Maryland, Delaware, Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, Tennessee, Kentucky, Illinois, Indiana, Ohio, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Arkansas, Louisiana, Oklahoma, Texas, and parts of Canada including Ontario, Quebec, and Nova Scotia. | 05007d3b-017f-4f93-9b46-79005dbfa0e9 | CC-MAIN-2024-10 | https://dendro.cnre.vt.edu/dendrology/images/Juglans%20cinerea/map.pdf | 2024-03-04T09:41:27+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00717.warc.gz | 207,058,104 | 115 | eng_Latn | eng_Latn | 0.91582 | eng_Latn | 0.91582 | [
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Reading books without teacher-generated worksheets and quizzes...
Lead students to see the power of beautiful writing line by line.
Collect beautiful language and interesting writing craft in your book club book. Share, talk, steal.
Write first, then talk.
Students double-dip in a house with a witch
Sunday mom.
Spelled bread.
Propane by the gallon,
electric, dirt by the carton,
and Salmaire found the clock.
genechild
We knew how hard we could push
but we knew how much we could forgive.
One difference between her and me will be when my I comes back to me, and I have an idea how to draw.
Don't worry. You're not broken just empty.
You're my heaven and hellflowers, girlchild,
and space gonna grow anyway.
Write first, then talk.
Why was the old lady at the desk?
She had a pencil, some paper, and a book.
She was writing a story about herself.
Because she was using her imagination.
We discovered that story,
and we wrote it down.
Now we follow this pattern in our writing:
better now than I'm afraid I'll be struggling with later! | 1cd829b9-23b3-4d50-93b6-313a15aeb9f1 | CC-MAIN-2024-33 | https://www.pennykittle.net/_files/ugd/c5814e_e01e3965d9ae4fe08d2f6f3ef7bcffbe.pdf | 2024-08-12T14:30:02+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641039579.74/warc/CC-MAIN-20240812124217-20240812154217-00416.warc.gz | 734,001,685 | 249 | eng_Latn | eng_Latn | 0.999378 | eng_Latn | 0.999382 | [
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Idaho Geology
Quaternary
- Stream, lake, glacial, and wind deposits
- Bonneville and Missoula flood deposits
- Youngest basalt flows
Quaternary to Eocene
- Basalt flows
- Rhyolitic volcanic rocks
- Sedimentary deposits and rocks
- Columbia River basalt flows
- Volcanic rocks
- Granitic and dioritic rocks
Paleocene to Jurassic
- Granitic rocks of the Idaho batholith
- Older granitic rocks
Mesozoic to Paleozoic
- Volcanic, sedimentary and granitic rocks of the Blue Mountains island-arc complex
Paleocene to Neoproterozoic
- Marine and minor terrestrial sedimentary rocks
- Granitic and dioritic rocks
Mesoproterozoic to Archean
- Granitic and dioritic rocks
- Metasedimentary rocks
- Basement metamorphic rocks
Present: 2.6 million years
2.0 million years
53 million years
56 million years
170 million years
140 million years
270 million years
60 million years
700 million years
1.37 billion years
2.7 billion years
Moscow
Boise
Pocatello
IDAHOGEOLOGICAL SURVEY
IdahoGeology.org | 0a09121c-784f-4dc0-b0e2-7aa91e47094a | CC-MAIN-2023-06 | https://www.idahogeology.org/pub/Miscellaneous_Maps_and_Poster/MMP-6_Postcard_sm.pdf | 2023-02-04T22:17:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500154.33/warc/CC-MAIN-20230204205328-20230204235328-00137.warc.gz | 833,890,317 | 277 | eng_Latn | eng_Latn | 0.934922 | eng_Latn | 0.934922 | [
"eng_Latn"
] | true | rolmOCR | [
990
] | [
2.265625
] | 1 | 0 |
Chapter Eight
Labour Recruitment
This chapter continues the story of how the mines got their labour. We have already seen how black farmers were weakened by the loss of land, and how they had to work for wages to pay for taxes. Yet the labour shortage continued.
This chapter describes why and how the mine-owners organised a system of collecting labourers from all over southern Africa and made quite sure that these migrants reached the gold mines. This was the system of labour recruiting.
‘At the Transvaal borders and for the succeeding hundred miles (there is) scarcity of food and shelter; from the borders to the Rand, on all the main foot paths, can be seen the evidences of this evil; skeletons of those who died are frequently seen, and at almost every store and dwelling near the road can be found those whom sickness or fatigue has compelled to give up the road and to either find a friend or perish.’ (Extract from the Chamber of Mines Annual Report, 1894.)
‘The black people are crying because of taxes. The end will be that we will just die on the road.’ (Chopi Song.)¹
In the early years, travelling to the Witwatersrand was dangerous, especially for blacks.
The distances were great, and most blacks travelled on foot. They had to walk many miles through cold winter winds or the heavy rains of summer. Hundreds of men arrived at the Witwatersrand tired, hungry and with bleeding feet. Many men were so ill that they had to be put into hospital for a few days.
OTHER DANGERS
But natural hardships were not the only reason for the suffering of these migrant workers. Many dangers were man-made.
Along the dangerous road to the Witwatersrand mines were crooks and highway robbers, both black and white, waiting to get as much as they could from innocent black travellers.
Migrants were often arrested
Dangers on the Road
‘At Viljoen’s drif, trainloads of natives were given vaccinations at a fee of one shilling, passed over the river on their way to the fields and were again vaccinated on the Transvaal side at Vereeniging, this time for one shilling and sixpence (15 cents). Certificates which they had received at the drif were destroyed and new ones supplied, for a further shilling fee.’² In this way, officials and policemen made extra money for themselves from black migrants on their way to the mines.
In 1894 a Chamber of Mines report complained:
‘It is in many places the custom of the farmers forcibly to stop any native found resting or sleeping on their farms. If these natives are coming to the (mine) fields, and have no money in their possession, they are compelled to work without payment for a few days before being allowed to proceed.’
‘Natives on their way home from the East Coast to the Witwatersrand mines are being turned back by the police and sent to work on the Transvaal section of the Delagoa railway.’
‘Many travel without a pass, not having the necessary shilling to buy one, and are forced to work for their greatest foes, the Boers and the railway construction contractors, who do not, we are told, scruple to use the sjambok freely, and often refuse to pay the natives even after three or four months’ service.’³
by Free State or Transvaal police and made to pay a fine before they could continue along their way. Often, these fines went into the policemen's pockets. Other whites would pretend to be government officials on the road. They would demand money for 'taxes', or they would pretend that the migrants had done something wrong and make them pay a 'fine'.
In those days migrant workers had to pay a shilling, (ten cents) for a travel pass. Sometimes these migrants were stopped by white employers who tore up their passes and forced them to work for new passes. They also had to buy goods from these crooks.
Some crooks pretended to be policemen and demanded two pounds (about four Rand) from each traveller for passing through a 'small pox area'. Others pretended to be doctors and gave 'vaccinations' costing a shilling each.
Many blacks knew that they were being crooked and robbed. But it seems that most of them felt that they would not be able to win against these crooks. They could never be sure whether they were being robbed by real government officials and policemen or not.
Some migrants never reached the mines at all. They were kidnapped on the way by Free State and Transvaal farmers who were looking for cheap labour.
When the traveller reached the mines at last, he still had the worry of the dangerous journey back home. Miners carried their wages and presents for the family. People were robbed and even killed by gangs who lived in the veld and the koppies of the Transvaal. These robbers lived on what they could steal from passers-by.
**THE TOUT SYSTEM**
The Chamber of Mines was very worried about these stories of what was happening to migrant workers. They realised that people were not willing to take
---
**NOTICE**
*To Strong Boys*
I wish to make it publicly known that Sesioana of Maseru and myself have stopped flogging at Picanniny Kimberley Compound, Pretoria. Today it is your time to earn money. Wages are from 3/- to 12/- a day, according to your strength. I shall pay Hut-tax for you and shall also pay railway fares for you to Maseru to 'picanniny Kimberley'. I can also get good work at 'New Rietfontein' where you may receive wages from £3 to £6 a month. I shall also pay Hut-tax and railway fares for you from Maseru to 'New Rietfontein'. We have agreed together with the compound managers that if a person is sick he must be sent home with the Company's money and the railway fare to Maseru; they have thus bound themselves. Now my friends it is time for you to come to your friend in order to understand. The cattle have udders, come and milk them!
---
Touts were paid R2 or R2,50 for every worker they sent to the mines. These touts were so eager to collect their pay that they often fled to the men in the villages. They made promises to the men to get them to leave home and work for the mines. They promised them high wages and good working conditions. (We shall see in a later chapter what these working conditions were really like.) To this day, in Lesotho, touts are called dikalatsane, or 'deceivers'.
Many blacks complained about this trickery to the district commissioner when they got home again. For example, one district commissioner in the Cape reported:
'Native Madave along with 28 other workers at the City and Suburban mine was promised three pounds and ten shillings a month. They received only one pound and fifteen shillings.' In other words, they got half of what they were promised.
The Chamber of Mines began to realise that the gold mines were getting a bad name with many blacks.
'The touts have only one object,' said one Chamber of Mines report, '(that is) to collect "boys" in order to deliver them to companies at the highest obtainable premium. Later, the native finds he has been deceived with regard to wages, which are often far below what the tout promised, and naturally becomes discontented; but for this he blames, not the tout, but the mines; and makes the fact speedily known in the district from which he came.'
* The Chamber of Mines also realised that touts were cheating the mine-owners as well.
'A few of the powerful companies spend thousands a year in paying touts who seize upon natives actually on their road here, and get paid ten shillings or one pound per (person) for escorting them to the mine. Touts do not bring a single boy here. There is an abundance of labour in this country and it is our duty to induce that extra labour to come, and not to
fritter away thousands every year in escorting boys who were coming anyhow.\textsuperscript{88}
Mine-owners were paying the touts a lot of money to help ease the shortage of labour, yet the tout system seemed to be making things worse. The shortage of labour continued.
**'SHORTAGE' OF CHEAP LABOUR**
There was one main reason why the mines were always short of labour. The wages of mine labourers were lower than the wages of other labourers. The railways, the municipalities, factories and the diamond mines all paid higher wages than the gold mines. Migrants would often make their way to the mines, but find better paid jobs before they got there.
The Chamber of Mines realised this – but they insisted that they could not afford to raise the wages of unskilled workers. So the shortage of mine labour continued.
The shortage of labour brought two problems to the mine-owners.
* The first problem was that there were not enough workers to produce the gold that was in the mines as fast as the mine-owners required.
* The second problem was that unskilled workers were beginning to get higher wages. Some mines began to offer unskilled workers higher wages than other mines, to get them to come and work for them.
The tout system had failed to ease the shortage of labour on the mines. So the Chamber of Mines decided to organise its own system of collecting labour. The mine-owners realised that:
* they could get more workers to the mines by making sure that they travelled safely;
* these workers would cost the mine-owners less because they would not have to pay commission to the touts;
* they would also be able to control the wages of these workers because they would all be recruited by one organisation. This would end competition amongst the mine-owners who had been forcing wages upwards.
* they would be able to direct workers to the mines where they were most needed;
* and, most important of all, the recruiting system would stop migrants from getting offers of higher pay from other employers outside the gold industry.
**THE RECRUITING SYSTEM**
*Listen, they are off to their kraals as they are afraid they be signed on.*
Chopi song about WNLA\textsuperscript{9}
In 1901 the Chamber of Mines set up a recruiting organisation known as the Witwatersrand Native Labour Association (or WNLA). The WNLA sent agents to villages all over Southern Africa, as far north as Zambia, Tanzania and Malawi, along the east coast of Mozambique, and also to Lesotho, Swaziland and Botswana. (In 1912, the Chamber of Mines also started the Native Recruiting Corporation. The NRC recruited blacks from within South Africa.)
Each WNLA agent would move into a little hut near the largest villages and send a 'native runner' to visit all the village men and try to get them to join the mines. Many of these runners had worked for touts before, so they were experienced in the ways of 'smooth talking'. (See the copy of a pamphlet handed out to Lesotho farmers in 1906 in the box on page 33.)
WNLA agents offered to pay the taxes of farmers to the government and also give them cash in advance. Then the farmers could work off the money they owed to WNLA by working in the mines.
WNLA also used the help of the chiefs to recruit workers. It was well known that WNLA spent some of their money on 'presents' for chiefs. The chiefs would then order the young men to join the mines. The queen of Swaziland, for example, was
---
**A Dubious Doctor**
A native Labour Commissioner reported this story in 1894 when he was visiting the reserves:
'The chief assured me that only a short time ago a gentleman put in an appearance styling himself "doctor", though having... no diploma whatever. He stated that he was authorised by the Government to vaccinate the tribe. As the bulk of the men had already been vaccinated, some (cheated) of the fee as many as three times, they declined, at the same time saying "We suppose you only want the shilling". They then proceeded to collect a number of shillings, which satisfied the visitor, and he left without vaccinating a single individual.'\textsuperscript{10}
given thirty pounds a month as a regular 'present' for sending men to the WNLA agents.
So with the help of the government's taxes, the 'runners' and many of the chiefs, WNLA managed to set up a more efficient system of recruiting labour for the mines.
**TRAVELLING TO THE MINES**
When each WNLA office had collected enough men, they would all have to walk to the nearest station, which might be hundreds of miles away. WNLA officers would travel with the migrant workers, stopping at rest camps each night. Then trains would carry hundreds of workers to the WNLA centre in Germiston. The trains were often crowded and without proper toilets. Most of the journeys took a long time in those days. In 1905, for example, the train from the Mozambique border carried 2 000 men. The journey took 26 hours.
Workers from Tete, Malawi and Zambia walked to the nearest port from where they travelled by boat to Lourenco Marques (now Maputo). Others walked part of the way, passing round the borders of Zimbabwe, then travelling by train through Botswana. From Mafeking they walked to Krugersdorp, stopping at five rest camps on the way.
It was a long and tiring journey. When they reached Germiston, the mines' own doctors found that at least one out of every eight workers was in no condition to start working. But WNLA were satisfied: they had managed to get labourers to the mines. Policemen, white farmers and other employers could not stop them so easily because WNLA agents were with them.
**RESULTS**
The Chamber of Mines set up the recruiting system to try to stop the labour shortage on the mines and to control the wages of labourers. How far did the system succeed? The Chamber of Mines had good reason to be satisfied:
* The recruiting system did not stop the labour shortage completely, but it did manage to bring to the mines thousands of men from other countries. Recruited labour did a lot to lessen the mines' labour shortage.
* The Chamber of Mines also benefited another way from 'foreign' migrants. They came from so far away that they were prepared to stay on the mines for up to 12 months before they took the long journey back home again. This pleased the mine-owners because they saved on recruiting expenses if workers stayed on the mines for a long time.
* The recruiting system also stopped competition amongst the mines for labourers. Most of the mining companies joined WNLA and all agreed to pay the same low wage to their labourers. So the recruiting system kept the wages down.
On the other hand there was also criticism of the system.
* Other employers pointed out that the recruiting system prevented the workers from choosing where they wanted to work. WNLA sent the workers to the mines that needed them most. Usually it was the most unpopular mines, where the workers were badly treated, that needed workers most. Other employers resented the increasing control of the labour supply by the mine-owners.
* The wages of black South Africans were undercut by the influx of labourers from outside the country. Blacks complained that the system prevented mine-workers from bargaining for better wages. 'We say,' said a Transvaal Native Congress leader Mr S. Msimang, 'that the natives in the Union (of South Africa) are not in a position to ask for better pay, because the mines have an immense gang of cheaper labour elsewhere outside the Union.'
The recruiting system, therefore, united the mine-owners and gave them more control over their workers. Black farmers were already weakened by the loss of their land and the heavy burden of taxation. The recruiting system of the Chamber of Mines made sure that many of these farmers went to the mines. They sent agents to the villages and lent farmers money to pay for their taxes and debts. Then they travelled with them all the way to the Rand to make quite sure that they would work for the mines, and not for other employers. | e0795cb7-97aa-421d-a4eb-e7834b793d45 | CC-MAIN-2022-05 | https://www.sahistory.org.za/sites/default/files/archive-files3/Chapter%2008.pdf | 2022-01-24T03:16:45+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304471.99/warc/CC-MAIN-20220124023407-20220124053407-00290.warc.gz | 951,140,326 | 3,379 | eng_Latn | eng_Latn | 0.999414 | eng_Latn | 0.999579 | [
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After an injury, people experience a wide range of symptoms. Please rate yourself on each of the following characteristics. Doing so will help your doctor to better understand your injuries and to provide you with appropriate care.
**INSTRUCTIONS:** Indicate your present symptoms compared to how you felt before your injury. Use the following scale:
“Since the accident, I’m…”
0 – About the same – no problem
1 – A little different – a bit of problem
2 – Moderately different – causes some problems
3 – Very different – a serious problem
### SENSORY CHANGES
- [ ] Vision difficulty/Blurred vision
- [ ] Hearing difficulty
- [ ] Dizzy/Vertigo/Ringing in ear
- [ ] Eye fatigue/Strain
- [ ] Numbness/Tingling
- [ ] Noise/Light sensitivity
- [ ] Other - Specify: ____________________________
### GENERAL FUNCTION CHANGES
- [ ] Wake unrested
- [ ] Headache
- [ ] Sleep disturbance
- [ ] No energy/Fatigue/Tire easily
- [ ] “Getting along” with people
- [ ] Sweating/Shortness of breath
- [ ] Loss of interest in food/sex
- [ ] Loss of interest in activities
- [ ] Other - Specify: ____________________________
### COGNITIVE CHANGES
- [ ] Concentration
- [ ] Memory
- [ ] Finding the “right words”
- [ ] Lose “train of thought”
- [ ] Attention
- [ ] Organizing plans or thoughts
- [ ] Disorientation/Confusion
- [ ] Slow thinking
- [ ] Information processing
- [ ] Shortened attention span
- [ ] Distractibility
- [ ] Mental fatigue
- [ ] Other - Specify: ____________________________
### PSYCHOSOCIAL DYSFUNCTION
- [ ] Confrontational attitude
- [ ] Impatience
- [ ] Explosive temper
- [ ] Thoughtlessness
- [ ] Ill-naturedness
- [ ] Other - Specify: ____________________________
### AFFECTIVE CHANGES
- [ ] Not self-confident
- [ ] Apprehensive/Fearful/Worrisome
- [ ] Nervous/Anxious/Tense
- [ ] Depression/Sad/Withdrawn
- [ ] Feel “out of control”
- [ ] Impulsive/Impatient/Irritable
- [ ] Agitation
- [ ] Apathy
- [ ] Frustration
- [ ] Anger
- [ ] Guilt/Self-blame
- [ ] Fear of going crazy
- [ ] Other - Specify: ____________________________
_________________________ If you experience dizziness or vertigo, complete the next page. ____________________________
### Dizziness and Vertigo Checklist
**INSTRUCTIONS:** Check the most appropriate column for each question.
| Question | Never | Sometimes | Frequently |
|--------------------------------------------------------------------------|-------|-----------|------------|
| 1. Do you experience an illusion of false motion? Examples: “The room is spinning; Things are whirling: I am reeling: Everything is swaying: Things are pitching; It looks like things are rocking.” | | | |
| 2. Do you experience nausea, vomiting, pallor and perspiration during these attacks? | | | |
| 3. Do you experience dizziness while working on computers? | | | |
| a. Does this discomfort lead to headaches? | | | |
| b. Do words move around on the page? | | | |
| 4. Do you experience any dizziness: | | | |
| a. When in store aisles or malls? | | | |
| b. In crowds? | | | |
| c. In large open spaces? | | | |
| d. In moving vehicles? | | | |
| 5. Do you experience dizziness with repetitious visual patterns? (examples: floor tile, carpeting in movie theatres, wall paper patterns, etc.) | | | |
| 6. Do you note an increase in light sensitivity? (particularly to fluorescent lighting) | | | |
| 7. Do you note difficulties with movement on a television screen? | | | | | ce258785-0d39-41ab-8bbe-dc561bb0eb07 | CC-MAIN-2021-17 | https://accenteyes.com/wp-content/uploads/2018/01/Accenteye-Stroke-Head-Trauma-Checklist-updated.pdf | 2021-04-20T14:05:41+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039398307.76/warc/CC-MAIN-20210420122023-20210420152023-00346.warc.gz | 198,986,419 | 938 | eng_Latn | eng_Latn | 0.993994 | eng_Latn | 0.993994 | [
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EXCAVATION OF A MASTODON AT VICKSBURG, MISSISSIPPI
S. Cragin Knox
Mississippi Bureau of Geology
Sue Pitts
Mississippi Gem and Mineral Society
INTRODUCTION
The recent excavation of a mastodon skeleton from the loess deposits of Vicksburg by Dr. Eleanor Daly of the Mississippi Museum of Natural Science and her staff of museum employees and volunteers has provided one of the most complete skeletons of a *Mammut americanum* (Kerr, 1792) to be found in Mississippi.
A survey of the site was made to provide the exact location and elevation and to map the position of the bones as they were excavated. The bones were located within the loess deposits slightly below an old soil horizon, as indicated by color and textural changes. From the position of the mastodon, we can conclude that it died lying on its left side, and disarticulation, probably by scavengers, occurred before burial by an eolian deposit of loess. As the bones were excavated, an abundance of fossil land snails, especially those of the genera *Mesodon* and *Allogona*, were found on the surface of the bones and
Figure 1. Skeleton of *Mammut americanum* (Kerr, 1792).
in the surrounding soil horizon (Burch, 1962, and Snowden, et al., 1968).
A discussion of the evolution, habitat, appearance, and disappearance of the mastodons is included as well as a brief history of this find and its excavation.
TAXONOMIC CLASSIFICATION
CLASS: Mammalia (Linnaeus, C. 1858)
SUBCLASS: Eutheria (Gill, T., 1872)
SUPERORDER: Monodelphia
ORDER: Proboscidea
SUBORDER: Mammutoidea
FAMILY: Mammutidae (Cabrera, 1929)
GENUS: Mammut (Blumenbach, J.F., 1799)
SPECIES: Mammut americanum (Kerr, R., 1792)
Classification after Hay, 1902; Olsen, 1979; Colbert, 1980; and Maglio, et al., 1978.
EVOLUTION AND HABITAT
According to present evidence, the evolution of the Order Proboscidea—the elephants and mastodons—began with Paleomastodon (Andrews, 1901), which lived in the Nile River delta area of North Africa in the early part of the Oligocene. Paleomastodon had the proportions of a small elephant, but it was only about six feet tall. Unlike modern elephants, it had a long face and a short trunk. This small mastodon was the first of the elephants to migrate into Eurasia. During the Miocene Period its descendants became larger and developed a longer trunk. At this point in time they migrated across Asia and crossed by the Siberian-Alaskan land bridge into North America (Schuchert and Dunbar, 1937).
The mastodon, Mammut americanum (Kerr, 1792), was one of the most conspicuous and widespread of all of the Pleistocene mammals (Shimer, 1949). In North America they were most abundant in the periglacial areas of the eastern spruce forests and open spruce woodlands; they were not limited to this habitat, as they also inhabited Florida, Texas, and the Great Plains areas, where they probably lived in the valleys, lowlands, and swamps. Analyses of undigested plant remains found in the ribcages of some excavated specimens have revealed that twigs and cones of conifers, leaves, coarse grasses, swamp plants, and mosses made up the majority of the diet of the mastodon (Kurten and Anderson, 1980, p. 344).
The American mastodon probably survived until early Holocene times, becoming extinct between 9,000 and 12,000 years ago. At the present time, man and mastodon have not been found in clear association at any excavation site. Increasing dryness, with a resulting change in vegetation, may have been a major factor in the extinction of the species, with possible additional hunting pressures by early man (Kurten and Anderson, 1980).
DESCRIPTION
The Pleistocene American mastodon, Mammut americanum (Kerr, 1792), was quite large, reaching the size of our present day Indian elephant, perhaps even larger. The word Mammut means "earth burrower," and it can be traced back to the Middle Ages, when eastern European farmers found gigantic bones in their fields and believed that they belonged to some monstrous burrowing beast. The name mastodon means "nipple tooth"—aptly describing the pronounced sets of paired cusps found on each tooth (Kurten and Anderson, 1980, p. 345).
Tusks up to seven feet in length extended from the upper jaws of both sexes, though those of the male were generally longer and heavier. The tusks were not enamel covered, but are circular in cross section, and show annular growth rings. The males, unlike our modern elephants, had vestigial lower tusks, but these were usually lost by maturity (Berry, 1929). The tusks were probably used in conjunction with the long and flexible trunk to break off tree branches for feeding (Colbert, 1980). The teeth were comparatively small so that two or three could be in use simultaneously upon each side in each jaw (Shimer, 1949).
The legs were comparatively short, and the head lower and with a more flattened brow than that of the true elephants. The mastodons had a well-developed trunk, similar to that of the mammoths and modern elephants. Another similarity to its cousin the mammoth was its coat of coarse brownish hair, although it probably lacked the woolly undercoat characteristic of the mammoth (Raymond, 1947).
HISTORY OF MASTODON FIND IN VICKSBURG
On December 9, 1952, Mr. John O'Keefe, private citizen living in Vicksburg, Mississippi, contacted James R. McConaghie, Superintendent, Vicksburg National Military Park, for information about some large bones which had been partially uncovered by erosion on his property. These bones lay in a deep gully running alongside his house. One was a bone fragment about 12" long ending in a ball section about 7" in diameter. Two other bone fragments were also
Figure 2.— Site of Mammut excavation, adjacent to the south right-of-way fence of I-20 and approximately 0.5 miles west of Halls Ferry Road. Section 30, T. 16 N., R. 3 E., Warren County, Mississippi. Scale: 1"=20'. Grid surface is 25' below fence line at the northeast corner of the excavation.
INDEX TO EXCAVATED MATERIAL
1. Right Tusk
2. Left Tusk
3. Lower Jaw
4. Rib
5. Vertebra
6. Rib
7. Rib
8. Rib
9. Rib
10. Rib
11. Rib
12. Rib
13. ?
14. Rib
15. Rib
16. Neural Spine
17. Neural Spine
18. Neural Spine
19. Neural Spine
20. Neural Spine
21. Vertebra
22. Vertebra
23. Vertebra
24. Vertebra
25. Vertebra
26. Femur
27. Tibia?
28. Femur
29. ?
30. Rib
31. ?
32. Ankle Bones?
33. Pelvis
34. Rotten Plate
35. Toe Bone
36. Scapula Fragment
37. Vertebra
38. Vertebra
39. Vertebra
40. ?
41. Rotten Skull Fragments (not excavated)
42. Rotten Skull Fragments (not excavated)
43. Tooth
44. Tooth
45. Rotten Fragments? (not excavated)
46. ?
47. ?
48. ?
49. Toe Bone
50. Toe Bone
51. ?
52. ?
53. ?
54. ?
55. ?
56. Rib
57. Rib
58. Atlas
59. Scapula (overlying several ribs)
60. Humerus (not plotted on map)
61. Ankle Bones (not plotted on map)
62. Toe Bone (not plotted on map)
found but could not be identified. Mr. William C. Everhart, Historian at the National Military Park, took the bone fragment to a nearby college geology professor who visited the site the next day with a group of students. They spent the day excavating at the site and uncovered a large pelvic bone and several smaller bones which appeared to be from the spinal process as well as some ribs. From the lie of the bones (See sketch), it seemed to them that the skeleton might all be there and that it would extend well back into the overburden of the ditch wall - an overburden about 20' high. The group removed two of the smaller bones, one of which was broken when struck by a shovel. At the end of the day they left with the understanding they would return and continue excavating the bones. However, after several days passed and they did not return, Mr. Everhart contacted the professor who advised he had been unable to return. He agreed to do nothing else until Mr. Everhart had explored other avenues to try to get the skeleton out. Mr. Everhart contacted two geologists at the Waterways Experiment Station, U.S. Corps of Engineers, Vicksburg, who inspected the bones and both felt that such a find in the loess soil would warrant further and serious investigation. Mr. Everhart returned to the site and covered the bones with loose earth for protection; then he consulted with his Superintendent and prepared a report on what had been done. Because the bones were not on Park property, the report Mr. Everhart had prepared was sent to the Smithsonian Institution in Washington for further information. On January 12, 1953, Mr. Everhart received a reply from the Smithsonian stating that since there had been numerous occurrences of mastodon material reported from Mississippi, they would not be interested in the excavation. They also stated that "the position of the
Figure 3.
SCALE: 1" = 5'
Excavation site showing surveyed grid with location of materials excavated.
Figure 4. Excavation site showing the large amount of overburden that was removed. Note right-of-way fence at top of back wall.
Figure 5. Tusks prior to plastering.
Figure 6. Preparing tusks for plastering and removal.
Figure 7. Excavation of leg bones. Note plastered tusks at left.
pelvis would indicate that the specimen is largely disarticulated." They suggested the find be collected and preserved for local exhibition.
Nothing more was done on this find until 1970, when members of the Mississippi Gem & Mineral Society learned from George Schabilion, a member who lived in Vicksburg, that the bones were there. Leslie and Sue Pitts and their three boys, Cam, Patrick and Bill, and Janet and Mac Maganos met Esther and George Schabilion at the home of the owner of the property, whom George had contacted and received permission from to inspect the site; they decided that their club would try to work with officials of Warren County to excavate the bones. They tried to contact the owner of the property who had not been home the day they visited the site, but were unsuccessful. Although some planning was done with the County Supervisor, P.T. Hellums, the matter was finally dropped when the property owner could never be contacted for permission to continue with the excavation. Also, it was soon after this that the Schabiliions moved to Georgia.
After the Mississippi Museum of Natural Science hired a vertebrate paleontologist, Michael Frazier, Mrs. Pitts, who was also a member of the Museum Foundation, told him about the skeleton, and it was decided that the Museum Foundation might be able to assist in excavating it. However, in the meantime, the Society moved the bones of a prehistoric whale, which their membership had excavated from a creek in Yazoo County, to the museum and efforts to begin raising money to restore and display this fossil skeleton were begun.
In January, 1983, the President of the Mississippi Museum of Natural Science Foundation, John Sullivan, Jr., began contacts with the landowner, Mr. John Logue, about the possibility of removing the skeleton, as it had been learned that Mr. Logue was in the process of selling his property to be the site of a new shopping center. When the property was finally sold, Mr. Sullivan contacted Mr. Lewis Miller of Miller Construction Company, building the shopping center, and he graciously agreed to allow the Museum staff to remove any of the skeleton which could be found. He
also loaned his backhoe and operator to remove the 20' of overburden so that the staff and volunteers could work on the removal of the bones. An area 1225 square feet was excavated and work began on the removal.
When Dr. Eleanor Daly, vertebrate paleontologist who had replaced Mr. Frazier on the Museum staff, began the excavation, the complete pelvis with tail bones, two complete tusks 7'4" long, lower jaw with some teeth, and a complete femur were found, along with other smaller bones. Work had begun in March, 1984, and continued until May, 1984, despite days of rain and muddy water at the site. Assistance in removing the skeleton was given to the Museum staff by members of the Mississippi Gem & Mineral Society, the Mississippi Museum of Natural Science Foundation, the Mississippi Bureau of Geology, and volunteers from the surrounding areas.
ACKNOWLEDGMENTS
The writers wish to express their appreciation to Dr. Eleanor Daly of the Mississippi Museum of Natural Science for allowing us to examine her files and field notes, and for her time and support, and to the staff of the Mississippi Bureau of Geology for their suggestions and encouragement, without which this article would not have been written.
REFERENCES CITED
Berry, Edward Wilber, 1929, Paleontology: McGraw-Hill Book Company, Inc., New York, p. 323-327.
Burch, John B., 1962, The Eastern Land Snails: Wm. C. Brown Company Publishers, Dubuque, Iowa, p. 157-164, 177.
Colbert, Edwin H., 1980, Evolution of the Vertebrates: John Wiley & Sons, Inc., New York, p. 431-435.
Hay, Oliver Perry, 1901, Bibliography and Catalogue of the Fossil Vertebrata of North America: United States Geological Survey, Bulletin 179, Washington, p. 260, 553, 563, 706-708.
Kurten, Bjorn, and Elaine Anderson, 1980, Pleistocene Mammals of North America: Columbia University Press, New York, p. 343-354.
Lankester, Edwin Ray, 1905, Extinct Animals: Archibald Constable & Co., Ltd., London, p. 91-132.
Maglio, Vincent J., and H.B.S. Cooke, 1978, Evolution of African Mammals: Harvard University Press, Cambridge, Massachusetts, p. 336-341, 358.
Olsen, Stanley J., 1979, The American Mastodon and Woolly Mammoth in Osteology for the Archaeologist: Papers of the Peabody Museum of Archaeology and Ethnology, Harvard University, Vol. 56, No. 3, Cambridge, Massachusetts, p. 1-8.
Raymond, Percy E., 1947, Prehistoric Life: Harvard University Press, Cambridge, Massachusetts, p. 265.
Schuchert, Charles, and Carl O. Dunbar, 1937, Outlines of Historical Geology: John Wiley & Sons, Inc., New York, p. 203.
Shimer, Hervey Woodburn, 1949, An Introduction to the Study of Fossils: The MacMillan Company, New York, p. 448-450.
Snowden, J.O., Jr., and Richard R. Priddy, 1968, Loess Investigations in Mississippi: Mississippi Geological, Economic and Topographical Survey, Bulletin 111, p. 202.
CALENDAR OF EVENTS
1984 July - October
July 21-28 - Eighth World Conference on Earthquake Engineering, San Francisco. (R.B. Matthiessen, Earthquake Engineering Research Institute, 2620 Telegraph Ave., Berkeley, California 94704. Phone: 415/848-0972).
July 23-26 - Urban hydrology, hydraulics and sediment control, symposium, Lexington, Kentucky. (Elizabeth Haden, College of Engineering, Office of Continuing Education, University of Kentucky, Lexington, Ky. 40506. Phone: 606/257-3972).
August 10-13 - Society of Economic Paleontologists and Mineralogists, first mid-year annual meeting, San Jose, California. (SEPM headquarters, Box 4756, Tulsa, Oklahoma 74159. Phone: 918/743-9765).
August 15-17 - Ground-water modeling, workshop, Columbus, Ohio. (Kathy Butcher, National Water Well Association, 500 W. Wilson Bridge Road, Worthington, Ohio 43085. Phone: 614/846-9355).
August 20-22 - Shelf sands and sandstone reservoirs, short course, Casper, Wyoming. (Society of Economic Paleontologists and Mineralogists, Continuing Education Department, Box 4756, Tulsa, Oklahoma 74159. Phone: 918/743-2498).
September 30 - October 3 - Clay Minerals Society, annual meeting, Baton Rouge, Louisiana. (Ray E. Ferrell, Dept. of Geology, Louisiana State University, Baton Rouge, LA 70803. Phone: 504/388-5306).
October 7-13 - Association of Engineering Geologists, annual meeting, Boston. (Noel Ravneberg, AEG headquarters, Box 506, Short Hills, N.J. 07078).
October 8-10 - Association of Earth Science Editors, annual meeting, Portland, Oregon. (Beverly Vogt, Oregon Dept. of Geology, 1005 State Office Building, Portland, Oregon 97201. Phone: 503/229-5580).
October 17-19 - American Institute of Professional Geologists, annual meeting, Orlando, Florida. (Bobby J. Timmons, Timmons Associates, Box 50606, Jacksonville, Florida 32250. Phone: 904/246-4533).
NEW BUREAU OF GEOLOGY PUBLICATION:
MINERAL PRODUCERS DIRECTORY, 1984
The Bureau of Geology announces the publication of Information Series 84-1, "Mineral Producers Directory, 1984," by Catherine F. Sims. The publication is 20 pages in length and contains 3 illustrations. It supersedes Information Series 82-2, "Mineral Producers Directory, 1982."
"Mineral Producers Directory, 1984" contains information on the major mineral producers in Mississippi, with emphasis placed on the clay, sand and gravel, and stone industries. Only those operators who actually mine for the purpose of sale are listed. Information on oil and gas producers is not included.
Information Series 84-1 may be purchased from the Bureau of Geology at 2525 North West Street for $1.00 per copy. Mail orders will be accepted when accompanied by payment ($1.00, plus $.85 postage and handling). Address mail orders to:
Bureau of Geology
P.O. Box 5348
Jackson, Mississippi 39216
MISSISSIPPI OIL AND GAS STATISTICS, FOURTH QUARTER 1983
| Month | Bbls. Produced | Severance Tax | Average Price Per Bbl. |
|---------|----------------|-------------------|------------------------|
| October | 1,665,527 | $2,653,038.22 | $26.55 |
| November| 4,054,573 | 6,089,822.83 | 25.04 |
| December| 2,596,111 | 4,201,642.63 | 26.97 |
| Totals | 8,316,211 | $12,944,503.68 | $25.94 |
| Month | MCF Produced | Severance Tax | Average Price Per MCF |
|---------|----------------|-------------------|-----------------------|
| October | 13,245,985 | $2,470,843.50 | $3.11 |
| November| 16,103,361 | 3,401,414.16 | 3.52 |
| December| 21,400,104 | 4,054,666.99 | 3.16 |
| Totals | 50,749,450 | $9,926,924.65 | $3.26 |
Source: State Tax Commission
MISSISSIPPI GEOLOGY
Department of Natural Resources
Bureau of Geology
Post Office Box 5348
Jackson, Mississippi 39216
Mississippi Geology is published quarterly in March, June, September, and December by the Mississippi Department of Natural Resources, Bureau of Geology. Contents include research articles pertaining to Mississippi geology, news items, reviews, and listings of recent geologic literature. Readers are urged to submit letters to the editor and research articles to be considered for publication; format specifications will be forwarded on request. For a free subscription or to submit an article, write to:
Editor, Mississippi Geology
Bureau of Geology
P. O. Box 5348
Jackson, Mississippi 39216
Editors: Michael B. E. Bograd and David Dockery | cc1ad56b-b74c-49a5-a95b-4db6c6fd1df9 | CC-MAIN-2022-21 | https://www.mdeq.ms.gov/wp-content/uploads/2013/10/Vol_4_4.pdf | 2022-05-28T14:47:42+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663016853.88/warc/CC-MAIN-20220528123744-20220528153744-00350.warc.gz | 1,039,426,369 | 4,672 | eng_Latn | eng_Latn | 0.939209 | eng_Latn | 0.986527 | [
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Training Dogs - Settle and Relaxation Training
Why should I teach my dog to settle?
Many behavior problems have a component of fear, anxiety or excessive arousal so that retraining cannot begin until a calm, relaxed state can be achieved on cue. Training should focus on both the behavioral response (sit, down, walk, stay on your mat) as well as the emotional state (calm, relaxed). In fact, until you can get your pet to focus and relax on cue in the absence of the stimuli that evoke anxiety or arousal, it is not practical to attempt to get your pet to relax in the presence of these stimuli.
Once the dog has learned to settle on cue, it should be possible to begin exposure to gradually more intense stimuli (see out handout on ‘Behavior Modification - Desensitization and Counterconditioning’). The settle command could be used to achieve a focused response when the dog is overly excited or anxious such as when greeting family members, strangers or other animals. It can also be used when dogs become anxious as the owners prepare to depart or become overly excited when company arrives or when preparing for a walk.
How does settle training work?
Training your dog to respond to a verbal cue or command, or when it sees a visual cue, might be described as cue-response-reward or command-response-reward training. Generally the sequence is: to find a means of insuring that the pet will immediately and consistently exhibit the desired behavior; to reinforce the behavior; and then to add a cue prior to the behavior. Some of the behaviors that can be useful to place on command, especially for pets with behavior problems, are sit, down, heel, and go to your mat.
“A good place to start is with a new set of cues that help both the pet and you to understand what behavior is desired.”
A good place to start is with a new set of cues that help both the pet and you to understand what behavior is desired. Rather than “sit”, you might use a “watch”, “steady”, “focus” or “chill” command. Similarly, instead of “down”, a “relax”, “settle”, or “SOFT” command might be considered (See our handout on ‘Training Dogs – Handling and SOFT Exercises’). “Follow” or “heel” (see our handout on ‘Training Dogs – Controlling Pulling on Walks’) should be used for a calm, loose leash walk, and “go to your mat” should mean go settle down in your bed.
How do I get started?
Before you start training your dog, you must make sure your dog is sufficiently exercised and has an enriched daily routine (see our handout on ‘Training Dogs – Enrichment, Predictability and Scheduling’). Your dog must have a daily routine that includes walk/play times, feeding, time playing alone, and sleeping times. Furthermore, your dog should know what behaviors earn him a reward (see our handout ‘Training Dogs – Learn to Earn and Predictable Rewards’). Training a dog to settle and focus should begin in an environment where your dog is calm and there are minimal or no distractions. Although the sequence for training is to a) give the command, b) get the desired response (using one of the techniques described below), and c) give clear and immediate reinforcement, training cannot begin until you have a means by which the target behavior can be reliably and consistently achieved.
There are a variety of different methods by which the initial response can be achieved. In most cases food, a toy, or a visual target (which has been associated with favored food treats) can be used to lure the pet into the desired response. Alternately, a physical device such as a leash and head halter can be used to physically prompt the dog to display the target behavior, along with immediate relaxation of tension as soon as the desired response is exhibited. (See our ‘Training Dogs – Head Halter Training’ handout). Another option is reinforce the desired behavior when it is exhibited spontaneously and then to add a cue word just prior to the response (this technique is often used when training a pet to eliminate on cue). A SOFT relaxation exercise (See our handout) and TTouchTM (See our handout) can also be used to achieve a relaxed response. Food, affection, a favored toy or a clicker (See our ‘Training Products for Dogs – Clicker and Target Training’ handout) can all serve as rewards if they are consistently given immediately following the behavior. These rewards should be withheld except for training (See our handout on ‘Training Dogs – Learn to Earn and Predictable Rewards’). Over time, the behavior can be gradually shaped for greater relaxation or longer duration.
How do I achieve a relaxed state?
"...the person doing the training must remain calm..."
Once the desired response is achieved, the goal of settle and relax training is to shape gradually more settled and relaxed responses. This can be accomplished by saving favored rewards exclusively for training and immediately reinforcing the pet for the desired response. With each subsequent training session, responses of gradually longer duration and of gradually increasing relaxation should be reinforced. You will need to focus on your dog’s facial expressions, body postures and breathing in order to determine the pet’s level of relaxation (e.g. sitting with one leg tucked under the body, relaxed facial muscles, breathing regularly and slowly), before giving rewards and proceeding to gradually more successful outcomes. Clicker training can be particularly effective for marking and reinforcing gradually more desirable increments of behavior. A leash and head halter can be used to insure success before release and reward. In order to achieve and maintain a calm response, the person doing the training must remain calm, relaxed and soft-spoken, and environment must be free of distractions. Remember, while you might be teaching the pet to sit/stay or down/stay, what you really want to emphasize is a relaxed emotional state.
Teaching "Look", "Watch me" or "Focus"
- Show your dog a favored toy or treat and then hide it behind your back. Have your back against the wall or be in a corner so the dog can't get behind you. An alternative method is to hide the treat in your closed hand in front of your chest in a line between your dog's eyes and your eyes. On the first attempt it would be acceptable to show the puppy the toy or treat.
- Say "look" or "focus" and as soon as your dog stops its attempt to get the treat and makes eye contact, use your reward or clicker and give the treat. Repeat to improve consistency and immediacy. It may be necessary to guide the dog by using your hand and bringing it up to your eyes. As the dog follows your hand, give the key word and reward eye contact.
- For some owners it might be more practical and desirable to reward the behavior only when the dog is in the sitting position.
- Gradually increase the amount of time you require eye contact to last and then start adding distractions in the background, like people playing, a fridge door opening, etc. Your dog ONLY gets rewarded after maintaining (e.g. not breaking) eye contact with you. Once the dog is consistent in giving the correct response even when there are distractions, go to other places (outside) and add mild distractions, such as another dog nearby or children playing. After each successful session gradually increase the distractions and work in busier environments.
- The goal is for your dog to maintain eye contact on cue with the key phrase for several minutes, regardless of the amount of distraction and background activity.
- Progress gradually to longer duration and increased relaxation before rewards are given (see below).
Teaching "Settle" in a down position
- Another exercise would be train the dog to lie down in a relaxed position, on its belly with both hind legs on the same side. In some cases it may be useful to have the pet put their head on the ground as well. This could be accomplished using food lure training, leash and head halter or a physical exercise such as SOFT (see our handout).
- Gradually progress to longer down stays in a variety of environments and then gradually increase the background noise and distractions.
- Progress gradually to longer duration and increased relaxation before rewards are given (see below).
- It may also be useful to teach "Settle" in a sit position for training while on walks.
Teaching a settle location - e.g. go to your bed:
- Training the dog to settle indoors can sometimes be more easily accomplished by using a settle down area. The dog can be taught to "go to your mat or bed" or "go to your kennel" where it learns to stay calm for favored rewards.
- Food lure training or target training can be used to achieve the initial response.
- Progress gradually to longer duration and increased relaxation before rewards are given (see below).
- At first, you may need to leave a leash attached so that your dog can be physically prompted (taken) to the bed or mat, to insure success and to demonstrate to the pet what behavior will result in a reward. Again, giving rewards at other times will delay learning (learn to earn).
- If the dog is also taught to sleep in this area and favored toys are kept in the area (and if a favored treat or social interaction is given when the pet voluntarily uses the area), it may soon learn to go to this area to relax on its own.
What other devices or techniques can be used to help me get my dog to relax on cue?
a) The head halter is an extremely effective tool for quickly and reliably achieving the initial behavior and for progressing rapidly to responses of longer duration and greater levels of relaxation. A pull on the leash and head halter, with or without the use of a cupped hand underneath the pets chin can pull the dog into a sit with eye contact for release and positive reinforcement. While releasing the head halter (negative reinforcement) immediately reinforces the behavior, the treat (positive reinforcement) will follow later (with
gradually increasing the delay) is used for shaping the behavior. With further training the eye contact can be maintained for progressively longer intervals before reinforcing. Similarly the leash and head halter can be used to achieve a settled down response, with hind legs over to one side. A settled down of increasingly longer duration and greater relaxation can then be shaped with rewards. With the leash and head halter, the down position can be maintained until the desired outcome is achieved either by keeping a foot on the leash or by pulling gently upward as the pet begins to rise. The use of the head halter does not preclude the concurrent use of lure reward and clicker training techniques to insure a desirable outcome. Before using a head halter make sure your dog is well trained to accept and work with it (see our ‘Training Dogs – Head Halter Training’ and ‘Behavior Management Products’ handouts).
“The head halter is an extremely effective tool for quickly and reliably achieving the initial behavior and for progressing rapidly …”
b) Physical Exercises.
Techniques that use physical contact can help to increase the enjoyment and decrease any fear associated with handling and restraint. In addition, they provide a means for achieving a relaxed state, which might then be used if the dog begins to get excited or aroused. While the physical contact and attention may provide sufficient reinforcement for some dogs, food treats can also be paired with handling to mark and reward the desirable response. TTouch and SOFT exercises are two physical / interactive exercises that are designed to help pets relax. While these are specific techniques, any physical handling that is associated with a positive outcome can be a valuable training exercise. In addition, by withholding affection when the pet solicits it, it increases its motivational value and usefulness as a reward. See our individual handouts that detail these exercises.
Physical exercises are intended to be used only with friendly, non-aggressive dogs. If you think your dog might become aggressive, do not begin without first discussing this with your behavior consultant. If your dog growls or attempts to bite, becomes fearful, or struggles excessively during these exercises, immediately discontinue them and seek the advice of a behaviorist or trainer.
This client information sheet is based on material written by: Debra Horwitz, DVM, Diplomate ACVB & Gary Landsberg, DVM, Diplomate ACVB
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Mary Jo Leddy, Co-Chair, Keep The Promise
Twenty-five years ago I had turned on the radio and heard the remarkable news that the parliament of Canada had voted unanimously to end child poverty by the year 2000. I felt then that the whole world was hushed and listening…
As we reflect back on that remarkable event, we now know that the motives behind this unanimous vote were mixed and the commitment to it was fragile. Nevertheless, for one brief shining moment we caught sight of all that we could and should be as a country. A promise was made to the children of this country, a commitment to honour the promise that each child is when they come into this world.
Keep the Promise is a small but mighty project that seeks to reawaken the moral imagination that ignited the all-party resolution to end child poverty in Canada. Over these last twenty-five years there have been many serious and important efforts to study and to strategize how to end child poverty. Indeed there is now a remarkable consensus as to how this could be done.
However, over the last twenty-five years, there has also been a hardening of heart, a weakening of political will to do so. Poverty in general, and child poverty in particular, have now been accepted as normal. Children living in poverty are now treated as acceptable losses.
Keep the Promise is an intergenerational project to end child poverty in Canada. We are a coalition of citizens who are determined to re-ignite the moral imagination of Canadians and move our politicians to act on our government’s promise, made in 1989 through a unanimous motion in the House of Commons, to end child poverty by the year 2000.
Over these twenty-five years, my generation, the boomers, have now pushed their own retirement concerns to the top of the political agenda. Who will speak for the children and their concerns for the future?
One person who cared for the needs of children more than her own retirement benefits was June Callwood, a good friend of mine. For almost thirty years we had lunch together once a month and I listened, and learned, a great deal about child poverty from her. She had grown up in poverty. She had made it out, but not without some scars.
Many years ago I was going on a pilgrimage to El Salvador to mark the anniversary of the death of Archbishop Oscar Romero who had been murdered for his defence of the human rights of the poor. I told June that we would be taking the prayers of Canadians (written and sealed in envelopes) to place on the tomb of Romero. She thought this was a beautiful gesture and said she would send one. It arrived after I had left for the airport. For many years it remained unopened in a box of letters that I had saved. One day, after her death, I decided to open it. Like June, it was bold and tender:
“I pray that all the children of the world be safe.”
The prayer was not just for her children, or for some of the children, but for ALL of the children. The prayer was for their safety, for security, for solid ground in which to grow up and flourish. This was the moral imagination of June Callwood. It is also the vision that has shaped Keep the Promise. We no longer have her voice but we do have the smaller and stronger voices of children. Keep the Promise is grounded in the conviction that the best advocates for children are other children who have a basic sense of fairness. Children are our hope on two legs. Children are our greatest natural resource.
This is why Keep the Promise is an “intergenerational project” of adults supporting younger people in their effort to end child poverty. Together we will go to Ottawa on November 18–19 to remind politicians to keep the promise they made 25 years ago.
---
**Greetings to all**
*Gayle Duchene, Editor*
Welcome to the second edition of the Keep The Promise newsletter. This newsletter is really a microcosm of the whole project in which a number of individuals agree to make a contribution and, before you know it, we have a newsletter. When reading the articles, you will see that the same is true of the whole project – many people making a contribution come together to create a powerful, unified action. We are pleased to share our progress with you, our donors, friends and patrons, and we thank you for your continued support.
Child poverty doesn’t take holidays. Nor has the KTP team.
In June, we launched the new Keep The Promise website www.keepthepromise.ca. It will serve as a valuable and multi-faceted tool for promoting KTP and engaging new audiences of youth and adults. At the end of the month, our Twitter handle @KTPcanada went live and tweeting about the campaign has begun. A full social media strategy will be in place for September.
In early July, Keep The Promise had a prominent place at the President’s Forum of the Canadian Teachers’ Federation in Winnipeg. The theme was “Social Justice and Equity at the Heart of the Curriculum”. One hundred-plus delegates representing teacher federations across Canada reviewed the most current research underlining, yet again, the very significant negative impact of poverty on child development and learning outcomes. Creative and passionate teachers demonstrated multiple examples of how they are engaging their students in thinking about issues of child poverty, human rights and social justice.
The planning team for the Ottawa National Student Summit (November 18-19, 2014) has been meeting regularly to build these two days of learning and action. Students and teachers from across Canada will present their ideas on how to end child poverty and call on our government to commit to a concrete plan. The planning team includes representation from Campaign 2000, Citizens for Public Justice, Canada Without Poverty, First Nations Child & Family Caring Society and Millennium Kids.
The Video Team (Bree Fitzgerald, Jack Manchester, Alex Lalonde, Teza Lawrence and Todd Ross) have moved into high gear. They are shooting two KTP videos that will be ready for distribution by the end of August.
Our talent pool has grown significantly in the last three months. We welcome …
• Connie Winder and Rennie Fisher, who will help us maintain and develop our website.
• Sara Hildebrand from Millenium Kids, who is helping with our social media strategy and the Ottawa Summit.
• Jennifer King, Joe Gunn, Jennie Ucar, Janelle Vandergrift and Michele Biss, who are members of the Ottawa Summit planning team.
• Mary Corkery and Rick Tobias, who are working with Mary Jo Leddy and Dani Mailing on fundraising.
• Michael Polyani, who is connecting KTP and the Children’s Aid Society of Toronto.
• Clare McDowall from Socially Good, who is helping to design a social media strategy for us.
• Joanne Gosselin, a retired teacher from the Ottawa Catholic School Board, who is coordinating the Ottawa Youth Summit.
The momentum for and the engagement in KTP are growing daily. Child poverty doesn’t take holidays and we won’t either, until this campaign reaches its goals.
Ottawa Student Summit: November 2014
Joanne Gosselin
Keep the Promise takes their message to Ottawa—On November 18 and 19, 2014, Ottawa will host the first Keep the Promise National Student Summit with a focus on ending child poverty. The goal of the initiative is to engage students in a variety of hands-on learning experiences in citizenship and social justice, to give them leadership opportunities and to enable their voices to be heard. “Students say they want opportunities to be involved, to contribute and to have self-directed learning. They say that the truest form of engagement is self-directed and led. They want creativity, integrated technology, effective student governments and effective student representation. They want a voice to communicate with their teachers constructively, in the interests of improvement.” (Andrew Pawluch, Student, 2008)
In Year 1 of the two-year Keep the Promise campaign, we will work particularly with students in grades 5 to 8. Classroom participation prior to and at the Summit will:
1. increase awareness among students about child poverty in Canada;
2. support students to take leadership roles in calling for government action to end child poverty; and
3. support the engagement of students in school-community social action projects.
We are currently organizing a delegation of students from all across Canada to gather with interested Ottawa-area students for two days of discussions, skills development, meetings with parliamentarians and related activities including an interactive “Town Hall” meeting, all focused on ending child poverty in Canada. We will work with an Ottawa-area school that will play host to the delegation, help with organizing discussions and presentations, and offer a venue in which to meet. The Summit aims to bring together a diverse representation of young students from throughout the country to discuss “anti-poverty” issues that are important to them and showcase their ideas for addressing these issues on both a local and federal level.
This National Student Summit is an extraordinary opportunity. Students will have researched poverty issues in their own communities, formulating some very creative and innovative solutions using the Imagineaction social
justice platform resource (www.imagine-action.ca). The concept of “Student Voice” will be an integral part of these two days, engaging students who are creative, innovative, open-minded, curious and committed to making a difference in our communities.
I am Joanne Gosselin and I am honoured to have been selected as the Ottawa Delegation Coordinator for this important initiative. I have just recently retired after working in education for 32 years with the Ottawa Catholic School Board as a classroom teacher, department head, educational consultant and, most recently, as Student Success Coordinator for our school board. My most rewarding experiences have been working with students on “Student Voice” initiatives related to social justice, peers helping peers and leadership development. I have been directly involved in the coordinating and launching of the Ottawa Catholic School Board Youth Summit, as well as participating in the City of Ottawa Mayor’s Summit in 2012. I have been coordinating leadership camps for youth for almost 20 years and working on board-wide “Student Voice” programs for the past five years. I am very excited to be working with such a dedicated team, passionate about ending child poverty.
New Discussion Guide for Teachers and Students
Pauline Théoret, Program Officer, Canadian Teachers’ Federation
SOCIETY IS BROKEN
“Children are cold
Families are hungry
Dads are overworked
Mothers are crying
Nothing is done
Society is broken”
The idiom “Out of the mouths of babes” oftentimes refers to the surprising understanding of children of otherwise complex issues. This poem was how one middle school student shared feelings in a classroom exploration of the issue of poverty at the local level. The students thought about and discussed the issue of poverty from a variety of angles: What is it? Does it exist everywhere? What does it look like?
The Canadian Teachers’ Federation Advisory Committee on Diversity and Human Rights undertook an innovative way to teach about an issue that is part of every provincial and territorial curriculum in Social Studies, Health and/or Language Arts. The committee members, all teachers, facilitated discussions based on a standard set of questions developed by the committee, in grades 5 to 8 classrooms in Manitoba, Ontario, Québec and New Brunswick. While some may say that the 200+ students who took part in this initiative are not representative of our country as a whole, they are wrong. No matter who you are, how old you are, or where you live – no child should be living in poverty in this country.
The student responses clearly articulated a critical need to address a societal issue that plagues every country in the world, even a wealthy one like ours! As one student said, “Probably lots of people in our school live in poverty. Like, one out of three. That’s about 50 kids in my school, and I’m one of them.”
According to the Office of the Parliamentary Budget Officer, Canada’s projected budget for 2015-2016 estimates a surplus of $7.8 billion. Canadian household debt levels in 2013 were equivalent to over 90% of the country’s GDP. To quote yet another idiom, is this “striking a balance”? How will this fiscal paradox support children and families living in poverty? A $7.8 billion surplus means our government has the ability to honour the 1989 promise of a previous Conservative government, supported unanimously in the House of Commons. Child poverty remains to a great extent a question of political will. Twenty-five years later there are as many children living in poverty as there were then.
One student expressed a need to make political leaders empathize with those who live with poverty every day, saying, “I think [everyone in the government] should have to live in poverty for a year to understand what it’s like.” That’s a great suggestion from someone who knows and understands the unfairness of it all; words of wisdom “out of the mouths of babes.”
Poverty. What is it? A discussion booklet for students in grades 5 to 8 was developed as a supporting tool for the CARE Theme of Imagineaction and to complement the Keep the Promise campaign. As the education partner in this ongoing social justice campaign, we know that both student interest and the development of their social identities grow from their connections to family, school, and community. We know that students resent unfairness and that their creativity and energy can “move mountains” to seek a balance in accessibility and equity for every person in this country of ours.
We also know that the right, and the potential, for successful educational outcomes for all students are indelibly linked to conditions in which they live. We call on all teachers to involve their students in acting, speaking out and effecting change. Get your students involved in an issue that touches them directly and one excellent way is to join Imagineaction in the Keep the Promise campaign today.
For additional information on the Poverty Booklet, please visit www.imagine-action.ca or www.ctf-fce.ca as of September 2014.
Spreading the Word
Connie Winder
My name is Connie Winder and I have spent much of my career in the field of early childhood – working with children and families, teaching pre-service early childhood educators and participating in a variety of research partnerships. I recently volunteered to help coordinate the newly launched Keep the Promise website. I know from my research in early childhood that the experience of child poverty leaves an imprint on that child’s genes. The mechanisms for this are complex, multifaceted and not yet completely understood but they help explain why a child’s socioeconomic status is the single most powerful predictor of her lifelong health. Of course there are individual differences in vulnerability and resilience but there is little doubt that the early years are tremendously important in determining later health outcomes. It appears that even if you acquire wealth and privilege later in life, you can’t completely outrun your first experiences in this world, particularly if you happened to be poor. There are so many reasons to eliminate child poverty in Canada but this is one that I find tremendously compelling. Simply put, experience gets under your skin.
I invite you to visit the KTP site to find out more about the significance of early childhood adversity (Hint: check out the link to The Human Early Learning Partnership on our Resources page) and the many, many other very good reasons to end child poverty in Canada. The website is your go-to resource to learn about the campaign, to provide current information about child poverty in Canada and to link you to some of the best available resources. Use it to find out how you and your friends can get involved. Use it to donate. Use it to call on our leaders to keep their promise. The website will serve as home base for our soon to be launched social media campaign.
Please check us out at www.keepthepromise.ca and please bring along your friends, too!
Two KTP Videos for Fall 2014
Bree Fitzgerald, Film group leader and June’s Granddaughter
June used to say, “When you need to fix something, the first thing you do is get all the right people in the room.” I live in Southeast Asia, so when Michael Cooke and I started talking about putting KTP’s creative committee together, we knew that room had to be virtual. The first meeting we had was at 8pm on a Tuesday in Toronto, which was 7am on a Wednesday for me.
The creative committee was formed to come up with ways to visually deliver the KTP message. It’s a powerful message and we wanted exceptional people on board to think through how to generate the most impact. I reached back into my childhood to two friends, women I have known since I was 15. One is a high school friend who grew up to be a producer and is the former Awards Director for the Academy of Canadian Cinema and Television, the fabulous Alex Lalonde; and the other is a friend from summer camp, the equally inspiring Teza Lawrence, who is an award-winning Executive Producer at Amaze Films. There is sweetness to working with women you knew as children. Particularly when it’s children you are working for.
I sent these two extraordinary women the concept I had written for a PSA, along with some info about the KTP mandate. I said, “It’s not a paid position; your time would be volunteered. We would meet a couple times in the coming months, brainstorm conceptually, put together a work plan, and a budget we’d submit to the committee. Then we’d use our contacts, and those of the committee, to get ‘er done.”
Which is pretty much what happened. Teza brought on Deb Day of Innovation by Day and her team to create our website. My cousin Jack Manchester wrote up two new concepts for PSAs. Todd Ross and Patrick Flanagan brought their wisdom in. Pauline Théoret of the Canadian Teachers’ Federation contributed her extremely valuable experience on how to reach kids. We all talked to our children.
Months later, and after many cross-global Skype calls, often late in the evenings or before the birds were up, we had a website launched and two films in the making. Alex and Teza worked from within her own networks and soon we had some of the best in our field, as well as vendors and contractors, waiving fees and donating time and equipment. Acclaimed director and cinematographer Peter Mishara volunteered to shoot and direct. This summer we will shoot two PSAs for nearly a third of their cost, edit through August and launch in September.
June always made it look easy; anyone who worked with her would say the same. It’s not, of course, but she did have a very effective formula for mounting action, and it’s one KTP has employed from the start: you think of the most compassionate, capable people you know and – you call them. June style.
“Is there something missing?”
Well, there is: the student voice, which is at the heart of the KTP campaign. School’s out for the summer, and the students are gone! Stay tuned for the next issue of the newsletter when our registration opens and that student energy is unleashed!
Campaign 2000: End Child and Family Poverty in Canada (C2000) is delighted to welcome Keep The Promise (KTP) to its cross-Canada network of more than 100 diverse organizations that continue to monitor the 1989 unanimous, all-party House of Commons’ resolution to end child poverty in Canada. Since 1992 our network representing low income people; housing, healthcare and childcare providers; social planning councils; teachers; social workers; faith communities; unions and many others has tracked progress/lack thereof on the commitment to end child and family poverty in Canada through annual report cards at the national and provincial levels, policy discussion papers and meeting with elected representatives and officials. Our coalition is pleased to be part of honouring June Callwood’s activism on child and family poverty, her unfinished legacy. As an active participant on the Keep the Promise Steering Committee and the administrative and organizational ‘home’ to both C2000 and Keep the Promise, Family Service Toronto supports the provision of ‘value-added’ energy and resources to re-awaken the public consciousness about child poverty. Our network is excited that the partnership with KTP and the Canadian Teachers’ Federation will raise the distinct voices of students more prominently in the public discussion on child poverty.
On November 24th in Toronto, Campaign 2000: End Child Poverty in Canada and Family Service Toronto will mark two important occasions. Twenty-five years ago, in November 1989, the House of Commons unanimously resolved to end child poverty among children in Canada. This resolution sparked the creation of the Campaign 2000 network. This year, Family Service Toronto is proudly celebrating 100 years of vital work responding to the needs of the ever-changing population of Toronto with innovative programs and services to build the capacity of individuals, families and communities to navigate life’s challenges. As a key celebration of a century of community service, EST and Campaign 2000 will be releasing its annual report card on child and family poverty in Toronto followed by an event to address the persistent challenges of child and family poverty and to propose and discuss practical solutions. Stay tuned for more details in the coming Fall, 2014. For more information, check our websites at www.campaign2000.ca and www.familyservicetoronto.org.
We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the fountain of life. Many things can wait. Children cannot. Right now their bones are being formed, their blood is being made, and their senses are being developed. To them we cannot answer, “Tomorrow.” Their name is today.
—Gabriela Mistral
For more information, contact Michael Cooke at email@example.com or 416-209-6156.
To make a donation, go to www.keeptepromise.ca and click on the Donate tab, or send a cheque to:
Keep The Promise
c/o Family Service Toronto
355 Church St.
Toronto, ON
M5B 1Z8
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Chairman Lee and Members of the Committee:
My name is Amanda Peterson, and I am a Director in the Office of Educational Equity and Support with the Department of Public Instruction. This office oversees Title I, Neglected and Delinquent and Homeless Education Programs, Title IV, safe and healthy school projects, and the comprehensive and targeted support given to our lowest performing schools. Clearly, our office supports K-12 students that are most at-risk, disadvantaged, and in need of support. However, today, I am here to speak in support of House Bill 1466, which would provide funding and support to the earliest of learners. It is my belief, and research supports this belief, that strengthening early childhood programs directly supports K-12 education and increases the likelihood that the goals, interventions, and supports we put into place at the K-12 level will complete the North Dakota vision that “all students graduate choice ready with the knowledge, skills, and disposition to be successful”.
We know that young children develop relationship-building skills and behaviors through early interactions with important adults in their lives, and these relationships provide opportunities to practice skills learned from these interactions. Because of this, children who develop trusting relationships with adults are able to fully explore and engage in the world around them, foster problem-solving skills, and access tools to aid in interactions with others. As children grow, they become increasingly interested in forming relationships with peers, and the first five years are a critical time for learning how to manage emotions. In addition, when children feel good about
themselves, they engage more fully in learning opportunities. Due to this, strong social and emotional development go hand-in-hand with academic and cognitive learning growth in the early years which, by extension, follow them throughout their K-12 career and beyond.
When a child is entering kindergarten, children who have experienced high-quality early childhood experiences have the ability to express a broad range of emotions and can recognize these emotions in themselves and others. Conversely, those that have not had the opportunity to engage in these supportive experiences, have difficulties navigating relationships with both peers and adults, which has led to some troubling data. Although trying to collect data on behaviors is difficult as local school districts measure behavior in a myriad of ways, one data set that helps us measure social emotional readiness for school is the tracking of incidences that lead to the removal of students from the regular classroom environment. This report is the Suspension, Expulsion, and Truancy report. The US Department of Education requires the North Dakota Department of Public Instruction to annually report data on truancy rates, and the frequency, seriousness, and incidence of violent and drug-related offenses resulting in suspensions and expulsions in all elementary, middle and secondary schools in the state. In the past five years, reported incidences in grades K-3 involving suspensions, expulsions, and truancies have increased. In 2015-2016, 10% of the incidences reported came from K-3 grade levels. In the 2019-2020 school year, that number has increased to 16%. Even more alarming is that early grades make up 80% of all incidences in 19-20. These upward trends for the youngest of our students are distressing, especially when we know that these early grades are absolutely critical to building a strong academic foundation.
Again, neither agency - Department of Human Services nor the Department of Public Instruction - can do this work alone. We need to continue to build upon and strengthen partnerships already established between agencies to meet our young people and their family’s needs. To do this,
though, we must provide authority and funding to high-quality early childhood experiences for North Dakota.
Chairwoman Lee and Members of the Committee this concludes my prepared testimony, and I will stand for any questions that you may have. | 337f85f9-ee59-4d0b-9857-4ab64615bfcc | CC-MAIN-2022-21 | https://www.ndlegis.gov/assembly/67-2021/testimony/SHUMSER-1466-20210310-8585-F-PETERSON_AMANDA.pdf | 2022-05-27T04:26:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662631064.64/warc/CC-MAIN-20220527015812-20220527045812-00157.warc.gz | 1,049,717,639 | 773 | eng_Latn | eng_Latn | 0.997529 | eng_Latn | 0.998228 | [
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PYSANKY DESIGNS IN STEPS:
The first page of designs (p. 17) will be divided into 3 steps, as explained below. Use 3 dyes: a light one (yellow, or a quick dip into orange or pink), a medium one (orange, pink, bright red, etc.) and a dark one (red, blue, violet, green, brown, black, etc.).
**Step 1.** Draw this design on your white egg, dip into the light colored dye, remove and pat dry.
**Step 2.** Add the designs you see here that are not in Step 1., onto your light colored egg. Now dip in egg. Dip into dark medium dye. Remove, pat dry, wait 10 minutes, remove beeswax and varnish.
**Step 3.** Add designs you see here that are not in Step 2., onto your medium colored egg. Dip into dark medium dye. Remove, pat dry, wait 10 minutes, remove beeswax and varnish.
---
**FOR SPOT DYEING:** Do Step 1. as instructed. Then put in these designs with a toothpick or clean end of matchstick, using unusual colors (aqua, mauve, etc.). Try mixing a teaspoon of yellow dye with a teaspoon of any dark dye to obtain unusual colors. Keep these "spot-dyes" in plastic pill bottles. Pat the spot dye dry. If dye smears, don't worry. Cover with your stylus and beeswax only what you want to remain aqua or mauve - the smeared areas will be dyed out in the following dyes. Now, go on to Step 2, etc. | <urn:uuid:013410fb-d571-4d18-ba75-99ad884a7191> | CC-MAIN-2019-09 | http://www.pysanky.info/Downloads/Patterns_files/Design%20Sheet%204.pdf | 2019-02-23T16:03:13Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00591.warc.gz | 428,636,343 | 355 | eng_Latn | eng_Latn | 0.998495 | eng_Latn | 0.998495 | [
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a Right (✓) or wrong (✗)? Correct the mistakes in the highlighted phrases.
1 I expect to have finished the report by Friday afternoon. ✓
2 It’s no use sitting around talking about it. We need actions, not words.
3 Your remarks offended me. I will not put up with speaking to like that.
4 We would love to be able to stay longer in Rome, but it just wasn’t possible.
5 She’s very narrow-minded so it’s difficult for her understanding your point of view.
6 I wasn’t aware of having been introduced to her before.
7 There’s no point to invite George because he never goes to parties.
8 Having studied abroad will certainly be an advantage when you come to apply for a job.
9 What’s that noise? Someone seems to try to open the door.
10 We enjoyed the holiday, but we would rather have stayed at home.
b Complete the second sentence with a gerund or infinitive so that it means the same as the first.
1 We can’t get a taxi because we don’t have enough cash.
We don’t have enough cash to get a taxi.
2 It won’t do you any good to feel guilty about what happened.
It’s no good feeling guilty about what happened.
3 He was fed up with his girlfriend telling him what to wear.
He was fed up with being told what to wear by his girlfriend.
4 It would have been better if the director had informed me personally.
I would rather have been informed by the director in person.
5 He’s unsure about what he should do after he graduates.
He’s unsure about what to do after he graduates.
6 It is thought that the police are searching the whole area.
The police are thought to be searching the whole area.
7 She was the first female prime minister.
She was the first woman to be elected prime minister.
8 I’m concerned that I haven’t been contacted yet.
I’m concerned about not having been contacted yet.
c Match 1–8 with a–h to make questions, and then discuss with a partner.
1 How easy is it for you to have achieved by the end of your life?
2 Do you think there is any point in having spent your last holiday differently?
3 What do you hope telling a white lie is ever justifiable?
4 Do you think dedicating their whole life to their career but neglecting their family?
5 What would it have been like regretting something after you’ve done it?
6 Do you mind to have lived 100 years ago?
7 Would you rather being asked about your age?
8 Would you admire someone for to tell people how you really feel?
SOLUTIONS OF GRAMMAR 5C
GERUNDS AND INFINITIVES
a)
2 (right)
3 (wrong) being spoken to
4 (wrong) to have been able
5 (wrong) to understand
6 (right)
7 (wrong) inviting
8 (right)
9 (wrong) to be trying
10 (right)
b)
2 feeling
3 being told
4 have been informed
5 to do
6 to be searching
7 to be / to have been
8 not having been contacted
Activation
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Section 1 - On the Move
Speed
Speed is the distance travelled by an object in one second (usually expressed in metres per second, m/s).
Average and Instantaneous Speed
The average speed of an object is the average for the whole journey (total distance travelled divided by time taken). This is usually given the symbol $\bar{v}$ (“v-bar”).
The instantaneous speed of an object is its speed at one particular point during the journey.
Speed, Distance and Time
$$\text{speed} = \frac{\text{distance}}{\text{time}}$$
m/s
d = vt
v = $\frac{d}{t}$
t = $\frac{d}{v}$
Measuring Average Speed
Measure distance travelled with a ruler.
Measure time taken to travel with a stop clock.
Average speed = $\frac{\text{distance travelled}}{\text{time taken}}$
Measuring Instantaneous Speed
Measure length of card with a ruler.
Measure time taken for card to pass through light gate with an electronic timer.
Instantaneous speed = $\frac{\text{length of card}}{\text{time through gate}}$
Accuracy when Measuring Speed
When speed is measured using a stopwatch a less accurate measurement is obtained than when using an electronic timer. This is because of human reaction time.
Speed During a Journey
During a journey the instantaneous speed of a vehicle will change. For example at one point a car may be travelling along a street at 30 mph and when it is stopped at traffic lights its speed is 0 mph. These speeds can be very different from the average speed which may be something like 8 mph.
Acceleration
The acceleration of a vehicle is how much it’s speed changes each second.
Acceleration is usually measured in metres per second per second (m/s/s or m/s$^2$ or ms$^{-2}$) although miles per hour per second (mph/s) can also be used sometimes.
Acceleration can be calculated by dividing the change in speed by the time taken for the change.
$$\text{acceleration} = \frac{\text{change in speed}}{\text{time}}$$
Acceleration, Speed and Time
$$\text{acceleration} = \frac{\text{final speed} - \text{initial speed}}{\text{time}}$$
$$v-u = at$$
$$a = \frac{v-u}{t}$$
$$t = \frac{v-u}{a}$$
Speed-Time Graphs
- constant speed (no acceleration)
- increasing speed (acceleration)
- decreasing speed (deceleration)
Using Speed-Time Graphs
Accelerations and decelerations can be calculated from a speed-time graph using the above equations.
The distance travelled is equal to the area under the graph.
e.g.
distance = area under graph
= area 1 + area 2 + area 3
Forces
Forces can change the shape, speed and direction of motion of an object.
Force is measured in units called newtons (N).
Newton Balance
The instrument used to measure forces is called a Newton balance.
When a force is applied to the balance the spring becomes longer. The increase in length is directly proportional to the force applied.
Weight and Mass
The weight of an object is the force on it due to the Earth’s gravitational pull. Since it is a force weight is measured in newtons (not kilograms!)
The mass of an object is the amount of matter that makes up the object and is measured in kilograms.
To calculate the weight (in newtons) of an object on Earth multiply the mass (in kilograms) by 10.
Gravitational Field Strength
The gravitational field strength, $g$, of a planet is the weight per unit mass of an object on that planet. Gravitational field strength therefore has units of N/kg.
For example on Earth $g = 10$ N/kg, whereas on Mars $g = 3.8$ N/kg.
Weight, Mass and $g$
\[
\text{weight} = \text{mass} \times \text{gravitational field strength}
\]
\[
W = mg
\]
\[
m = \frac{W}{g}
\]
\[
g = \frac{W}{m}
\]
Friction is a force that opposes the motion of an object.
Air resistance, or drag, is the force of friction due to an object’s motion through the air.
Situations in which friction is increased include:
i) applying the brakes of a car
ii) opening a parachute
iii) wearing rubber soled shoes for rock climbing
Situations in which friction is decreased include:
i) making racing cars streamlined
ii) oiling moving parts in a car engine
iv) using an air cushion on an ‘air hockey’ table
Balanced Forces
When equal forces act in opposite directions they are called balanced forces.
e.g.
\[ 100 \text{ N} \quad \rightarrow \quad 100 \text{ N} \]
Balanced forces are equivalent to no forces at all.
When balanced forces (or no forces at all) act on an object it remains at rest or continue to move at a steady speed in a straight line. This is known as Newton’s First Law of Motion.
If an object is moving at a steady speed then the forces on it must be balanced.
e.g. If a car is moving at steady speed then the engine force must be balanced by the frictional forces.
Seatbelts
When a car brakes (or crashes) there is a force acting against the car slowing it down. If the passenger was not wearing a seatbelt they would (according to Newton’s First Law of Motion) continue to move forwards at constant speed (until they hit the windscreen or dashboard). A seatbelt is therefore used to provide a backwards force to stop the passenger from continuing to move forward at constant speed.
Unbalanced Forces
When unbalanced forces act on a object the object changes speed (or direction). The acceleration due to an unbalanced force depends on the mass of the object and can be calculated using Newton’s Second Law.
When the force stays constant and the mass increases the acceleration decreases.
When the mass stays constant and the force increases the acceleration increases.
Newton’s Second Law
\[ \text{unbalanced force} = \text{mass} \times \text{acceleration} \]
\[ F = ma \]
\[ m = \frac{F}{a} \]
\[ a = \frac{F}{m} \]
If more than one force acts on an object it is necessary to work out the unbalanced force before using the above equation.
Section 3 - Movement Means Energy
Vehicle Energy Transformations
Energy is changed from one form to another during an vehicle’s motion. However, the total amount of energy remains constant. In other words energy can neither be created nor destroyed. (This is known as the principle of conservation of energy).
Examples of energy transformations during a car journey include:
- accelerating: chemical to kinetic (and heat) energy
- constant speed: chemical to heat energy
- braking: kinetic to heat energy
- moving uphill: chemical to potential (and heat) energy
- moving downhill: potential to kinetic (and heat) energy
Very often during energy transformations some energy is “lost” as heat due to friction.
Work Done
Work done is a measure of the energy transferred during an energy transformation.
Work done has the symbol $E_w$ (or sometimes $W$) and is measured in joules (J).
Power
Power is the rate at which energy is transferred during an energy transformation.
Power has the symbol P and is measured in watts (W).
Work done, Force and Distance
$$\text{work done} = \text{force} \times \text{distance}$$
$$N \quad m$$
$$J$$
$$E_w = Fd$$
$$F = \frac{E_w}{d}$$
$$d = \frac{E_w}{F}$$
Power, Work (Energy) and Time
$$\text{power} = \frac{\text{work done}}{\text{time}}$$
$$W \quad s$$
$$E_w = Pt$$
$$P = \frac{E_w}{t}$$
$$t = \frac{E_w}{P}$$
Gravitational Potential Energy
The change in gravitational potential energy, $E_p$, of an object is the work done against gravity (lifting) or by gravity (falling).
Gravitational potential energy is measured in joules (J).
Kinetic Energy
Kinetic energy, $E_k$, is the energy an object has due to its motion.
Kinetic energy is measured in joules (J)
The kinetic energy of an object depends on both its mass and speed. Increasing the mass and/or the speed of the object increases its kinetic energy.
Gravitational Potential Energy, Mass and Height
gravitational pot. energy = mass x g x height
\[ \text{kg} \]
\[ \text{J} \]
\[ \text{N/kg} \]
\[ \text{m} \]
(on Earth $g = 10 \text{ N/kg}$)
\[ E_p = mgh \]
\[ m = \frac{E_p}{gh} \]
\[ h = \frac{E_p}{mg} \]
Kinetic energy, Mass and Speed
kinetic energy = \( \frac{1}{2} \times \text{mass} \times \text{speed}^2 \)
\[ \text{kg} \]
\[ \text{J} \]
\[ \text{ms}^{-2} \]
\[ E_k = \frac{1}{2}mv^2 \]
\[ m = \frac{E_k}{\frac{1}{2}v^2} \]
\[ v^2 = \frac{E_k}{\frac{1}{2}m} \]
Conservation of Energy
During any energy transformation *the total amount of energy stays the same*. This is known as the principle of conservation of energy.
The principle of conservation allows numerical problems involving different forms of energy to be solved. For example, when a vehicle rolls down a slope, gravitational potential energy is converted into kinetic energy and heat (work done by friction). Calculations can be performed on each of the separate forms of energy ($E_p = mgh$, $E_k = \frac{1}{2}mv^2$ and $E_w = Fd$) but it is also known that the total amount of energy stays the same and so (in this case) $E_p = E_k + E_w$. | <urn:uuid:1ab66887-f0ea-4885-a2cd-8a23cae4a550> | CC-MAIN-2018-47 | http://mrmackenzie.co.uk/wp-content/uploads/2007/01/transport-summary-notes.pdf | 2018-11-21T04:50:16Z | crawl-data/CC-MAIN-2018-47/segments/1542039747024.85/warc/CC-MAIN-20181121032129-20181121054129-00441.warc.gz | 231,132,398 | 2,222 | eng_Latn | eng_Latn | 0.978975 | eng_Latn | 0.99011 | [
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A Story about Jesus
Do you remember the Gospel story that tells us about Jesus’ dying and rising? Put the four pictures about Jesus’ dying and rising in the correct order. Use the pictures to tell others about Jesus.
1. Print the number for each picture in the empty box.
2. Number what happened first with the number 1.
3. Number what happened second with the number 2 and what happened third with the number 3.
4. Number what happened last with the number 4.
5. Color the pictures.
6. Tell the story of Jesus’ dying and rising to a family member or friend. | <urn:uuid:79242d00-adac-4b27-9712-a9b9372ddbf3> | CC-MAIN-2022-40 | https://www.stlawrencegreeceny.org/documents/Grade_2_Chapter_6_ACTIVITY.pdf | 2022-09-25T01:08:08+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00472.warc.gz | 1,051,092,050 | 127 | eng_Latn | eng_Latn | 0.98694 | eng_Latn | 0.98694 | [
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Baptism Interview
Baptism is a wonderfully special event. We become a member of our Church family.
Interview someone who was at your Baptism. Ask the person the questions below. On a piece of paper write what the person tells you.
The name of the person I interviewed is ____________________________
My Questions
1. When was I baptized?
2. Where was I baptized?
3. Who were my godparents?
4. Who else was at my Baptism?
5. What else do you remember about my Baptism? | <urn:uuid:b9a44836-edfc-4a44-b7b0-7ca4badcb29e> | CC-MAIN-2022-40 | https://www.stlawrencegreeceny.org/documents/Grade_2_Chapter_10_ACTIVITY.pdf | 2022-09-25T00:53:47+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00471.warc.gz | 1,055,249,495 | 109 | eng_Latn | eng_Latn | 0.999541 | eng_Latn | 0.999541 | [
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FAQs - continued
Q. What is the penalty for not complying?
A. A violation of the ban is a Class D Municipal infraction resulting in a:
$100.00 fine for first offense
$200.00 fine for subsequent violations
Q. What are some alternatives to plastic straws and stirrers?
A. • Hay/Bamboo
• Paper
• Stainless Steel
• Single-use and/or reusable
• For more information, visit: takomaparkmd.gov/Neighborhood services.gov/
Q. Where can I find more information about the ordinance and compliance?
A. Please visit: takomaparkmd.gov/Neighborhoodservices.gov/
What’s Wrong with Plastic Straws?
Plastics have been with us since 1950. In a short 70 years, 9 billion metric tons have been produced (and production continues to increase), of which more than 6 billion metric tons remain with us as solid waste.
It may seem like a small thing – but small things add up.
Some facts:
- Global momentum has built to phase out single-use plastics.
- Plastic straws are one of the top items found in shoreline clean-ups and our local waterways.
- Plastic takes centuries to decompose and breaks down into smaller pieces.
- Marine animals mistake the small plastic bits for food.
- Volunteers taking part in a recent trash cleanup of the Anacostia River collected more than 4,000 straws.
- Phasing out plastic straws is one step toward a sustainable future.
Takoma Park Code: 8.52.010 Definitions.
“Plastic beverage straw” means a tube made predominantly of plastic derived from either petroleum or a biologically based polymer, such as corn or other plant sources, for transferring a beverage from its container to the mouth of the drinker.
“Plastic stirrer” means a device that is used to mix beverages, intended for only one-time use, and made predominantly of plastic derived from either petroleum or a biologically based polymer, such as corn or other plant sources.
“Non-plastic material” means paper, sugar cane, bamboo, rubber, metal, or other material deemed as non-plastic by the City Manager.
FAQs
Q. Why reduce the use of plastic straws and/or plastic stirrers?
A. Plastic beverage straws and stirrers are NOT recyclable and contribute to litter in our local parks and waterways.
Q. What is required?
A. If a straw is requested, please provide only non-plastic straws.
A flexible plastic straw should be made available for those with special needs, if requested.
Q. Who must comply?
A. All retail establishments in the city.
Q. When does the law take effect?
A. Beginning January 1, 2020, notices of violations may be issued.
Citations may be issued beginning July 1, 2020. | <urn:uuid:017ab6da-1e84-42ae-8d49-875be4053c37> | CC-MAIN-2022-40 | https://documents.takomaparkmd.gov/government/police/Neighborhood-Services/Plastic%20Straw%20Ban%20Brochure_Final_printer.pdf | 2022-09-25T02:13:23+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00469.warc.gz | 261,762,681 | 589 | eng_Latn | eng_Latn | 0.988048 | eng_Latn | 0.996807 | [
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Understanding Water Test Reports
Understanding your water test report is the first step in understanding the quality of the drinking water you get from your well. Unfortunately, there is no consistent format across the United States for these reports and for the non-chemist the information is frequently difficult to understand. There are some items that are likely to appear on most test results reports.
In many cases, this information is set up in a table format. Listed below are brief explanations:
**Analyte or Parameter**
- What compound, substance or organism was tested for.
**Test Method**
- Usually an EPA or State-approved method for the specific analyte identified with an alphanumeric designation (eg. EPA 200.8 for metals)
**Result**
- The measured value from the test. This is reported as a concentration (weight per unit volume) for many chemicals and metals. Typically, the label for the value is listed as milligrams per liter (mg/L) or micrograms per liter (ug/L). These are also referred to as parts per million (ppm) or parts per billion (ppb), respectively.
**Method Detection Limit (MDL)**
- This limit is the smallest concentration that the test method can “see” or find in the sample. If the analyte is present at a concentration above the MDL a value will be listed in the Result column. If the analyte is not “seen” it may be noted in the Result column in a number of ways including notations such as BDL (below detection limit), ND (non detect) or with a less than symbol (<) next to the Method Detection Limit value.
**Maximum Contaminant Level (MCL)**
- The EPA has established maximum contamination levels for a number of compounds
---
**Message From The Publisher**
This issue of *THE AMERICAN WELL OWNER* includes articles related to water quality. Homeowners with lawns and gardens can play an important role in protecting water quality. The National Gardening Association calculates that America’s 30+ million acres of tended lawn in yards, golf course and parks receive about $10 billion worth of seed, sod and chemicals each year. Eighty-three percent of all U.S. households, (estimated 91 million households), participate in one or more types of do-it-yourself indoor and outdoor lawn and garden activities. Estimates from NASA’s Ames Research Center show that the area of tended lawn in the US is three times more than the largest irrigated crop, which is corn.
Homeowners with wells have a strong vested interest in minimizing the use of lawn and garden chemicals. There is always the risk of some of the chemicals ending up in ground water. There are environmentally friendly options to control pests and promote plant growth that don’t need the use of chemicals. All well owners are recommended to spend 10 or 15 minutes on-line using the key words such as “potential hazards of garden chemicals” or “organic lawn care” to find out more about the options. Most Cooperative Extension Offices have information on lawn & garden chemicals that is specific to local climate and soils.
If homeowners do decide to apply chemicals, then applying them in amounts and in the weather conditions detailed in the manufacturer’s instructions, not using them close to the well area, proper storage and proper disposal of unused products are all particularly important things to remember in order to minimize risks to ground water.
Andrew Stone
American Ground Water Trust
and metals that will protect human health. Where these exist they should be noted somewhere in the report either by asterisk or in a separate column for each analyte. MCLs are legally enforceable limits for public water supplies and should be used as health benchmarks by private well owners. Secondary MCLs exist for compounds that do not pose health risks and are set up to control the aesthetic quality of the water. The SMCL (secondary MCL) values may or may not be listed in the report, but can be obtained by calling the laboratory that provided the report.
For bacteriological samples the Detection Limit is handled differently than for compounds and metals. There are several test methods for coliform bacteria, the presence of bacteria is the basis for determining whether a water supply is potable and acceptable for drinking. The results are reported in two ways depending on the method. Color indicator methods report as “present or absent.” Membrane filtration methods report the number of bacteria in a certain volume of sample water and report as count per 100 milliliters of water (cf/100mL). A result of 1cf/100mL is usually considered acceptable for public water supplies. A “safe” test result may be required by lending institutions or by state regulations at the time of property transactions.
Other information that should appear in the report includes the date and time the water sample was collected and then analyzed by the laboratory. In many cases, the location where the sample was collected and the sampler’s name are listed.
Federal and state governments do not inspect or oversee the water quality from private wells. It is the homeowner’s responsibility to periodically monitor the drinking water from the well. A basic annual water test should include coliform bacteria and nitrates.
It is unlikely that the laboratory report will tell you what to do if you have a result above the MCL. It is important to find out the reason for the problem before rushing to fix it! Please visit the Trust’s website at www.agwt.org for further guidance on water testing and on water treatment/conditioning options.
Pesticides and Ground Water
You have a well and you want to have a lush lawn and productive garden. Chemicals can be very effective in controlling weeds and pests – but you don’t want them in your drinking water. Knowing something about lawn and garden chemicals should be a first step.
Historical Background to Pesticide use:
Even before 500 BC sulphur was used to prevent damage to crops. By the 15th century, arsenic, mercury, and lead were being used to kill pests and in the 17th century, nicotine from tobacco leaves was used to kill insects. In the 19th century, pyrethrum, which came from chrysanthemums, and rotenone from the roots of tropical legumes, were added to the arsenal of weapons to fight or reduce problem insects and weeds. In 1939, Swiss chemist Paul Müller discovered that DDT was an effective insecticide and it became a widely used pesticide. The major developments of chemical agricultural pesticides occurred in the years after World War II. Pesticides originally developed for farmers are now available to homeowners as a way to have lush gardens and green lawns.
The problem – Pesticides and Health
It was the famous book “Silent Spring” by Rachel Carson in 1960 that showed that pesticides have huge environmental costs. Pesticides are poisons and directly or indirectly are likely to create health risk to living creatures. Young or developing creatures are more vulnerable to the effects of pesticides because their brains, immune systems are not fully developed. The effects of many pesticides have not been fully tested, and long-term, cumulative effects are not known.
Pesticide Residuals in the Environment
The United State Geological Survey (USGS) completed a major study of pesticides and herbicides in the waters of the US (Pesticides in the Nation’s Streams and Ground Water [Fact Sheet 2006-3028]). The results of the 10 year study document continued on page 3
seventy-six pesticide products used in agriculture and in urban or suburban areas found in the nation's rivers and lakes.
Ground water samples from a third of the deep wells tapping major aquifers showed at least one pesticide or breakdown product. Fifty percent of shallow ground water wells had pesticide detection. For both the stream and ground water samples, the concentrations were usually below drinking water standards set by the U.S. Environmental Protection Agency (EPA). Ten percent of the stream samples and about one percent of the ground water samples had concentrations of at least one pesticide exceeding its drinking water standard.
**Well Owner Responsibilities**
Americans use millions of pounds of chemicals each year to control lawn weeds and garden pests. When used responsibly and according to instructions, these chemicals can generally do their job without jeopardizing water quality. However, to protect ground water, "less is better" when using chemical pest-control products. Pesticides do not immediately evaporate or disappear after application. Many products can remain viable (harmful to human and animal health) for a significant period if the product infiltrates into the ground and is not subject directly to sunlight or surface atmospheric conditions. To protect ground water resources and natural habitats home owners should carefully follow product instructions and avoid using these products in places where they may migrate to water resources. Safe storage of chemicals and proper disposal of unused products are important responsibilities.
**Consider Alternatives to Garden Chemicals**
Lawn pests might be a symptom of a soil nutrient problem with the pests being an indication of lawn stress. Addition of correct amounts of supplemental nitrogen, phosphorus or potassium and/or the selection of a more appropriate mix of grass species may get rid of lawn pests. To prevent recurring pest problems the conditions that attracted the pest have to be changed.
Many insects are beneficial and many chemicals are toxic to non-target populations. While not a "bug," earthworms are very beneficial to lawns and gardens but are very susceptible to pesticides.
**Get Advice and Information**
There are many web-sites with advice and guidance about lawn & garden best management practices (BMPs) for home owners. County Extension offices are a very good source of advice for homeowners. For information on pesticides in the nation's waters, visit the USGS National Water-Quality Assessment (NAWQA) pesticide study site at: http://ca.water.usgs.gov/pnsp/pubs/circ1291/index.html
---
**HOW MUCH IS A PPM? (PART PER MILLION)... continued from back page**
The emerging concerns involving residual and discarded personal care products and pharmaceuticals that pass through our bodies, are being measured in the environment at parts per trillion (ppt) level concentrations. A ppt is 1 million times smaller than one ppm and one ppt is at the analytical detection limit of most existing laboratory testing methods and instrumentation. [One ppt can be compared to one second every 320 centuries]
All natural waters (springs, wells, rivers, lakes, oceans) contain some dissolved substances. Many typical water constituents (such as calcium, iron, potassium and sodium) present little or no health risks. Water tests for any supply source used for drinking are recommended to check out the water's constituents. The Environmental Protection Agency has developed maximum contaminant levels (MCL) for many substances and the recommended MCLs are given as ppm or ppb and can be found on the internet at: http://www.epa.gov/safewater/contaminants/index.html
How Much Is A PPM? (Part Per Million)
Parts per million is abbreviated as ppm and is often used when describing concentrations of substances in water, air, or soil. It represents the amount of one substance in another substance and in a strict sense should be either a weight-to-weight or a volume-to-volume relationship. In water testing situations where concentrations of constituents are very low an exception is commonly made to equate milligrams per liter (mg/L) of water to parts per million (ppm). Considering ppm and mg/L to be the same is only valid for low concentrations of dissolved substances and where the density of water is assumed to be one (i.e., 1 milligram (weight) = 1 milliliter (volume) of water). The mg/L and ppm comparison should not be made when dissolved concentrations are very high (like seawater).
In any case, a ppm is a very small quantity. What does it mean? How can one ppm be visualized? Here are a few examples that describe a ppm that may resonate more closely with activities and numbers we experience. One ppm is equal to:
- one penny in one million pennies ($10,000 dollars)
- one inch in sixteen miles
- one millimeter-sized sand grains (thickness of a dime), packed in a 4 inch cube.
- one minute in about 23 months (694 days, 10 hours, 40 minutes)
- one second in 11 ½ days
- one 1-milligram drop in 1 kilogram of water (about one quart)
- one teaspoon (5 mL or 5 cm³) in 1,320 gallons
- one dry pea in about 6 tons of peas (one pea is about 0.2 ounces)
A part per billion (ppb) is also commonly used to represent water quality data. A ppb is 1,000 times smaller than one ppm. [One ppb can be compared to one second in 32 years!] | <urn:uuid:0e2dea67-03dd-4d0e-902c-f06757ce0f1f> | CC-MAIN-2022-40 | https://agwt.org/sites/default/files/2006-4%20TAWO_0.pdf | 2022-09-25T01:21:39+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00483.warc.gz | 127,639,566 | 2,615 | eng_Latn | eng_Latn | 0.996178 | eng_Latn | 0.996578 | [
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Saudi Arabia is located in the Middle East, bordered by Iraq to the north, Kuwait and Qatar to the northeast, Bahrain and the United Arab Emirates to the east, Oman to the southeast, Yemen to the southwest, and Jordan and Israel to the west. The country is situated on the Arabian Peninsula and has a coastline along the Red Sea and the Persian Gulf.
The map shows the following cities:
- Ar'ar
- Sakakah
- Ha'il
- Buraydah
- Tabuk
- Duba
- Medina
- Yanbu
- Jeddah
- Mecca
- Taif
- Abha
- Jizan
- Riyadh
- Khafji
- Jubail
- Damman
- Hofuf
- Doha
- Abu Dhabi
- Dubai
- Muscat
The map also includes the following bodies of water:
- Red Sea
- Persian Gulf
- Gulf of Oman
- Arabian Sea
The scale at the bottom indicates distances in kilometers. | <urn:uuid:cf6218e6-9e8a-49e5-aede-659df709b94f> | CC-MAIN-2022-40 | https://blankworldmap.net/wordpress/wp-content/uploads/2021/11/Labeled-Map-of-Saudi-Arabia-with-Capital.pdf | 2022-09-25T01:20:24+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00504.warc.gz | 179,836,537 | 206 | eng_Latn | eng_Latn | 0.984896 | eng_Latn | 0.984896 | [
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Subjunctive spanish worksheet pdf worksheets answers printable
**THE PAST TENSE**
**A) PAST SIMPLE**
1. Look at these regular verbs:
- go give tell have come get up write eat run drink.
Using the verb above, complete these sentences using the past.
1. I ________ a few letters yesterday.
2. He ________ home late last night.
3. They ________ home late last night.
4. She ________ a headache yesterday.
5. I was hungry so I ________ some bread and cheese.
6. They came into my office and ________ down.
7. We ________ to the theater.
8. I was late so I ________ to work.
9. She ________ abroad last week.
10. They ________ him some money.
2. This time you have to put one of these verbs in each sentence:
- burn teach watch throw fall catch buy cost.
Example: I was hungry, so I bought something to eat in the shop.
1. Tom’s father ________ him how to drive when he was 17.
2. Tom ________ down from the tree and ________ his leg.
3. We needed some money so we ________ our car.
4. She ________ a new friendship. She ________ a dress which ________ $50.
5. Jim ________ the ball to Sue who ________ it.
3. Complete these sentences. Use one of these verbs in the past simple:
- clean die enjoy finish happen live open play rain smoke start
- stay stop watch
1. Yesterday evening I ________ television.
2. I ________ my teeth three times yesterday.
3. Bernard ________ 30 years old yesterday.
4. The concert last night ________ at 7:30 and ________ at 10 o’clock.
5. The weather ________ last summer.
6. When I was a child, I ________ to be a doctor.
7. Thomas ________ from 1750 to 1827.
8. We ________ our holiday last year. We ________ at a very good hotel.
9. I ________ the weather forecast yesterday.
10. It was hot in the room, so I ________ the window.
11. The weather was good yesterday afternoon, so we ________ tennis.
12. William Shakespeare ________ in 1616.
---
**Los Mandatos**
- To create regular (formal or informal) commands the *él/ella* (third person singular) form of the verb is used.
- To create formal commands its necessary to you must put this verb in the usted command form and add an *s* at the end of the verb and use *a* form of the verb.
- To create usted commands you need to conjugate the verb in the present yo (first person singular) form and add an *s* at the end of the verb and use *a* form of the verb and off go to it.
*****Use this chart to help you form formal (usted and ustedes) commands and informal commands (tú commands):
| Los mandatos | Formales e informales |
|--------------|-----------------------|
| Hablar | Hablamos |
| Hablar | Habla |
| Hablar | Hablan |
| Comer | Comemos |
| Comer | Comes |
| Comer | Comen |
| Escuchar | Escuchamos |
| Escuchar | Escucha |
| Escuchar | Escuchan |
| Hacer | Hacemos |
| Hacer | Haces |
| Hacer | Hacen |
| ir | voy |
| ir | van |
| ir | van |
| poner | ponemos |
| poner | pones |
| poner | ponen |
| salir | salimos |
| salir | sales |
| salir | salen |
| tener | tenemos |
| tener | tienes |
| tener | tienen |
| ver | veo |
| ver | ven |
| ver | ven |
*estar conjugation chart* | <urn:uuid:16e13b41-9bab-4863-bbd0-1004a1a111fc> | CC-MAIN-2022-40 | https://sanaspinler.net/calisma2/files/uploads/saloreroli.pdf | 2022-09-25T01:33:37+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00486.warc.gz | 551,764,725 | 977 | eng_Latn | eng_Latn | 0.890581 | eng_Latn | 0.998954 | [
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Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator
Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.
Keywords: fraction; equality; numerator; denominator; misconceptions; manipulatives.
Introduction
Transitioning from whole number concepts to rational numbers traditionally poses a considerable challenge to the mathematically developing mind and may become a stumbling block in the way of maturation in number conceptualisation (Durkin & Rittle-Johnson, 2014; Simon, Placa, Avitzur, & Kara, 2018).
Experience with whole numbers makes the transition to rational numbers somewhat abstract (Simon et al., 2018). Bruce, Bennett and Flynn (2014) explain that fractions are multiple digits (numerator and denominator) that represent one quantity, making different interpretations of fractions possible. Bruce et al. argue that a fraction has several meanings, depending on the context in which it is used: for example, a part of a whole, a part of a set, ratio and rate. To fully understand all situations in which fractions express different meanings and to discern which meaning applies in a particular context, some conceptual understanding is required.
Conceptual understanding in the context of this article refers not to isolated facts, but to the ability of learners to make meaningful connections between fractional elements such as the numerator and the denominator. For example, in their studies, Deringöl (2019) and Simon et al. (2018) found that learners faced challenges in terms of viewing the numerator and the denominator as representing a whole together. Learners tend to see a fraction as a pair of numbers representing quantities with no relationship implied between those quantities (Stafylidou & Vosniadou, 2004). Furthermore, in his study, Deringöl found that learners had difficulty comprehending the principle of identical pieces in the piece-whole relationship. They failed to understand that an object must be divided into identical pieces when defining and representing fractions.
The Grade 9 learner results of the Annual National Assessments (ANA), from 2012 to its conclusion in 2018, present a bleak picture. This test was administered at phase exit levels: Grade 3 marks the end of the Foundations Phase (FP), Grade 6 the end of the Intermediate Phase (IP) and Grade 9 the end of the Senior Phase (SP). Over the years, a pattern of steep decline has emerged from one exit level to the next. In Grade 9, the performance dropped to 5%. In 2014, only 3% of Grade 9 learners countrywide achieved above 50% in the ANA (mathematics), according to the report by the Department of Basic Education (DBE, 2014, p. 63). Grade 9 is a threshold grade, the successful completion of which gives access to the SP or Further Education and Training (FET) phase.
Several fraction concepts, including rate and ratio, are included in the Grade 9 curriculum, notably in formulae, algebraic expressions or equations. These also occur in various contexts in all mathematical content areas. Thus, a conceptual understanding of rational numbers and their applications is essential in Grade 9 mathematics.
**Literature review**
**Fractions as a transition to rational numbers**
The troublesome nature of teaching and learning fractions has been widely reported (Bruce et al., 2014; Gabriel, 2016; Stafylidou & Vosniadou, 2004). The transition from whole numbers to rational numbers such as common fractions is gradually introduced during the first six years of schooling (Brathwaite & Siegler, 2018). Brathwaite and Siegler’s (2018) study found, resonating with our findings, that many learners’ knowledge of fractions is adversely affected by whole number bias: the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction’s magnitude (ratio of numerator to denominator). Several researchers, including Ni and Zhou (2005) and Brown (2019), have described initial rational number learning as an experience of conceptual change. The work of Siegler, Thompson and Schneider (2011) challenges the view that these differences are fundamental to rational number learning, proposing instead that children should be encouraged to see rational numbers and whole numbers as one unitary formal system, united by the property of magnitude. This property can be represented symbolically on the number line; that is, this property and the use of the ordered number line should be the basis for teaching rational numbers.
In their attempt to address the challenge of the transition from a whole number to a rational number, Van De Walle et al., (2016) illustrate in their textbook how children learn fractions, and then shows pre-service teachers the most effective methods of teaching fractions through hands-on, problem-based activities. The initial concrete mode of instruction is followed by pictorial and diagrammatical representations of fractions and by the end of the IP learners are expected to perform calculations with fractions using numerical symbols (Van de Walle, Folk, & Bay-Williams, 2010). This transition is intended to prepare the IP learner for the formal abstract applications of rational numbers in algebra, geometry, probability, data handling and measurement applications in the SP. A critical component of the understanding of rational numbers and proportional reasoning aids the transition from informal (pre-algebra) to formal (algebra) mathematical thought; however, this is often handled as an add-on, after fraction and ratio concepts (Doyle, Dias, Kennis, Czarnocha, & Baker, 2016), when a ratio should be expressed as a comparison of a part to a whole. For example, the ratio of the number of girls in a class (9) to the number of students in the class (16) can be written as the ratio of $\frac{9}{16}$.
The general difficulties that arise from learners’ transition from whole numbers to rational numbers, including their development of proportional reasoning, are compounded by their struggle to advance from informal concrete to formal abstract work with fractions. Although the teaching protocol of moving from the concrete through representational work to symbolic work with fractions seems to follow a logical developmental sequence, we doubt whether it succeeds in equipping learners for the work with fractions that is required in the SP, specifically in Grade 9. In this article, we conclude that learners face challenges in demonstrating a flexible ability (the application of fractions to other examples, related concepts and contexts). It appears that the most basic fractional concepts have not taken root.
**Constructivism adapted from Piaget**
Piaget (1964a) believes that when the developing mind interacts with new situations or ideas, a continuous interplay of two cognitive processes occurs, namely:
- Accommodation happens when learners reflect on the new experience and realise that it does not fit into their existing schema; they, therefore, *modify* their cognitive structure to accommodate the new idea.
- Assimilation occurs when learners make meaning of the new idea by relating it to their existing knowledge, *organising* their cognitive structures to incorporate the new idea in their existing schema.
Piaget (1964a) argues that learners need information, concepts, ideas or a network of connected ideas to think, and they will think according to the knowledge they already have at their disposal (in their cognitive schema). The deadweight of facts learnt off by heart, by memory, without thought given to meaning (that is rote learning), robs the learner of the potential excitement of relating ideas or concepts to one another and the possibility of divergent and creative thinking (Van De Walle et al., 2016). What is inculcated in learners because of rote-memorised rules, in many cases, is the manipulation of symbols that have little or no attached meaning. This makes learning much more difficult because rules are much harder to remember than integrated conceptual structures that are made up of a network of connected ideas. Such learners’ understanding of a whole divided into equal-sized portions is indicated in Figure 1. In addition, careless errors are not picked up by learners themselves because the task has no meaning for them: they are unable to anticipate the kind of result that might occur.
An integrated network of connected ideas brings about conceptual understanding. Understanding can be thought of as the measure of the quality and quantity of connections of an idea to existing ideas. For example, learners should see the numerator and the denominator in the fraction not as separate values, but as numbers that are related. Understanding depends on the existence of appropriate ideas and the creation
of new connections. The greater the number of appropriate connections to a network of ideas, the better the understanding. Skemp (1974) argues that learners’ understanding could exist along a continuum. At one pole, the ideas are loosely connected or isolated from each other. This is the pole of so-called instrumental understanding (Van de Walle et al., 2016). At the other pole, an idea is associated with many others in a rich network of related ideas (the relationship between numerator and denominator, for example). This is the pole of so-called relational understanding. Knowledge learned in a rote way, for example without regarding the numerator and denominator as a unitary value, is almost always at the pole of instrumental understanding, where ideas are nearly always isolated and disconnected.
Noureen, Arshad and Bashir (2020) suggest that constructivism holds that learners are not blank slates or empty vessels waiting to be filled with knowledge. Instead, from a rich array of previous experiences, knowledge and beliefs, learners construct new knowledge. Gupta and Gupta (2017) agree that just as in cell theory, where all cells are explained as arising from pre-existing cells, knowledge already resides in the human mind. What is needed is ways to explore this knowledge. Piaget’s (1964a) cognitive constructivism implies that learners engage with ideas on their own, work through tasks, sift through the material at hand and either accommodate or assimilate the present experience into their existing mental schemata. They do not merely absorb the ideas as teachers present them; rather, they are creators of their knowledge (Hatano, 1996).
The purpose of this study was to explore learners’ understanding of fundamental fraction concepts, such as numerator and denominator, and of the fraction itself, used at Grade 9 level. It was based on the ideas of constructivism in a bid to understand whether learners’ transition from the whole number to rational numbers would allow them to deal with more complex fraction concepts. The theory of constructivism was particularly pertinent in that when learners construct knowledge on the concept of a fraction by themselves, misconceptions inevitably arise. This means that misconceptions are part of learning; however, appropriate intervention is required to rectify such misconceptions.
**The concept of the fraction**
When establishing the foundations of the concept of the fraction, the following ideas should be applied.
**Conceptualising a fraction as part of a whole**
Fitri and Prahmana (2019) argue that most learners still consider a fraction as a meaningless symbol and assume that the numerator and the denominator are separate numbers. The fraction $\frac{1}{8}$ could not for instance be understood to mean the quantity formed by one part when a whole is partitioned into eight equal parts. The key to understanding fractions as part-of-a-whole is to identify the whole and the equal fractional parts. As such, fractions have meaning only concerning the whole to which they apply.
Van de Walle et al. (2016) explain that the conceptualisation of fractions concerns the relationship between the part and the whole. In an example using a geometric shape, a rectangle divided into six equal parts, each part equals one-sixth of the whole; therefore, five parts are five-sixths of the whole and six-sixths make one whole, as illustrated in Figure 1.
Van de Walle et al. (2016) emphasise the importance of the language used in learning fractions. To prevent misconceptions, they advise that in the acquisition of the concept, learners should be able to say, as in our example for instance, ‘My whole is a rectangle. It is divided into six equal parts. Each part is a sixth of the whole’. Conversely, given the whole (undivided) rectangle, they should be able to explain that ‘to find one-sixth of the whole, I divide it into six parts of equal size, and shade one part. The shaded part is one-sixth of the whole’.
**Conceptualising fractions as numbers**
Simon et al. (2018) argue that to explain fractions as part of geometric shapes is insufficient, as it excludes an understanding of some important aspects of fractions. In a ‘part-of-a-whole’ geometric shape, part shading clearly shows the fraction; however, it does not convey the idea of a fraction as a number. The notion of a fraction as a number means a fraction can be expressed in the form of $a/b$ where $a$ and $b$ are integers but not equal to 0. Similarly, Derin göl (2019) believes that the ‘part-of-a-whole’ conceptualisation limits the understanding that a fraction can be greater than 1 and it narrows thinking to the idea of partitioning one whole. Simon et al. (2018) advise that learners understand fractions as numbers that expand the number system beyond whole numbers, and recommend the use of number lines as a key representation tool to convey fraction concepts.
We share the concern of these scholars that defining a fraction as a part of a whole is only a part of the understanding of the concept. Nevertheless, in our study, we explored learners’ understanding of a whole divided into equal-sized portions (Van de Walle et al., 2016). Representing a fraction as ‘part-of-a-whole’ forms part of many South African textbooks and as such has justifiable use in the fostering of this idea (Laridon et al., 2005).
**Conceptualising the fraction notation**
Alghazo and Alghazo (2017) believe that learners tend to see a fraction either as a division calculation on its own or as a set of two numbers written above and below a fraction line. In a study on equivalent fractions, Jigyel and Afamasaga-Fuata’i (2007) concluded that some learners perceived the components of fractions, the numerator and denominator, as two unrelated whole numbers, which led to misconceptions. In a bid to investigate the influence of this misperception on learning, Jigyel et al. (2007) conducted a test on learners to
choose the most appropriate way of reading $\frac{2}{5}$. Options provided were: two-fifths, 2 over 5, 2 upon 5 and none of the above. Jigglel et al. found that two-fifths was the commonest answer, although a significant number of learners chose two over five. A learner selected from the 2 over 5 group explained that ‘there is a two on a line above five, so it is two over five’. The separation of the 2 from the 5 may influence the perception that $\frac{2}{5}$ is not a number in its own right that can be positioned on the number line. Jigglel et al. (2007) warn that if learners acquire the fraction concept by counting the shaded and total number of parts in a geometric diagram, they may perceive fractions as a relationship between two unrelated counts. Seeing $\frac{2}{5}$ as shading two out of five parts may lead them to perceive $\frac{2}{5}$ as $2 \div 5$. This may result in learners recognising $\frac{2}{5}$ not as a single quotient value with a specific position on the number line, but rather as one number on the number line, divided by another number on the number line.
Deringöl (2019) clarifies the meaning of the components of fraction notation, arguing that most learners do not realise that the denominator and the numerator represent the part-of-a-whole representation of a fraction. They do not understand that the bottom number is telling what is being counted and the top number is counting how many parts one has of the available whole. As a result, for $\frac{5}{6}$, for example, they might call 5 the numerator and 6 the denominator, yet the terms are meaningless to them (Van de Walle et al., 2016).
**Misconceptions**
Various conceptualisations of misconceptions exist in the literature. Some theorists emphasise the causal aspect, while others focus on the consequences of misconceptions. In our opinion, both perspectives hold value and should be explored, as we do in this study.
**Perspectives on the nature of misconceptions**
*The causal perspective of misconceptions:* For Smith, diSessa and Roschelle (1994), misconceptions are flawed ideas that are firmly held by learners and that interfere with learning. Drawing on the notion that learners do not enter the learning situation as blank slates, Smith et al. argue that as they interact with new material, learners interlink ideas they already have. Therefore, when learners construct knowledge, the activity of reconstructing and reorganising what they already know and synthesising new knowledge may include the synthesis of misconceptions.
Olivier (1989) asserts that misconceptions are errors made repeatedly, each time learners deal with similar situations, with the result that the repetitive misappropriation of a concept eventually becomes routine for the learner. Vamvakoussi and Vosniadon (2010) explain misconceptions as ‘synthetic concepts’ as they are the by-product of a broadening of knowledge of the number system from natural numbers to rational numbers. Ojose (2015) describes misconceptions as misunderstandings and misinterpretations based on incorrect meanings. In this regard, we cite the faulty understanding of the equality of fractional parts as an example. Frequently, the qualification that fractional parts are equal is misunderstood. Learners might, for example, say that the parts in the rectangles in Figure 2 are sixths, not taking into account that in these rectangles the whole is not divided into equal parts.
Prediger (2006) describes the obstacles faced by learners as didactic stumbling blocks created by the method of teaching, or epistemological obstacles stemming from the structure of mathematical content. One way or the other, that which misleads is the source of obstacles in the way of conceptual understanding. Learners seemingly construct their knowledge based on their own experiences. If these experiences provide them with only limited views of a particular concept, this may close their minds to other related aspects of the concept. These narrow experiences result in constructions that inhibit further understanding and are called limiting constructions. Pitkethly and Hunting (1996) refer to them as inhibitors – mechanisms that inhibit the development of new and enlarged rational number knowledge. Based on findings of other research projects, D’Ambrosio and Mewborn (1994) anticipated that fourth-graders in their study would have constructed many fraction schemes that would limit their further understanding. Taking a different view to the studies mentioned above, however, they avoided labelling the children’s constructions as misconceptions because they believe it is important to view children’s constructions as objects for a study that can provide insight into and a new understanding of their thinking.
*The consequential perspective of misconceptions:* Rather than delving into the possible causes of misconceptions, Sarwadi and Sharhili (2014) focus on their result or effect, namely systematic errors as consequences of misconceptions.
Both the causal and the consequential perspectives imply that misconceptions are an undisputed reality and an inevitable part of knowledge development that will always be there; however, just as they came about, so they can be corrected and appropriately dealt with, if and when they surface. In our study, we started with the consequence (the error manifested) and moved to the cause. Confrey (1990, p. 18) asserts: ‘A misconception is a “conceptual stumbling” block, inconsistent semi-autonomous schemes, and cognitive process responsible for errors in problem-solving’.
**Manifested misconceptions in fractions**
Resnick et al. (1989) classified misconceptions in fractions into three categories, of which the whole number misconception is particularly pertinent. The whole number misconception is what Ni and Zhou (2005) refer to as the whole number bias, limiting one’s view of numbers to whole numbers. Bruce et al. (2014) hold that this bias is the result of
an emphasis on whole number counting at an early age, which tends to reinforce a stubborn conceptualisation of numbers as whole numbers. In keeping with the argument of Jigyel et al. (2007), Durkin and Rittle-Johnson (2014) believe that the transition from natural numbers to rational numbers opens the way for the development of misconceptions.
Van de Walle et al. (2010) argue that learners build on their prior knowledge of whole numbers, which may both support and inhibit their understanding of fractions. One such example would be the common misconception where learners over-generalise their understanding of whole numbers, subsequently regarding both the numerator and denominator as whole numbers and not as an element of the new fraction concept. Ashlock (2010) describes the nature of manifested misconceptions as learners trying to make sense of fractions by either over-generalising or over-specialising the rules they know already. This implies that as much as previous knowledge is essential, it contains elements that can prejudice conceptualisation in fractions. Machaba (2016) asserts that misconceptions are likely to arise when learners construct knowledge by reconstructing and reorganising prior knowledge with new knowledge. Inappropriate linking of prior knowledge to new knowledge may jeopardise conceptual development. This study was conducted to explore the understanding of fundamental fraction concepts used in more advanced applications that are required at the Grade 9 level. In this article, we argue that introducing numerical fraction notation before fraction concepts are properly understood could be regarded as malpractice. For this reason, we suggest the developmental intervention of using physical manipulatives as a remedy for ill-conceived fraction concepts before guiding learners to inductively construct algorithms and transitions to the more abstract applications of fractions, as required in Grade 9.
Work on fractions by Grade 9 learners was explored by posing the following research questions:
- How do Grade 9 learners define, describe and represent the concept of fractions?
- What misconceptions are evident when learners define, describe and represent problems involving fractions?
- What are the root causes of learners’ misconceptions in the learning of fractions?
**Research design and methodology**
In this qualitative study, an instrumental case study research design was employed, using a test and interviews as data collection methods. In the larger study, a test was administered, consisting of four questions with 15 items in total. For this article, we have chosen four question items because they are particularly relevant to our argument. The purpose of the test was to assess learners’ conceptual understanding of the concept of fractions. As learners define fractions, they demonstrate what they know and understand about this concept. Eight learners were purposively chosen for an interview based on how they answered the test items. A Grade 9 class of 40 learners completed the test on the topic of fractions. From the FP onwards, these learners had been exposed to fraction terminology, notation, calculations using all four operations, related applications such as rate and ratio, and problem-solving involving fractions. The first author marked the tests and classified each learner’s responses to each question as correct, incorrect or partially correct (see Table 2). Codes were randomly assigned to each learner to serve as references whenever necessary, for instance L1 for Learner 1. The interview was tape-recorded so that the researchers could transcribe the information correctly.
**Ethical considerations**
Ethical clearance was obtained from the University of South Africa, College of Education Ethics Review Committee (2018/11/14/46511/024/43/MC).
The first author went through the required process, applying for ethical clearance from the university. Since the study was conducted at a government school, he had to follow protocol and obtain clearance from all structures that govern the school up to the district level. He sought permission from the Gauteng Department of Education (GDE) to research one of its institutions. He requested permission from the principal of the school to conduct the study with Grade 9 learners and described the purpose and the rationale of the study. The school governing body (SGB) was informed of the study in a meeting with the principal. After permission was granted, the Grade 9 learners were informed of the study in good time so that they could decide whether to participate voluntarily in the study. Those learners who agreed to participate were guaranteed anonymity and confidentiality. Pseudonyms were used in the study, and responses were kept confidential. Researchers made it clear to participants that the study had nothing to do with their course work, and would not contribute towards promotion marks.
**The main instrument for data collection**
Learners’ written responses to the test constituted the main body of data analysed in the study. The four (out of 15) test items selected for this article and under discussion here are shown in Figure 3.
The introductory section of the test was not at Grade 9 level, where the key concepts and skills include, among others, calculations with common fractions and mixed numbers using all four operations. The rational numbers in these operations include exponents and roots of fractions and require prior knowledge of multiples and factors, equivalent forms of fractions (common and decimal fractions and percentage), reciprocals and problem-solving with fractions. Fractions then occur in applications in other mathematics content areas, other than numbers, operations and relationships, such as algebra, geometry and data handling in measurement contexts.
Whereas Grade 9 is the exit level of the SP, the concepts and skills tested in the items in this test fell midway in the
curriculum for Term 1 of Grade 4, the first grade of the IP. At this stage of their schooling career, learners should have transitioned from the FP with sufficient prior knowledge to complete the items in Questions 1.1 to 1.4 in Figure 3. This set of items could appear as is, in a Grade 4 textbook.
The testing of these basic fraction concepts and skills in the present study was intended to regress across grades and phases to determine the roots of problems manifested in Grade 9 learners’ dealings with the complex requirements of the four test items. At face value, this leap would seem rather optimistic, since the researchers’ work with Grade 9 learners had alerted them to the possibility of gaps in their knowledge originating as far back as Term 1 of Grade 4, if not further.
Findings
In the initial step of the analysis, the outcomes of learners’ written responses were categorised as correct (C), partially correct (PC) or incorrect (IC). The use of tables, percentages and frequencies is associated with quantitative research; in this case, the researchers wished to determine the extent of the prevalence of misconceptions to enable valid inferences and further analysis. Table 1 presents the classification of all 40 learners’ responses. The eight learners who were selected for follow-up interviews are highlighted in bold.
The number and percentage of correct answers in items 1.1–1.4 are indicated in Table 2.
Discernible patterns of misconceptions and faulty understanding showed up in learners’ written responses. The most common misconceptions demonstrated in learners’ written responses are explained in Table 3.
Particularly concerning was the fact that these basic constituents of the fraction concept were lacking or faulty in an average of 85% of the Grade 9 learners tested. The researchers assumed that learners who lacked an understanding of these basic fraction concepts would be unable to cope with the complex requirements of Grade 9 fraction applications.
Below are the verbatim verbal responses of four of the eight learners (L6, L11, L15 and L17) who were interviewed after the tests had been marked. The interview responses supported the patterns we observed in the written responses as explained in Table 3 and provided more insight into the reasoning that preceded the written responses.
In the following section, we report various learners’ verbal responses to each question. To avoid repetition, for each question we selected participants whose answers reflected those of most of the interviewees.
**TABLE 2: Correct learner solutions per test item.**
| Item | Knowledge or skill tested | Correct (\(n = 40\)) | Percentage |
|------|----------------------------|----------------------|------------|
| 1.1 | Defining, describing or explaining the concept fraction | 0 | 0% |
| 1.2 | Recognising a fraction as a whole divided into equal parts | 1 | 3% |
| 1.3a | Shading three-fifths of fifteen equal parts in a rectangle | 8 | 20% |
| 1.3b | Describing in words how three-fifths of fifteen was calculated before shading | 7 | 18% |
| 1.4 | Explaining the meaning of numerals 3 and 5 in the fraction notation of three-fifths | 11 | 27% |
**FIGURE 3:** Written test (selection of four items).
**TABLE 1a: Learner responses to test items 1.1 to 1.4 in three categories.**
| Item | L1 | L2 | L3 | L4 | L5 | L6 | L7 | L8 | L9 | L10 | L11 | L12 | L13 | L14 | L15 | L16 | L17 | L18 | L19 | L20 |
|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| 1.1 | PC | PC | IC | PC | IC | PC | PC | IC | IC | IC | IC | IC | IC | PC | PC | IC | PC | IC | IC | IC |
| 1.2 | IC | IC | PC | IC | IC | IC | IC | IC | IC | PC | IC | IC | PC | C | IC | IC | IC | IC | IC | IC |
| 1.3a | IC | IC | PC | IC | C | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC |
| 1.3b | IC | IC | IC | PC | IC | C | IC | IC | IC | IC | IC | IC | PC | C | IC | IC | IC | IC | IC | IC |
| 1.4 | IC | IC | IC | IC | PC | C | IC | IC | C | IC | C | IC | IC | C | IC | IC | IC | IC | IC | IC |
**TABLE 1b: Learner responses to test items 1.1 to 1.4 in three categories.**
| Item | L21 | L22 | L23 | L24 | L25 | L26 | L27 | L28 | L29 | L30 | L31 | L32 | L33 | L34 | L35 | L36 | L37 | L38 | L39 | L40 |
|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| 1.1 | IC | IC | IC | IC | IC | PC | IC | IC | PC | PC | PC | PC | PC | IC | PC | PC | PC | PC | PC | PC |
| 1.2 | IC | IC | IC | PC | PC | PC | IC | IC | PC | PC | PC | IC | PC | IC | PC | IC | IC | IC | IC | IC |
| 1.3a | IC | IC | C | IC | IC | C | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC |
| 1.3b | IC | IC | C | IC | IC | C | IC | IC | IC | C | IC | IC | IC | IC | IC | IC | IC | IC | IC | IC |
| 1.4 | PC | C | IC | IC | IC | C | IC | IC | C | PC | IC | C | PC | IC | C | IC | IC | IC | IC | IC |
C = correct, PC = partially correct, IC = incorrect.
**TABLE 3: Most common misconceptions and faulty understanding in items 1.1 to 1.4.**
| Item | Misconception | \( n = 40 \) | % | Misconception | \( n = 40 \) | % |
|------|-------------------------------------------------------------------------------|---------------|-----|-------------------------------------------------------------------------------|---------------|-----|
| 1.1 | Part of a whole | | | | | |
| | 50% of the learners ignored the equality of parts in the sub-divided | | | | | |
| | wholes in their definition. | | | | | |
| 1.2 | \( A = \frac{1}{3} \), \( B = \frac{1}{3} \), \( C = \frac{1}{3} \) | 30 | 75 | Number x 1 3 | 4 | 10 |
| | 75% of the learners did not notice that the geometrical figures were not all | | | | | |
| | divided into equal parts; 10% of the learners gave solutions with denominator | | | | | |
| | 3 (because of three parts) but numerators differed. | | | | | |
| 1.3(a)| 38% of the learners shaded 3 blocks on top of 5 blocks. | 15 | 38 | | 14 | 35 |
| | 35% of the learners claimed shadings should be overlapping on this test. | | | | | |
| | 38% of the learners shaded 3 blocks on top of 5 blocks. | | | | | |
| 1.3(b)| Shade 3 over 5 blocks | 15 | 38 | | | |
| | Explorations confirmed that 38% of the learners visualised 3 blocks | | | | | |
| | on top of 5 blocks. | | | | | |
| 1.4 | 3 numerator 5 denominator | 29 | 73 | | | |
| | 73% of the learners named the components of the fraction instead of | | | | | |
| | explaining the meaning of each component, despite being probed further in | | | | | |
| | the interview. | | | | | |
**TABLE 4: Verbal responses of selected participants about Question 1.1.**
| Item | Verbal responses |
|------|----------------------------------------------------------------------------------|
| L6 | Ok, when you eat a slice of pizza it is a fraction. |
| R | If you cut out a part, will the remaining part be a fraction also? |
| L6 | No! The part of a whole cut out or removed is the one that is a fraction. |
| R | Why not the remaining part? |
| L6 | The removed part is like the shaded part of a whole which is used for showing |
| | fractions. |
| L11 | When you say a cake and cut it into two halves, that is a fraction and to write |
| | the division you put a whole number on top of another whole number. |
| L15 | A piece of something complete. |
| R | Say I cut a piece of a cake, it is a fraction according to you. What about the |
| | remaining cake? |
| L15 | It is another fraction because it is also part of something complete. |
| L17 | A number formed by two numbers. |
| R | What happens with two numbers to form this other number? |
| L17 | The two numbers, one is the numerator and the other is the denominator. |
| R | Please elaborate. |
| L17 | The denominator shows the number of parts shaded in a shape divided into parts |
| | shown by the denominator. |
**Question 1.1 What is a fraction?**
Table 5 contains selected verbatim responses from L6, L11, L15 and L17 during the interview. Interviewees responded to questions and prompts from the researcher (R) about Question 1.1.
The main concerns arising from these responses were:
- The idea of *fractions as equal parts* of a whole is distorted.
- The phenomenon *fraction* is muddled, probably by the (too early) *introduction of fraction notation* as numerical symbols, which were probably misunderstood at the time they were taught.
- The *routine use of diagrams* such as two-dimensional geometric shapes or the picture of a pizza seems to have had limiting effects on true conceptualisation.
- The *terms are used as empty and meaningless* words.
**TABLE 5: Verbal responses of selected participants about Question 1.2.**
| Item | Verbal responses |
|------|----------------------------------------------------------------------------------|
| L6 | All show wholes divided into three parts so they represent the same fraction. |
| R | And the fraction represented is \( \frac{1}{3} \). |
| L6 | Yes, one whole divide by 3 hence \( \frac{1}{3} \). |
| L11 | All are divided into three parts so they are thirds. |
| R | Ok, so what matters is the number of parts the shapes are divided into? |
| L11 | Yes, that is where the denominator and name come from. |
| L38 | Dividing a whole into parts tells you what fraction you are making. |
| R | How do the fraction and parts relate? |
| L38 | If there are five parts, for example, fifths, the fraction is \( \frac{1}{5} \) |
| | but, in this case, there are three parts, thirds, so the fraction shown is \( \frac{1}{3} \). |
**Question 1.2 Write the fractions represented by the following diagrams**
Table 6 contains verbatim responses of L6, L11 and L38 on the questions and prompts of the researcher (R) during the follow-up interview. The responses pertain to Question 1.2.
Verbal explanations by L6, L11 and L38 fairly represent the opinions of all interviewees. Although test item 1.2 had shortcomings in that the idea of fraction-as-equal-parts of a whole could not be fairly tested by this item with three different fraction diagrams, the misunderstanding of *fractions as unequal parts of a whole* became particularly evident in learners’ answers to this item and was confirmed by their responses in the interview. The main concern here was that learners failed to recognise that the parts in Diagram A (circle) were unequal and the shaded part did not qualify as a third, unlike those in Diagram B and Diagram C, which were equal parts.
**FIGURE 4:** L6’s demonstration of Question 1.3(a).
**FIGURE 5:** L17’s illustration for Question 1.3(a).
**FIGURE 6:** L34’s illustration for Question 1.3(a).
**FIGURE 7:** L38’s illustration for Question 1.3(a).
### TABLE 6: Verbal responses of L6 on Question 1.3(a) and (b).
| Item | Verbal responses |
|------|------------------|
| L6 | I shaded three blocks. |
| R | Why did you shade three blocks? |
| L6 | The numerator shows the number of parts that must be shaded. As the denominator is five, I shaded three blocks. Got confused though, I expected only five blocks. |
| R | If I may ask, what fraction does your diagram represent as it is now? |
| L6 | $\frac{3}{15}$, that’s why I said there must be five blocks only. |
| R | Why only five blocks? |
| L6 | The denominator shows the number of parts the shape is divided into. Since the denominator is five, there have to be five blocks in one whole. |
| R | What is the relationship between $\frac{3}{5}$ and $\frac{6}{10}$? |
| L6 | $\frac{6}{10} = \frac{3}{5}$ times two. |
| R | How so? |
| L6 | $\frac{3}{5} + \frac{3}{5} = \frac{6}{10}$. |
### TABLE 7: Verbal response of L17 on Questions 1.3(a) and (b).
| Item | Verbal responses |
|------|------------------|
| R | Why did you draw a separate diagram? |
| L17 | I only need five blocks to represent $\frac{3}{5}$. |
| L17 | But there were 15 blocks. |
| L17 | Ya, I chose the 5 I need. |
| R | What is the relationship between $\frac{3}{5}$ and $\frac{6}{10}$? |
| L17 | $\frac{6}{10}$ divide by two is $\frac{3}{5}$. |
| R | How so? |
| L17 | $6 \div 2 = 3$ and $10 \div 2 = 5$. |
Instead, when a shape was divided into three parts, for example, they interpreted all parts as thirds, irrespective of their size.
### TABLE 8: Verbal response of L34 on Questions 1.3(a) and (b).
| Item | Verbal responses |
|------|------------------|
| R | Make me understand the way you shaded. |
| L34 | I shaded three blocks on top of five blocks, three blocks over five blocks. |
| R | Why? |
| L34 | The fraction is 3 over 5, so three shaded parts must be over or on top of five shaded parts so that it is easily seen indicating $\frac{3}{5}$. |
### TABLE 9: Verbal response of L38 on Question 1.3(a) and (b).
| Item | Verbal responses |
|------|------------------|
| R | Make me understand the way you shaded. |
| L38 | I shaded three out of five blocks and had to use different colours to show which five blocks I have chosen to use. |
| R | So you used five blocks only? |
| L38 | Yes, isn’t the fraction is $\frac{3}{5}$? |
| R | Of course, $\frac{3}{5}$, meaning…? |
| L38 | Meaning, I shade three out of five. I had to choose my own five and leave the rest. |
| R | What happens with the rest of the blocks? |
| L38 | They are not part of my answer, I only used five blocks. |
| R | What is the relationship between $\frac{3}{5}$ and $\frac{6}{10}$? |
| L38 | Two times $\frac{3}{5}$. |
| R | Two multiplied by $\frac{3}{5}$? |
| L38 | Yes. |
**Question 1.3 (a) Shade $\frac{3}{5}$ of the rectangular mat below. (b) Write down in words what you will do to a shade $\frac{3}{5}$ of the rectangular mat**
Figures 4 to 7 and Tables 6 to 9 reflect the written and verbal responses about Question 1.3 (a) and (b) by four selected interviewees, L6, L17, L34 and L38.
This question tested very simply the idea of a fraction of a set made up of several objects. In this case, there are 15 blocks on a mat, with three blocks constituting one-fifth of the set. Most learners misunderstood this conceptualisation of a fraction. Instead, they tried to represent the numerical symbol of the fraction in a visual form by shading three blocks and five blocks. Most of these learners shaded three blocks on top of five blocks, in keeping with fraction notation. Working with 15 squares was difficult for some, so they used five little squares – the number they thought they needed.
**Question 1.4: In the fraction $\frac{3}{5}$, what does the 5 represent? What does the 3 represent?**
The responses in Table 10 from L6, L15, L17 and L38 were common to all respondents.
This question was focused on the interpretation of a fraction in terms of its components. Instead of explaining the meaning...
of each component, though, most learners provided a rote answer; they felt it sufficient to label 5 as the denominator and 3 as the numerator. How teachers had tried to explain fraction notation and the function of the numerals became clear from these answers; however, whether the numerals had meaning for the learners in terms of the fraction of which they formed part could not be determined. Common among learners’ responses were notions such as:
- The idea of something *being cut into parts*, and then counted.
- The top number is *out of* the bottom number (like a test score, 3 out of 5).
- The *position* of the numerals: the *top* number and the *bottom* number.
- The top number is *divided by* the bottom number.
**Discussion and conclusion**
One objective of this study was to gain insight into Grade 9 learners’ level of understanding of the fundamental concepts of fractions. In the data collection process, all participants wrote a test and the researchers conducted a follow-up interview with 20% of the sample to establish how learners had reasoned while completing the test. The results discussed in the previous section led us to conclude that the understanding of basic fraction concepts that is required at the Grade 4 level was almost non-existent among the Grade 9 participants in this study.
**Learners have a partial understanding of a fraction as part-of-a-whole**
**The equality of fraction parts**
Most learners used words such as ‘sharing’, ‘dividing’ and ‘cutting’ when defining a fraction; 50% of the learners defined a fraction as a part of a whole, and L15 explained it as ‘a piece of something complete’. ‘Piece-whole’ is the most basic concept in fractions. However, it appears that most learners experienced difficulties in mastering this concept. This may have been the only meaning learners had encountered in the classroom. Learners also had difficulty with the principle of identical pieces in the piece-whole relationship. They failed to understand that an object must be divided into identical pieces when defining and representing fractions. The question of how many identical pieces the whole was divided into, and of the number of these pieces that students were to colour in or select, was not understood. Evident in these responses was an absence of the qualification that fractional parts are equal shares or equal portions of a whole unit (Van de Walle et al., 2016). For example, in this study learners referred to three partitions in an object as ‘thirds’, irrespective of the size of the parts. This resonates with what Altıparmak and Özüdoğru (2015) found: the learners in their study had partitioning misconceptions, that is, using unequal parts of a whole while adding. They also misunderstood how to add the numerators and denominators of fractions. In a study of Turkish learners, Deringöl (2019) found that they had difficulty in dividing a whole into equal fraction pieces: they demonstrated misconceptions by failing to indicate in their drawing that each piece was identical. It was evident from their incorrect definitions that learners’ faulty prior knowledge of fractions and errors such as dividing an object into unequal parts had influenced their conceptual understanding of fractions.
Learners in this study could not add new knowledge to their existing knowledge because they could not make sense of what they had already been taught (Machaba, 2016). They could not organise, structure or restructure their experience in the light of available schemes of thought (Van de Walle et al., 2016). If they are to overcome these difficulties, the piece-whole relationship should be taught first to learners when teaching fractions to develop prior knowledge of the concept of fractions. Learners will then be able to build on this knowledge as they continue to learn about mathematics.
**Regarding the numerator and the denominator of a fraction as separate**
Learners could define a fraction as a number formed by two numbers. L17 said, for example, ‘it is a number formed by two numbers’. Learners could understand the numerator and the denominator in the fraction as separate values, but they did not realise that these numbers were related. They could not conceive that the numerator and the denominator represented a whole (Deringöl, 2019; Simon et al., 2018). They could see that a fraction was a pair of numbers representing quantities, but with no relationship implied between those quantities (Stafylidou & Vosniadou, 2004). They may have understood that the first number was reflected in the number of shaded parts and that the second number corresponded to the number of total parts.
---
**TABLE 10:** Verbal response of L6, L13, L15 and L38 on Question 1.3(a) and (b).
| Item | Verbal responses |
|------|------------------|
| L6 | 3 is the numerator because it is the top number in a fraction and 5 is the denominator. After all, it is the bottom number in a fraction. |
| R | Do you know what the top number tells us about the fraction, and what the bottom number tells us about the fraction? |
| L6 | The denominator tells how many parts the shape is cut into and the numerator is for the shaded parts. |
| L15 | A denominator is a number that gives the fraction a name. |
| R | I am not sure how? Please elaborate. |
| L15 | For example, if the denominator is 5, fifths, 6, sixths, and so on. |
| R | What about the numerator? |
| L15 | The numerator is the number divided by the denominator. |
| L17 | Three is the numerator and five is the denominator. |
| R | Yes, I agree with you: what do they mean? |
| L17 | It means three out of five. |
| R | Still, I need clarity on what three means and what five means. |
| L17 | Three parts out of five parts. |
| L38 | Three is the numerator and five is the denominator. |
| R | Yes, I agree with you, but what do three and five mean? |
| L38 | It means three divided by five. |
| R | Ok, let me put it this way. From the three divides by five, what does three as a numerator mean and what does five as a denominator mean? |
| L38 | It means how many times five goes into three. Five is dividing into three. |
The scope of fractions
No learner included fractions larger than 1 as part of their fraction definition. This led us to conclude that the part-of-a-whole conceptualisation had limited their understanding of fractions to values between 0 and 1. L6, for example, said, ‘when you eat a slice of pizza it is a fraction’. Learners perceived a fraction as deriving from a full set of parts making up the whole. A key effect of this conception was their inability to conceptualise an improper fraction, as having more parts than the number of parts in the source of those parts, the whole, did not make sense to them (Deringöl, 2019; Kieran, 1981; Simon et al., 2018). When learners related the fraction concept to real life, they referred to solitary items. Our observation was similar to that of Deringöl (2019) who argues that the ‘part-of-a-whole’ definition limits the development of the idea that a fraction can be greater than 1.
Fractions of a set
Learners’ definitions excluded the notion that fractions can be formed by part of a collection of discrete items. Jigyel et al. (2007) found that this limitation may be mostly the result of linking fractions to pictures of shaded parts of a model such as circles or rectangles, and less frequently to part of a group. In our study, we observed that even when the geometrical figure constituted a set of equal parts (Question 1.3 [a] and [b]), this was not recognised as such and learners struggled to make sense of it in terms of their unitary fraction concept.
We conclude that the partial understanding of fractions might be traced back to the definition of a fraction as ‘part of a whole’, encountered in several South African textbooks, such as Lardidon et al. (2005). It was clear from learners’ responses that they had a limited understanding of the term ‘fraction’.
Terms used when learning fractions are hollow words
Learners could label but not explain the meaning of the 3 and the 5 in the fraction $\frac{3}{5}$. Almost all said that 3 was the numerator and 5 the denominator, without explaining what this meant. Learners did not comprehend the piece-whole relationship between the numerator and the denominator: they failed to understand that pieces constitute the whole and that the numerator is a piece of that whole, nor did they realise that the numerator and the denominator are related. Most were unaware that the bottom part of the fraction indicates how many parts the whole is divided into and is the name of a fractional part. If the number is 5, for instance, it means we are counting the fifths. Nor did they understand that the top part of the fraction tells them how many of the parts are shaded or identified. The top number counts or enumerates. The numerator thus indicates the number of fifths they should consider or count (Van de Walle et al., 2016).
Moreover, fraction jargon appeared to be procedural rather than relational, without the true meaning being attached to expressions such as part of a whole, equal parts, two over three, three divided by five, a piece of something, a section cut from something, numerator on top and denominator at the bottom. This corresponds to findings by Jigyel et al. (2007) and Deringöl (2019); in their studies, learners could not read fractions correctly as they did not fully understand the concepts of numerator and denominator. They would read $\frac{3}{5}$ as 3 over 5, for example, which obscured the meaning of numerator and denominator. If they had understood it, they would have read it as three-fifths: 3 as a number that counts and 5 as a number that indicates what is being counted.
Rather than relational understanding, learners should have developed an instrumental understanding of fractions, what Skemp (1976) describes as ‘rules without reasons’. Indeed, learners wavered between unrelated fragments of fraction learning; they tried various perspectives, such as the quotient sub-construct and the whole number perspective, yet their knowledge remained devoid of meaning and, as such, completely dysfunctional as a tool with which to solve algebraic or context-based problems at Grade 9 level.
Getting to the root of the problem
While we do not have convincing data from learners’ solutions strategies to support the root of the problem, the interviews seemed to suggest that the root cause of misconceptions was learners’ prior knowledge, the teaching paradigm they had been exposed to, teaching practices and the over-generalisation of the whole number to the concept of fractions. This is discussed further below.
Prior knowledge
Our findings revealed that learners’ prior knowledge of fundamental fraction concepts was either lacking or flawed. The resulting misconceptions affected their application of fractions in algebra and other contexts in Grade 9. From a cognitive constructivist perspective, when a learner interacts with an experience, situation or idea – in this instance a fraction concept – one of two things may happen: either the new experience is integrated with the person’s existing schema, a process called assimilation, or the existing schema is adapted to accommodate the new idea or experience, a process called accommodation or adaptation (Piaget, 1964a). In this study, there was almost no evidence of assimilation of concepts into the learner’s cognitive schema. There was little sign of integration of the idea of fractions (new experience) in learners’ existing schema, which in this instance could have been knowledge of natural numbers. New knowledge of fractions was not assimilated by the appropriate schemata (cognitive ideas). The new concept of a fraction did not fit with concepts that were already part of learners’ cognitive schemata. There was thus disequilibrium. The existing schema of natural numbers did not give meaning to new experiences with and ideas about fractions. Learners lacked the basic conceptual understanding of numerator and denominator that would have enabled them to understand what fractions are all about.
In this study learners engaged in a process of adaptation, where they merely revised their existing knowledge to accommodate the new knowledge. The notion of the fraction did not fit into their existing schema, and instead of altering by assimilating the new fraction concepts, they ‘forced’ the new ideas into their unaltered existing schema. For example, the new knowledge of fractions should have been assimilated into their knowledge of natural and whole numbers, thus altering their number schema conceptually.
**Teaching paradigm**
From a cognitive constructivist perspective, we assign the failed acquisition of basic fraction concepts to, at least in part, the behaviouristic teaching of instrumental knowledge, which is the traditional pedagogical approach in many South African schools. In this style of teaching, learners passively receive the knowledge poured into them without being given the opportunity to construct meaning for themselves.
In the classrooms in which this study was conducted, learners were seated in orderly rows, and group discussion was kept to the minimum. In a contrasting approach, Cobb (1994) advocates that learners should construct mathematical knowledge experientially. In this way, they will learn to understand the world of their personal experiences. Ultanir (2012) agrees that real understanding is constructed through experience and not bestowed on the learner.
The findings of this study led us to conclude that a shift from the traditional approach of direct teaching to a constructivist approach is needed. In such an approach, knowledge acquisition is facilitated rather than bestowed; ideas are negotiated rather than imposed, and learners are actively involved in ‘doing’ mathematics rather than simply passively executing mathematics. It appeared from this study that learners were not engaged in constructing knowledge on their own by working through set tasks, allowing their minds to sift through the materials they were working with, and integrating new ideas with existing ones. Constructivism rejects the notion that children are ‘blank slates’ with no ideas, concepts and mental structures. They should be encouraged not merely to absorb ideas as teachers present them but, rather, to be creators of their understanding.
**Teaching practices**
Some pedagogies seem to have had a limiting effect on conceptual understanding:
- Most learners defined fractions from the part-of-a-whole perspective and their incorrect definitions were aligned with this sub-construct. We believe that the practice in teaching fractions of routinely shading parts of one whole geometric figure or cutting a pizza or a cake into pieces to indicate a fraction has to do with this limited conceptualisation (Derin göl, 2019; Van de Walle, 2016).
- The part-of-a-whole sub-construct addresses area model type situations and learners in this had not been exposed to the continuous model, as evidenced by their failure to comprehend equivalence questions. This corresponds to Gabriel’s (2016) argument that learners always consider fractions as entities smaller than 1; thus, they have difficulties placing fractions on the number line.
- Traditionally, there is an over-emphasis on whole number teaching and insufficient transitional bridging to rational numbers. It appears that prior knowledge of whole numbers encourages misunderstanding of the concept of fractions (Machaba, 2016).
- Rote teaching and learning of the elements of fractions, such as fraction notation (Jigjel et al., 2007) and terminology (Maharaj, Brijjall, & Molebale, 2007), hamper true understanding. In this study, learners displayed rigidity in their dealings with equality, fraction representations and whole number over-generalisations. These aspects should become part of learners’ active vocabulary, but because teachers do not serve as models by using fraction terminology in their everyday classroom discourse, this does not happen.
**Overgeneralisations**
This study found a generalisation of knowledge from whole numbers to work on fractions. Fractions were thus regarded either as two separate, unrelated *whole* numbers or a *whole* number divided by another *whole* number. We concur with Bruce et al. (2014) that this is the result of regarding a fraction as simply two whole numbers that can be treated separately. The fact that learners thought of the numerator and the denominator as separate values may have been because they used their knowledge of natural numbers when they encountered fractions. Olivier (1989), Machaba (2016) and Derin göl (2019) all found the source of these misconceptions to be mostly an overgeneralisation of previous knowledge (knowledge that was correct in an earlier domain) to an extended domain (where it was no longer valid). This meant that learners who had been taught whole or natural numbers in their early stages of learning, for instance, later overgeneralised this knowledge and extended it to other knowledge about fractions; while fractions are taught, their representation with symbols such as numerator and denominator is introduced without setting the conceptual basis for these symbols.
**Recommendations**
Analysis of the data revealed gaps in essential aspects of fraction knowledge that should have been dealt with at an earlier stage in these learners’ education. We concluded that particular concepts were faulty. These included:
- equality of fractional parts
- the numerical conceptualisation of fraction notation
- the idea that the whole can comprise several objects
- the scope of fractions beyond 1.
According to the specific knowledge and skills described in the Curriculum Assessment Policy Statement (CAPS) (DBE, 2011) document, these concepts are learned in Grade 3 and Grade 4, leading us to conclude that the problems that surfaced in Grade 9 originated with the transition from FP to IP. However, the
mode of teaching is also developmentally appropriate for each phase. Drawing on the classical Piagetian cognitive-developmental theory as summarised by McLeod (2009), we regard the movement from concrete to abstract learning as a cognitively appropriate progression. In this conceptualisation, fraction learning should ideally follow a developmental sequence:
- The initial encounter with the notion of fractions would typically be taught experientially, using physical manipulatives, such as cutting an apple into equal parts or grouping a set of balls in equal quantity sub-sets.
- This would be followed by pictures of fractions, such as sketches or photographs of the apple pieces or the groups of balls.
- After this, diagrams, for example geometrical shapes such as circles and rectangles, would represent the fraction of a whole or sets.
- Once the concepts have been firmly established, learners can work with fraction symbols only, without the need for physical, pictorial or diagrammatic representations.
From what we have observed of the way learners responded and explained their understanding during interviews, we conclude that the traditional way of teaching fractions is to start with diagrams. Unfortunately, we could link several instances of fraction misconceptions to misinterpretations of diagrams and pictures. This suggests that teaching fractions primarily with the use of diagrams or geometrical shapes does not adequately support the development of fundamental fraction concepts. We found evidence that these diagrams often formed an integral part of the misconceptions (for instance, the typical ‘shaded part’).
In keeping with our approach of cognitive constructivism, we would therefore suggest a rethink of the building process of the fraction concept, starting with physical manipulatives, even if this is regarded as inappropriate at the Grade 9 level. Grade 9 learners cannot be introduced to algorithms without understanding the basics of fractions. This implies that learners must unlearn their misconceptions and relearn and solidify the basic concepts by constructing meaning from basic fractions concepts.
To design cognitively appropriate remedies, we therefore recommend that teachers diagnose misconceptions in the light of their manifestation, to establish at what point conceptualisation becomes problematic. The purpose is to deconstruct misconceptions at their point of origin by reconstructing foundational fraction concepts from the roots up. We believe that this is the path to structural cognitive modification, where new concepts are assimilated into existing schemata through relational (as opposed to instrumental) understanding.
Acknowledgements
Competing interests
The authors declare no competing interest exists.
Authors’ contributions
The involvement of the first author in this study was part of his master’s research degree. The involvement of the second author, as a supervisor, was more on reconceptualising the article and writing it.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
Data were collected as a part of master’s degree, which will be uploaded in the UNISA repository.
Disclaimer
The views and opinion expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
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Durkin, K., & Beile-Johnson, B. (2014). Diagnosing misconceptions: Revealing changing decimal fraction knowledge. *Instruction and Instruction*, 37, 21–29. https://doi.org/10.1023/a:10074808.008
Fitz, N.A., & Hoadley, R.C.I. (2019). The misconception in fraction for seventh-grade students. *Journal of Physics: Conference Series*, 1288(1), 012031. https://doi.org/10.1088/1742-6596/1188/1/012031
Gabriel, F. (2016). Understanding magnitudes to understand fractions. *Australian Primary Mathematics Classroom*, 21(2), 36–40.
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Jiggle, K., & Almamase-Fuata, K. (2007). Students’ conceptions of models of fractions and their use. *Australian Mathematics Teacher*, 63(4), 17–25.
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Laridon, P., Brown, M., Jawurek, A., Miatha, L., Miatha, P., Scheiber, J., ... Wilson, H. (2005). *Classroom mathematics, Grade 7 learners’ book*. Johannesburg: Heinemann.
Machaba, F.M. (2016). The concepts of area and perimeter: Insights and misconceptions from grade 7 learners. *Pythagoras*, 37(1), 1–13. https://doi.org/10.4102/pythagoras.v37i1.304
Maharaj, A., Briful, D., & Moebake, J. (2007). Teaching and of practical work in the teaching of fractions: A case study. *South African Journal of Education*, 27(4), 397–412.
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Ni, Y., & Zhou, Y.D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. *Educational psychologist*, 40(1), 27–52.
Nourani, G., Nourani, T., & Bashi, M. (2018). Effect of constructivist teaching approach on student’s achievement in science at the elementary level. *Pakistan Social Sciences Review*, 4(10), 904–911. https://doi.org/10.55486/pssr.2020(4-1)l64
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Sawardi, H.J., & Shahrill, M. (2014). Understanding students’ mathematical errors and misconceptions: The case of least 1 representing students. *Mathematics Education Trends and Research*, 2020(4), 1–10. https://doi.org/10.5897/2014mertr-00051
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Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2016). *Elementary and middle school mathematics: Teaching developmentally* (7th ed.). Boston, MA: Allyn & Bacon.
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The Community Solution to Gang Violence (CSGV) was formed in 2003 when Native Counselling Services of Alberta met with the Edmonton Police Service and proposed a partnership between the two organizations. The city was experiencing an increase in gang activity and gang-related deaths, and the community was beginning to demand that something be done. Since that time, the initiative has grown significantly, and now more than forty different organizations work together to address the issue of gang violence.
Community Drug Alert recently met with Karen Erickson, the project Manager for CSGV. She tells us that “Our main focus is to engage the community to work together to prevent youth involvement in gangs. No one organization can address the issue alone. The central message of the CSGV is that everyone - young people, parents, families, neighbours, service providers, businesses, funding organizations and government, have a role to play in preventing youth involvement in gangs. We work to give youths a sense of connectedness to the community, and we try to foster supportive and reliable relationships that give them a sense of hope for the future.”
What is it about gang activity that appeals to kids. Essentially, they are looking for something that they aren’t getting in their lives. There are typically three factors that draw kids into gangs. First off, they are looking for a sense of belonging. Secondly, they are looking for recognition and respect that comes from being part of a group. Lastly, they are looking to develop a sense of personal power, and, frankly, to make a living. If these needs have not been met through family, school or community sources, then they are going to be particularly vulnerable when gang recruiters step in to fill the void. Gangs actively recruit young people who feel disconnected, alienated and lost.
Most of these gangs are involved in dealing drugs, and they have a very hierarchical structure. At the top of the heap are the “food bosses” who might deal in kilos of cocaine. Then come the “crew bosses” who deal in ounces of cocaine. At the bottom of the heap are the “dial-a-dopers” who deliver dime bags to individual clients. “This is the job kids typically get recruited for, and it’s by far the most dangerous part,” says Karen. “They are out on the street where they are exposed to arrest or to retaliation from other gangs who feel they are in the wrong territory.” They are kept in by the lure of easy money and by the prospect of rising up the gang hierarchy as they get older. But they are much more likely to end up in prison, or dead from an overdose or a drug deal gone bad!
POSITIVE ACTIVITIES
People often ask why so many youths are drawn to a life of crime. Perhaps a better question is why are so many youths not drawn into criminal activity. Karen notes that “the vast majority of young people are engaged in healthy and productive lives. Their success offers a blueprint for the kids who are falling through the cracks. If youths are nurtured and given the opportunity to participate interactively in a positive way, then we can help them to realize there are other choices and other ways to belong. We have to look at how we interact with young people. Parents, community members, teachers, police - we all have to find ways to pull them towards positive activities.”
Edmonton’s Human offers an example of an organization that allows youngsters to express themselves through art and drama. Activities like this allow youths to feel involved and meet with some success. The positive vibes they get from this involvement gives them a sense of power and influence over their own lives and lets them become passionate about something. Given the chance, kids will take a positive role model over a negative one any day!
BUILDING BRIDGES
A lot of stores located near schools will put up signs saying things like ‘only two teenagers allowed in the store at one time.’ How would the public respond if we had signs that said ‘only two middle-aged women in the store at one time’ or ‘only two senior citizens in the store at one time?’ They would feel outraged and would never stand for this kind of discrimination. But somehow it’s alright to treat youths this way. Karen feels that “while some stores may be impacted by shoplifting, it’s not appropriate to paint all youth with the same brush.”
There has been a lot of media emphasis lately on the issue of youth violence. This serves to raise the fear of youth in general. Karen notes that “when people see teens on the street, they will often cross to the other side. This further increases their sense of separation and disconnectedness. There is a lot of talk about how young people need to change, but not much talk about changing the way we interact with youth.”
A town in BC took some very innovative steps to overcome this sense of disconnectedness. On Monday mornings, seniors stop off at the local high school to meet and greet the students. The students, in turn, decided to return the gesture by teaching seniors how to operate their computers. This kind of interaction really helps to build bridges and jars both groups into learning more about the other.
CREATING DIALOGUE
You don’t encourage change by simply lecturing at kids. “We need to create a dialogue with youth,” says Karen. “We express our concerns, and let them know the solutions we have in mind. But it can’t stop there. That’s when we need to talk to them about their own ideas about the type of change that needs to be created. We need to approach them as resources, as part of the solution and not part of the problem. We can do this by designing programs and services that focus on their strengths, rather than just pointing out their problems and deficits.”
What’s a good age to start talking to kids about drugs: late teens, early teens? Frankly, it needs to start a lot earlier than that. Karen points out that “the one thing we hear time and time again from kids is how young they were when they were first encouraged to experiment with drugs, or get involved in gang activity. Kids in grade five or grade six are having to make choices about drugs and sexual activities, and it’s hard to cope.”
with this kind of peer pressure if they don’t have experience making choices. It’s easy to fall into a trap if you have spent your whole life having other people tell you what you should do.”
How can we prepare youths for the pressures they are going to face? Kids have to learn how to make decisions by making them! Youngsters need to make choices and understand the consequences of their choices, and these choices need to start as soon as they are old enough to walk and talk. Karen points out that “it may be something as simple as ‘what pyjamas do you want to wear tonight?’ or ‘what kind of vegetables do you want for dinner?’” Obviously things like bedtime and attending school are not negotiable - but letting them make choices in the areas that are negotiable really helps to build up their self-confidence and self-respect. The more empowered and confident kids feel, the more they are able to resist being drawn into negative activities.”
THE PRESSURE IS OVERPOWERING,
THE PRESSURE TO IMPRESS,
THE PRESSURE TO STAY IN WITH THE CROWD,
THE PRESSURE TO BE SOMETHING THAT IS NOT ME.
by: 98-keys-99-rooms
STRAIGHT TALK
Gang members are 40 times more likely to die violently than other Canadians. But hearing these kinds of statistics from teachers or police officers doesn’t carry a lot of impact for kids. That’s why it’s important for young people who have actually been caught up in this lifestyle to have the chance to visit schools and youth centres to give kids a straight talk about the reality of gang life. It’s not about assigning shame and blame to people - it’s about straight facts and straight talk.
Karen feels that “information like this is best presented by former gang members - by young people who have actually been there. They can show the slippery slope that draws youths into gangs, and how kids can deal with a gang’s recruitment tactics. Nobody wakes up in the morning and decides to join a gang on the spur of the moment. They are gradually drawn into the lifestyle. Ultimately, knowledge is power. If you know beforehand how gangs will attempt to manipulate and intimidate you, then you also know how to protect yourself.”
Presentations like this can teach kids how to resist peer pressure, and how to differentiate between real friends and people who are just trying to use them. They might learn that if they want to keep away from drugs and gangs, they may have to avoid ‘friends’ who are already caught up in this kind of activity.
*My garden of flowers is also my garden of thoughts and dreams
The thoughts grow as freely as the flowers and the dreams are as beautiful*
Abram L Urban
when the moon chase away the sun
and cause my day to run
i will not fear the darkest night
for i know upon the other side is light
lyrics by ben harper
Tell me and I’ll forget;
Show me and I may remember;
Involve me and I’ll understand.
Chinese Proverb
*For more information about what you can do to be part of the solution, contact:
The Community Solution To Gang Violence*
*Phone: (780) 447-9339*
*email: firstname.lastname@example.org*
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What Can You Do to Protect Local Waterways?
Flush Responsibly!
Don’t pour household products such as cleansers, beauty products, medicine, auto fluids, paint, and lawn care products down the drain. Properly dispose of them at your local household hazardous waste facility.
Wastewater treatment facilities are designed to treat organic materials, not hazardous chemicals. If you pour hazardous chemicals down the drain, they might end up in your local rivers, lakes, and coastal waters.
Dispose of excess household grease (meat fats, lard, cooking oil, shortening, butter and margarine, etc.) diapers, condoms, and personal hygiene products in the garbage can.
These materials can clog pipes, and could cause raw sewage to overflow in your home or yard, or in public areas. Overflows often occur during periods of high rainfall or snowmelt and can result in basement backups; overflows at manholes; or discharges directly to rivers, lakes, and coastal waters.
Don’t pour used motor oil down the drain. Used motor oil can diminish the effectiveness of the treatment process, and might allow contaminants to be discharged. The contaminants could pollute local waterways or harm aquatic life.
If you’re a dark room hobbyist, dispose of spent fixer, developer, and other photographic chemicals in separate containers and transport them to a hazardous waste facility.
Like household hazardous wastes and used motor oil, photographic chemicals can interfere with the wastewater treatment process and could result in pollutants being discharged into local waterways.
Wastewater Treatment 101
Many communities have a wastewater treatment plant that incorporates a series of processes to remove pollutants from water used in homes, small businesses, industries, and other facilities. All wastewater first goes through the primary treatment process, which involves screening and settling out large particles.
The wastewater then moves on to the secondary treatment process, during which organic matter is removed by allowing bacteria to break down the pollutants. The treated wastewater is then usually disinfected with chlorine to remove the remaining bacteria.
Some communities go one step further and put the wastewater through an advanced treatment process to reduce the level of pollutants of special concern to the local waterbody, such as nitrogen and phosphorus. After this step, the treated water finally flows through pipes back to a local water body.
Where does the water go after you flush the toilet or drain the sinks in your home?
When the wastewater flushed from your toilet or drained from your household sinks, washing machine, or dishwasher leaves your home, it flows through your community’s sanitary sewer system to a wastewater treatment facility. The wastewater from homes, along with wastewater from businesses, industries, and other facilities, is treated by a variety of processes (see inside for more information) to reduce or remove pollutants.
What happens to the treated water when it leaves the wastewater treatment plant? The treated wastewater is released into local waterways where it’s used again for any number of purposes, such as supplying drinking water, irrigating crops, and sustaining aquatic life. | <urn:uuid:a2d54a8d-5ffb-46cd-bb2b-d7339fa8cbbb> | CC-MAIN-2022-40 | https://www.epa.gov/sites/default/files/2015-06/documents/centralized_brochure.pdf | 2022-09-25T02:09:43+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00512.warc.gz | 804,750,424 | 601 | eng_Latn | eng_Latn | 0.997204 | eng_Latn | 0.997016 | [
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Colour the Autumn Leaves
How many Autumn leaves can you count?
Colour them red, orange, yellow and brown.
More printables at intheplayroom.co.uk
I can decorate my Autumn Tree
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Stanley Nudelman turns the boring town of Dementedville on its head when he buys a mysterious toy at his neighbor's yard sale. Sure, Zombiekins looks cuddly and creepy-cute—but expose him to moonlight, and strange things happen. When Stanley brings Zombiekins to school, he unleashes the worst zombie plague in fourth-grade history! Can Stanley find the courage to save the day before his teachers notice the class is full of zombies? Or will he soon join the ranks of the snuggily UNDEAD?
Kevin Bolger's hit middle-grade novels, Sir Fartsalot Hunts the Booger and Zombiekins, printed together in a single volume for the first time. Sir Fartsalot Hunts the Booger Something stinks in the Kingdom of Armpit. Meet Sir Fartsalot: the bravest, boldest, and most, er, potent knight in all the land. He's on a quest to solve the riddle of the Foul West Wind, a ghastly odor that he's sure must be an omen of evil. When King Reginald of Armpit orders his troublemaking son Prince Harry to accompany Sir Fartsalot on his quest, Harry decides to play his biggest prank yet. He convinces Sir Fartsalot that a dastardly Booger is on the prowl, and that it's up to him to save the Kingdom of Armpit. Harry, Sir Fartsalot, and their buddy Sir Knotaclew set out on a hilarious quest to come face-to-phlegm with the dreaded Booger, and rid the world of him, once and for all! Zombiekins Zombiekins looks cuddly and creepy-cute—that's why Stanley Nudelman buys it from his neighbor, the Widow Imavitch. But he soon finds out that there's more to this bunny than meets the eye. Strange things start to happen if Zombiekins is exposed to moonlight—and when Stanley brings this terrifying teddy to school, he unleashes the worst zombie plague in fourth-grade history! Can Stanley and his best friend Miranda escape the grave danger they're in and save their schoolmates from eternal zombiefication? Or will they soon join the ranks of the snuggly undead?
Things really stink in the Kingdom of Armpit. King Reginald the Not Very Realistic has had it up to here with his practical joker of a son Prince Harry. Even Sir Bedwetter can't take the prince's Royal Clowning Around! Enter Sir Fartsalot—the bravest, boldest, er, most potent knight in all the land! He's on a quest to solve the riddle of the Foul West Wind—a ghastly odor that turns up whenever danger is lurking. Prince Harry decides to play the biggest, boogiest prank of all time! He convinces Sir Fartsalot that The Booger, a frightful and repulsive villain, is on the prowl. But when a real Booger turns up, Harry, Sir Fartsalot and the knight's old buddy Sir Knotaclew must set out on a hilarious quest to rid the world of the Snotty Scoundrel, once and for all!
Learning to read has never been more fun than it is with Ed and Fred! This hilarious beginner reader text has been carefully crafted to teach more than fifty first sight words—the simplest, most commonly used words young readers must learn to recognize "on sight." The patterned structure makes the text accessible to beginners, while its humor is guaranteed to draw in even the most reluctant older readers. Readers who are fans of Fun with Ed and Fred can also brush up on their short vowels with Gran on a Fan and their long vowels with companion book Lazy Bear, Crazy Bear. As Kirkus Reviews said of Gran on a Fan: "New readers...will hardly be aware that they are supposed to be learning basic phonics because they will be giggling."
Written by elementary reading specialist Kevin Bolger, these short, wacky comics are designed to teach beginning readers the five short vowel sounds and will make anyone a fan of phonics. Zany, graphic illustrations from award-winning artist Ben Hodson and carefully controlled text make Gran on a Fan perfect for both beginners just learning to decode and for older or reluctant readers who need a refresher in foundational phonics rules. Readers who are fans of Gran on a Fan can also brush up on their long vowel sounds with the companion book, Lazy Bear, Crazy Bear. Correlates to the Common Core State Standards in English Language Arts
Finally, a phonics primer that's not un-bear-able! Written by elementary reading specialist Kevin Bolger, Lazy Bear, Crazy Bear is a collection of zany cartoons carefully designed to teach all five long vowel sounds. Bold, graphic illustrations from award-winning artist Ben Hodson and carefully controlled text make Lazy Bear, Crazy Bear perfect for both beginners just learning to decode and for older or reluctant readers who need a refresher in foundational phonics rules. Readers who go wild for Lazy Bear, Crazy Bear can also brush up on their short vowel sounds with the companion book, Gran on a Fan. Correlates to the Common Core State Standards in English Language Arts
Twelve-year-old Steve is investigating a diamond heist but the case suddenly changes when the author of the Bailey Brothers detective novels writes him a letter to say that he fears for his life.
What would happen to international politics if the dead rose from the grave and started to eat the living? Daniel Drezner's groundbreaking book answers the question that other international relations scholars have been too scared to ask. Addressing timely issues with analytical bite, Drezner looks at how well-known theories from international relations might be applied to a war with zombies. Exploring the plots of popular zombie films, songs, and books, Theories of International Politics and Zombies predicts realistic scenarios for the political stage in the face of a zombie threat and considers how valid—or how rotten—such scenarios might be. This newly revived edition includes substantial updates throughout as well as a new epilogue assessing the role of the zombie analogy in the public sphere.
See Fred run. . . . At least, that's what the book says. But Fred has other ideas, and the resulting battle of wills between the book and its uncooperative protagonist makes for an uproarious read aloud full of surprising twists. Best of all, the patterned text has been carefully crafted so that beginners can read it by themselves—and learn more than fifty essential sight words while they're at it! | <urn:uuid:0291f30e-2c76-4988-9738-cc68ccebb8f5> | CC-MAIN-2021-49 | http://restaurantguide.columbusmonthly.com/cgi-bin/content/view.php?data=zombiekins_kevin_bolger&filetype=pdf&id=0fd31a4983519491695327ddc076f079 | 2021-12-05T11:15:44+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00422.warc.gz | 72,626,334 | 1,340 | eng_Latn | eng_Latn | 0.998373 | eng_Latn | 0.998653 | [
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The group visited the "Head Village of the Living Pond" in Taitung County, where they learned about the innovative agricultural practices and sustainable development strategies employed by local farmers. The visit provided valuable insights into the challenges and opportunities faced by rural communities in Taiwan, highlighting the importance of community engagement and collaboration in promoting sustainable agriculture.
The participants visited the field demonstration site to learn about the application of the integrated pest management (IPM) system in the production of organic vegetables.
The participants actively engaged in the planting activities, learning about the importance of reforestation and the role of trees in maintaining ecological balance.
The participants were very happy to have the opportunity to experience the joy of gardening and to learn about the importance of soil conservation.
Students from the Department of Environmental Science and Management, National Taiwan University of Science and Technology, visited the Shoufeng Wetland Park on March 10th, 2023. The purpose of this visit was to learn about wetland conservation and management practices in Taiwan.
Participants engaged in hands-on activities, learning about and preparing traditional Taiwanese snacks.
The participants visited the local community and learned about the history and culture of the area. They also participated in various activities, such as wood carving and traditional crafts.
The participants of the study tour visited the Shihmen Reservoir and the Shihmen Forest Farm.
The group visited the historical train station and learned about its history and significance. | 6d6df49f-bbdc-42ae-b7da-dc2ef97b5696 | CC-MAIN-2024-33 | https://slvs.tc.edu.tw/var/file/82/1082/img/1607/469424174.pdf | 2024-08-15T06:42:22+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641151918.94/warc/CC-MAIN-20240815044119-20240815074119-00243.warc.gz | 403,890,650 | 284 | eng_Latn | eng_Latn | 0.993693 | eng_Latn | 0.996666 | [
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OTTO
ARMLEDER MEMORIAL PARK
+ Recreational Complex
Great Parks
of Hamilton County
Finish drawing the other half of the butterfly!
Fun Fact: Butterflies use their FEET to taste!
How many words can you make from these letters?
MONARCH BUTTERFLY
__________________ __________________
__________________ __________________
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Social change
What is social change? Why is it important? How does it occur?
Social change, generally, refers to any significant change, over time, in behaviour patterns and attitudes, cultural values and norms. These changes have serious and long-term social consequences. The Women’s Suffrage Movement and The Black Civil Rights Movement are just two examples of social changes that have had significant and long-term effects on society.
Social change is important for the advancement of society. It is important for our growth as an individual, as a nation and as part of an increasingly connected world. What affects us as individuals is part of a larger picture. Social change is important, as it affects us all!
How does social change occur?
Change starts with an individual or a group of people who share a common belief. These people begin a social movement to bring about change to a social situation they believe needs attention. These people may believe their needs are not being met and work to bring about the change that will benefit them. People’s needs, generally, fall into two categories – survival and personal growth.
The actions of the individuals that follow have helped inspire change in our past; they have impacted on our present, and will continue to impact on our future. They are the agents of social change.
“Social change is important because the world we live in changes every moment. We still have a long way to go to achieve peace and equity, and every effort – big and small – makes a contribution toward this. Our actions that contribute to the greater good are our signature or legacy to be left on the world.”
Dr Anjali Forber-Pratt,
World champion Paralympian
“I hope you choose to broaden, and not contract, your ambit [area] of concern. Not because you have an obligation to those who are less fortunate, although you do have that obligation. Not because you have a debt to all of those who helped you get to where you are, although you do have that debt. It’s because our individual salvation depends on collective salvation. And because it’s only when you hitch your wagon to something larger than yourself that you will realize your true potential – and become full-grown.”
Barack Obama,
President of the United States of America
Activity 1: Social change
1. In your own words, explain what social change is and how it occurs.
2. With reference to the quotes from Dr Anjali Forber-Pratt and President Barack Obama, explain why social change is important.
Activity 2: Introduction to agents of social change
1. Identify as many of the people as you can from the images that follow.
a. ____________________________
b. ____________________________
c. ____________________________
d. ____________________________
e. ____________________________
f. ____________________________
2. Matching exercise
Try to match the person to the decade they became famous and the country they are associated with. You may need to do a little research if unsure of the answers. An example has been done for you.
| Decade | Name | Country |
|--------------|--------------------|-------------|
| 1850s | Nelson Mandela | India |
| 1880s | Martin Luther King Jnr | England |
| 1920s | Mother Teresa | South Africa|
| 1940s | Mahatma Gandhi | New Zealand |
| 1940s | Florence Nightingale | India |
| 1950s–1960s | Kate Sheppard | America (USA)|
Social change is generally regarded as the change to culture and social structure that occurs over time. This change may occur rapidly (e.g. as a result of severe conflict), or more slowly (e.g. via the spread of ideas).
Vocabulary
influential: having the power to cause changes (synonyms are: dominant, significant).
culture: the beliefs, customs, art, etc. of a particular group, place or time.
social structure: the organisation of society based on relationships (e.g. family).
Activity 3: Social change continuum
Following is a list of ways in which social change may occur. Place these on the continuum where you think they belong.
Conflict Ideas Culture Population changes Environmental changes
Most influential Least influential
Significance
A key concept of Social Studies is significance – more specifically, the significance of people, places and events. The people you will now learn about are significant – meaning they are important. But … how do we decide what or who is significant? And … does the significance of a person, place or event change over time?
Activity 4: Understanding significance
1. Discussion
Choose one of the people from the images in Activity 2: Introduction to agents of social change to discuss with your family or friends. Do they know who this person is? Do they know what he/she did? How do they know this? Do your friends/family think the actions of this person were significant? Why, or why not?
2. Define significant (use a dictionary if you need to).
3. Who was the most significant person in your life when you were five years old? Why was this person so significant?
4. Who was the most significant person in your life when you were ten years old? Why was this person so significant? If this person is a different person from the person you chose in question 3., why do you think your response changed?
The 5 Rs model
This model was developed by Christine Counsell.
1. Remembered – Does the event hold a place in memory?
2. Results – Does the event have long-term consequences?
3. Remarkable – Is the event unique or unusual?
4. Resonant – Do people often draw comparisons with this event?
5. Revealing – Does the event tell us about a bigger issue?
The ‘GREAT’ model
This model was developed by Rob Phillips.
Ground-breaking
Remembered … by all
Events … that were far reaching
Affected … the future
Terrifying
The Diamond Nine
The *Diamond Nine* is a method that may help you to reflect on the importance of a person, place or event.
- The person, place or event you consider to be the most important is placed in the apex of the diamond (number 1).
- The person, place or event you consider to be the least important of the 9 is placed at the bottom of the diamond.
- Items in each row are of equal importance.
Six things that help to determine *significance* follow.
- Resulted in great change
- Periods of time
- Large numbers of people
- People’s perspectives and purpose
- Link to larger trends
- Revelation of something important
Activity 6: Significance
1. Choose one of the models outlined (Partington’s, 5 Rs or GREAT) to help you determine the significance of the following nine events in New Zealand history. Place these events on the Diamond Nine diagram provided on the following page where you think they should go. If you do not know anything about these events, ask your friends, siblings, parents, grandparents or use the internet to read up on them.
The Christchurch City Libraries website has useful and easy-to-understand information: http://christchurchcitylibraries.com/Kids
| Event | Year |
|-------|------|
| Signing of the Treaty of Waitangi | 1840 |
| Napier earthquake | 1931 |
| Bastion Point occupation | 1977 |
| Christchurch earthquake | 2011 |
| New Zealand flag at half-mast for 29 miners killed at Pike River Mine | 2010 |
| World War I | 1914–1918 |
| Women vote at their first election, Tahakopa, south-east Otago | 1893 |
| World War II | 1939–1945 |
| Rainbow Warrior bombing | 1985 |
© ESA Publications (NZ) Ltd, ISBN 978-1-927297-29-2 – Copying or scanning from ESA workbooks is limited to 3% under the NZ Copyright Act.
2. Once you have completed the *Diamond Nine*, provide reasons why you have placed the events you did in positions 1 and 9 (at the apex and at the bottom of the diamond).
**Position 1 – Apex**
Event:
Reason(s) for choice of position:
---
**Position 9 – Bottom**
Event:
Reason(s) for choice of position:
---
3. Compare your choices with those of a friend or ask your parents to rank the events. Did you have the same answers as those you made comparisons with? If not, why do you think you have different answers?
---
To truly understand the impact Nelson Mandela had on the lives of people in South Africa, and beyond, we need to understand a little about the regime under which South Africans lived.
**Apartheid** is an Afrikaans word that means “apartness”. Apartheid was often called “separate development”. Apartheid classified people into separate groups – Bantu (all black Africans), Coloured (those of mixed race) or White; a fourth category – Asian (Indian and Pakistani) – was later added. Implementation of apartheid was made possible through the Population Registration Act of 1950. The white minority ruled, sanctioning racial segregation and political and economic discrimination against non-whites.
Legal racial segregation had previously been widely practised in South Africa, but the National Party, which gained office in 1948, extended the policy and gave it the name **apartheid**. The Group Areas Act of 1950 established residential and business sections in urban areas for each race – members of other races were barred from living, operating businesses, or owning land in them.
**Activity 1: Short-answer questions – Apartheid**
Refer to the preceding information on apartheid to answer the following questions.
1. **Apartheid** is an Afrikaans word that means what?
2. Which group of people had the power in South Africa – the whites or the non-whites?
3. What is the name of the Act that made apartheid possible?
4. What four categories were people grouped into as a result of the Population Registration Act of 1950? | <urn:uuid:d0d85088-072c-4bc5-b5f9-4cd1a6c33c8d> | CC-MAIN-2019-26 | https://cdn.shopify.com/s/files/1/0654/9573/files/L5_People_in_Past_sample.pdf?15970632519824031806 | 2019-06-16T04:13:54Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00106.warc.gz | 383,206,113 | 2,111 | eng_Latn | eng_Latn | 0.973466 | eng_Latn | 0.998584 | [
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has it under a fine state of cultivation and well improved in every way. He has a substantial dwelling and in 1917 built a modern barn, forty-four by ninety-two feet, at a cost of forty-five hundred dollars. He has been very successful in his diversified farming operations and carries on general farming and stock raising on an extensive scale, making a specialty of raising blooded Angus cattle for the market, for which he finds a very ready sale owing to their superior quality. He raises great crops annually of corn, potatoes and clover hay.
On February 26, 1888, Mr. Henrickson was married to Anna Margaret Bendixen, who was born on January 18, 1870, in Pocahontas county, Iowa. Her parents were natives of Denmark, from which country they came to America and established their future home in Iowa, where they engaged in farming. Six children have been born to Mr. and Mrs. Henrickson, as follow: Carl, who is in a Minnesota light artillery regiment, having enlisted in 1917 from Clay county for service in the European War; Elmer, who is married and lives at home, assisting his father with the work on the farm; Josie, who is married and lives on a farm in Becker county, this state; Harry, who is at home; Alice, also at home, who is studying to be a trained nurse, and Helen, who also is at home with her parents.
Mr. Henrickson is an independent voter, a member of the Non-partisan League. He has served as clerk of his local school district, No. 28. He attends the Congregational church. He is a member of the Clay County Safety Committee and is also a member of the Clay County Farm Bureau.
ANDREW J. VOJE.
Andrew J. Voje, a prosperous farmer and stock raiser of Hendrum township, Norman county, where he is the proprietor of three hundred and sixty acres of good farming land, was born in Norway, March 24, 1855, the son of John K. and Anna (Voje) Voje, both natives of Norway, where they were reared and married. Some six years after the birth of Andrew J. Voje, his parents hearing of the great opportunities for industrious and thrifty persons, as they were, to become prosperous landowners under the protection of the Stars and Stripes across the Atlantic, bade their friends and relatives in the land of their nativity goodbye and came to America in 1861, locating in Waupaca county, Wisconsin, two miles west of Scandinavia. By dint of thrift and perseverance John K. Voje soon acquired a
tract of new land which he speedily brought under cultivation, and there he and his wife remained until their deaths. They were the parents of seven children, as follow: Kjerster; deceased; Knut, who died at the age of eleven years; Bertha Helen, who died at the age of seven or eight years; Andrew J., the subject of this review; Bertha, Knut and Mary. The elder Voje and family were all members of the Lutheran church, which had in them loyal and consistent adherents.
When Andrew J. Voje first breathed the air of free America, he was only six years of age and during his residence in Waupaca county, Wisconsin, where his parents had settled, he attended the common schools, thus receiving his early education. He remained on the old home place with his parents, contributing a goodly share of his effort to its improvement, until he had reached the age of twenty-three, when, as a single man, he came directly to Norman county, Minnesota, having heard that there was ample opportunity in that section for a young man of determination and spirit to successfully establish himself, and pre-empted one hundred and sixty acres of section 24 in Hendrum township, but proved it up as a homestead. From 1878 to 1892 he remained there, improving his farm and successfully cultivating the same, until his resources permitted the addition of forty more acres. In 1892 he decided to change his residence from section 24 to section 25, where he has since lived, in Hendrum township, having added one hundred and sixty more acres to his holdings. At his last location he has added improvements with his wonted diligence until he has one of the best improved farms in the township, on which he carries on general farming and makes a specialty of breeding graded Aberdeen Angus cattle.
On September 13, 1881, Mr. Voje married Mary Moirah, who also was born in Norway, the daughter of Peter Hanson, who emigrated to this country in 1869, settling in Winneshiek county, Iowa. To this union have been born six children, all of whom are living, namely: Hans, Ed. Mary, Andrew and Gust (twins), and Christina. Mr. Voje and family, as were his father and his family, are active and conscientious members of the Lutheran church, and he helped to organize the Concordia Lutheran church.
Mr. Voje has also found time, when he has not been busily engaged on his farm, to take an active part in the civil and business affairs of his community. When he came to this township, it was not organized, but when its population reached the requisite number, he, among others, organized it into the present Hendrum township. His industry, integrity and capability so commended him to his neighbors that they conferred upon him local
official trusts, and he has served as township assessor for twenty-four years and is now the incumbent of that office. Being a progressive farmer, Mr. Voje has been deeply interested in the establishment of adequate marketing and credit facilities in the community, and has helped to organize the creamery, the farmers elevator and the Farmers State Bank, all of Hendrum. Politically, Mr. Voje is a Republican. Whenever any deserving movement is started in the community for its social, civil or material betterment, it finds in him an ardent and wholesouled supporter.
PETER THOMAS.
Peter Thomas, a well-known and prosperous farmer, owner of two hundred and forty acres of prime land in Mary township, Norman county, and former member of the school board, is a native of the state of Minnesota, born in the city of St. Paul, May 12, 1857, a son of Jacob and Mary (McLean) Thomas, for the latter of whom the township of Mary was named. Jacob Thomas was a farmer, originally entering a homestead tract containing one hundred and sixty acres, which he improved and developed, and as he prospered in his farming operations he added to his land holdings, finally becoming the owner of three hundred and twenty acres in Mary township, on which he carried on general farming for many years. He died at Minneapolis, where he had lived retired, in February, 1912, at the age of eighty years. The land is now owned by his daughters. His wife, Mary McLean, died in 1913, also aged eighty years. They were devout members of the Catholic church and earnest advocates of all movements designed to forward the best interests of the community in which they resided. They were the parents of the following children: Mary, married, and living in Minneapolis, this state; Peter, the subject of this sketch; Melissa, Alice and Fannie, residing in Minneapolis; Emma, married and living in Kendall, North Dakota; Helena, unmarried, who also is living in Kendall, and Bertram, a banker, living in Hansboro, North Dakota. Jacob Thomas was ever active in matters relating to the public welfare and served for a number of years on the school board and also on the township board.
Peter Thomas was educated in the schools of his home district and at the age of twenty-one, in 1878, he homesteaded one hundred and sixty acres of land in section 14, Mary township, later buying eighty acres, and is now the owner of two hundred and forty acres of as good land as is to | <urn:uuid:9d9ff1cf-0831-4180-bf62-1c0afec31678> | CC-MAIN-2021-25 | https://www.hcscconline.org/uploads/1/1/4/2/114274013/voje-andrew-j.pdf | 2021-06-15T00:40:36+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487614006.8/warc/CC-MAIN-20210614232115-20210615022115-00521.warc.gz | 745,752,698 | 1,672 | eng_Latn | eng_Latn | 0.999068 | eng_Latn | 0.999147 | [
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In the current scenario of scams, corruption, atrocities on women etc., the real issue today is to build character in the young minds. Can education ensure a good moral character through a process of character education?
Character education can be defined as a process that encourages the students to develop fundamental moral and cultural values that affect their behaviour throughout life rather than be just smart in lessons or in business. It involves understanding and practising values and cultures throughout one's life and in every step. Implementation of values and culture begins at school and teachers play a very important role. Implicit in this statement is the way the teacher/administrative staff and others relate to parents and students and the communication style the school administration and faculty have with their students. Character education is a planned comprehensive teaching-learning approach for teaching self-respect, responsibility, trustworthiness and citizenship and hence enables the individuals to be useful in their decision making processes throughout their life.
The objectives of an effective character education can be stated as follows:
- To create an awareness and encourage promotion of core ethical values
- To teach students to act upon these core ethical values
- To teach tolerance of diversity
- To offer opportunities for moral action,
- To support academic achievement
- To develop intrinsic motivation
- To develop positive leadership styles among students
Detailed discussions with the knowledgeable persons indicate that the most powerful lessons about ethics and morality primarily emanate from the family life where children learn from family values. The discussions also reveal that students coming from value-based families are more attuned in value systems, positive leadership, practical intelligence, wisdom, social intelligence, spirituality and to actions which involve giving love or being loved. The studies also reveal that there is a direct relationship between literacy rate and crime and violence committed: higher the literacy rate, lower is the crime rate.
Character education encourages students to cultivate virtues like cheerfulness of mind, serenity, purity, simplicity, magnanimity, forbearance, etc. These soft skills can be developed through education programs or projects that help in empowering students to make a difference in the lives of others. Such projects could include activities like visits to a cancer hospital, distribution of food to slum children, blood donation camps, teaching to children of below the poverty line parents, visit to old age homes and spending a day or two there, among others. In addition, case studies involving CSR projects and discussions on differentiations between the rightness and wrongness of these projects also help in a big way. Additionally, students could be made to work on projects, develop case studies which help in differentiating and bringing out the impact of these behavioural patterns.
The net effect of these projects would be to connect to the basic pillars of character like trustworthiness, respect, responsibility, fairness, caring and citizenship. With the objective of building a right character in the students, it is necessary that students are explained right and wrong behavioural aspects and impact thereof. In character education, parents should have a very important role to play. Change of a child cannot just be built in schools; it is also built at home. Educational institutions, however, can play a major role by encouraging parents to check about the child's behaviour, encourage outside reading, help the child in group working, team building, etc.
Unless proper education is imparted letting students about character, India is bound to have high rates of corruption, crime and violence. It takes character to build healthy relationships and improve work environment and finally world environment. Character education also encourages students to think critically and act responsibly. It is the development of knowledge, skills and abilities that enables the child to make informed and responsible choices.
It involves a shared educational commitment that would put emphasis on the responsibilities and rewards of productive living in a diverse global society.
Character education would help students develop some additional traits. These include initiative - the willingness do the thing that should be done without someone prompting one to do, imagination - the need to imagine, develop new plans on old plans, enthusiasm - the power to enthuse and be enthused and finally action - the need to do and not just think. This means that the student would learn aspects of self control, performing more than what he/she is paid for, develop passion for whatever he/she is doing, concentrate or focus on his/her activities through persistence, tolerance, etc.
The critical aspect of this character education in schools/other educational institutions is the role played by the faculty - the first point of contact, the management of the institution and finally the society. Thus, at the end of this process students will be left with a legacy that will remain constant throughout life to know good, love good and do good to climb and help India become a superpower in the years to come.
Authored by Dr R Gopal, Director of Padmashree Dr D Y Patil University, Department of Business Management and a senior member of Higher Education Forum (HEF) | <urn:uuid:0472cf7c-6030-4e8c-be68-22a9a9b894de> | CC-MAIN-2018-05 | http://drgopal.org/Articals/2013%20mar%20character%20education.pdf | 2018-01-17T01:22:43Z | crawl-data/CC-MAIN-2018-05/segments/1516084886792.7/warc/CC-MAIN-20180117003801-20180117023801-00329.warc.gz | 99,023,276 | 983 | eng_Latn | eng_Latn | 0.998418 | eng_Latn | 0.998418 | [
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In groups of 4 you will be responsible for taking photographs and printing them. The photographs must meet the following guidelines:
Take a photograph of each of the following. No image may be repeated. Failing to collect all of these photographs results in an incomplete assignment. The photographs should be well-lit and well framed. Focus on the most important item when taking the picture. More than one picture is acceptable, but no more than three per treasure hunt item.
The final project should be mounted on foam core with a title for each photograph. This is worth 30 points toward your grade
An example of:
**Architecture:**
- Victorian Architecture
- Frank Lloyd Wright Architecture
- Mies Van Der Rohe Architecture
**Objects:**
- An object where form clearly follows function
- An object where function is discarded for emphasis on form
- An object that would appeal to either Art Nouveau or Arts and Crafts artists
- An object that would appeal to the Bauhaus design ideal
**Social:**
Observe people, buildings, etc and take a photo of a scene, subject, etc that conveys the following:
- An scene or image that conveys American consumerism
- A scene or subject that conveys the American abundance of goods (or overabundance?)
- An scene or subject that is reminiscent of the Industrial Revolution (e.g. large factory)
**Contemporary “History”:**
- A photograph of the entrance to a large design studio or advertising agency
- A photography of mass marketing in effect
- A scene that would appeal to Futurists
- A scene or architectural photography of a modern/contemporary art gallery
**Bonus (optional):**
- A picture of a Mucha-like Image (check older bars)
- An image of an actual industrial revolution building
- A photo of cubist art
Instructor: Lindsay Grace | <urn:uuid:2246f1ad-4fbd-4cd6-9c41-46e9464e6338> | CC-MAIN-2018-05 | http://aii.lgrace.com/documents/Survey_Hunt_History.pdf | 2018-01-17T01:12:50Z | crawl-data/CC-MAIN-2018-05/segments/1516084886792.7/warc/CC-MAIN-20180117003801-20180117023801-00328.warc.gz | 15,470,227 | 379 | eng_Latn | eng_Latn | 0.994003 | eng_Latn | 0.994003 | [
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This report covers the drinking water quality for the City of Howell for the calendar year of 2008.
This information is a snapshot of the quality of the water that we provided to you in 2008. Included are details about where your water comes from, what it contains, and how it compares to U.S. Environmental Protections Agency (EPA) and State of Michigan Department of Environmental Quality (MDEQ) standards.
The staff of the City of Howell water treatment plant is highly dedicated to bringing you the best drinking water possible. We vigilantly safeguard the water supplies and once again we report that our system has not violated any maximum contaminant level (MCL).
**Water Supply and Treatment:**
The City of Howell is a ground water system. Water is all drawn from deep rock wells (over 400 feet) taken from the Michigan formation and the deeper Marshall sandstone aquifer. Were a lime softening plant and add sulfuric acid for pH control, fluoride for the prevention of tooth decay, phosphate for corrosion control, and chlorine for disinfection. The City has a wellhead protection plan approved by the State in November 2001. The plan indicates that the ground water is considered to be moderate to low for possible contamination.
**General Health Information:**
Drinking Water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA’s: Safe Drinking Water Hotline (800-426-4791).
**For People with Special Health Concerns:**
Some people may be more vulnerable to contaminants in drinking water than the general population. Immune-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune systems disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
**Sources of Drinking Water:**
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. Our water comes from wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
**Contaminants that may be present in source water include:**
- **Microbial contaminants**, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations and wildlife.
- **Inorganic contaminants**, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming.
- **Pesticides and herbicides**, which may come from a variety of sources such as agriculture, urban stormwater runoff and residential uses.
- **Radioactive contaminants**, which are naturally occurring or be the result of oil and gas production and mining activities.
- **Organic chemical contaminants**, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems.
In order to ensure that tap water is
safe to drink, EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration regulations establish limits for contaminants in bottled water which provide the same protection for public health.
**Additional Information for Lead in Drinking Water:**
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Howell is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your drinking water, you may wish to have your water tested.
**NOTE:** The City tests for lead & copper every 3 years, call to add your name for the next testing (summer 2010). Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (800-426-4791) or at [www.epa.gov/safewater/lead](http://www.epa.gov/safewater/lead).
**Unregulated contaminant monitoring:**
Unregulated contaminant monitoring helps EPA determine where certain contaminants occur and whether they need to regulate those contaminants. In September 1999, EPA revised the Unregulated Contaminant Monitoring Rule (UCMR) as required by the 1996 Amendments to the Safe Drinking Water Act. The data generated by the new UCMR will be used to evaluate and prioritize contaminants on the Drinking Water Contaminant Candidate List, a list of contaminants that EPA is considering for possible new drinking water standards. This will help to ensure that future decisions on drinking water standards are based on sound science.
- The City of Howell participated in this testing in September and December of 2001 and tested again in 2008.
- The EPA is soon expected to set a radon standard for drinking water at 300pCi/L (see definitions in table to right).
- The City of Howell voluntarily tested for Radon in 2001 and our results were 80 pCi/L.
---
**Important Information About Your Drinking Water**
**Monitoring Requirements Not Met for the City of Howell**
We are required to monitor your drinking water for specific contaminants on a regular basis. Results of regular monitoring are an indicator of whether or not our drinking water meets health standards. During November 2008 we did not complete all monitoring for bacteriological contaminants and therefore cannot be sure of the quality of our drinking water during that time. Our regular testing practice is to collect distribution samples twice a month, each time collecting 5 samples at 5 different sites. Even though this monitoring was not conducted, daily bacteria testing is done at the treatment plant on the raw (well) water and plant tap water (water leaving the treatment plant and entering the distribution system) making us confident water quality was not compromised.
**What should I do?** There is nothing you need to do at this time. This is not an emergency. You do not need to boil water or use an alternative source of water at this time.
The table below lists the contaminant(s) we did not properly test for, how often we are supposed to sample for these contaminants and how many samples we are supposed to take, how many samples we took, when samples should have been taken, and the date on which follow-up samples were taken.
| Contaminant | Required Sampling Frequency | Number of samples taken | When all samples should have been taken | Date additional samples were taken |
|---------------------------|-----------------------------|-------------------------|----------------------------------------|-----------------------------------|
| Total Coliform Bacteria | 10 sample per month | 5 samples | 11/01/08 to 11/30/08 | 12/03/08 and 12/16/08 |
**What happened? What is being done?** Due to operator error the required samples were missed. Samples taken since then show that all results met acceptable limits. Again, noting that the daily bacteria testing done at the plant on the raw water and plant tap showed no bacteria, making us confident that water quality was not compromised.
For more information, please contact Mr. Jim Webster, Operations Manager, City of Howell, 150 Marion Street, Howell MI 48843 at 517-8546-5309. **This notice is being sent to you by the City of Howell—Water Treatment Plant.**
Please share this information with all the other people who drink this water, especially those who may not have received this notice directly (for example, people in apartments, nursing homes, schools, and businesses). You can do this by posting this notice in a public place or distributing copies by hand or mail.
The water quality data table lists all the drinking water contaminants that we detected during the 2007 calendar year. The presence of these contaminants in the water does not necessarily indicate that the water poses a health risk. Unless otherwise noted, the data presented in this table is from testing done between January 1 – December 31, 2007. The EPA or the State allows us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. All the data is representative of the water quality, but some is more than one year old.
**Terms and abbreviations used in table:**
- **MCLG = Maximum Contaminant Level Goal:** The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
- **MCL = Maximum Contaminant level:** The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLG as feasible using the best available treatment technology.
- **TT = Treatment Technique:** A required process intended to reduce the level of a contaminant in drinking water.
- **Action Level:** The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
- **ppb:** parts per billion, same as micrograms per liter (µg/L).
- **ppm:** parts per million, same as milligrams per liter (mg/L).
- **MRDLG = Maximum Residual Disinfection Level Goal:** The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
- **MRDL = Maximum Residual Disinfectant level:** The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
- **MPL = Maximum Permissible Level:** State assigned level (example = Sodium)
- **N/A:** Not applicable
- **pCi/L:** picocuries per liter (a measure of radioactivity).
- **ND:** Not detected
- **NR:** Monitoring not required, but recommended.
| Contaminants | Units | MCLG or MRDLG | MCL, TT, or MRDL | Your Water | Range Low | High | Sample Date | Violation | Typical Sources |
|------------------------------|-------|---------------|------------------|------------|-----------|------|-------------|----------|--------------------------------------------------------------------------------|
| **Disinfectants & Disinfection By-Products** *(There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.)* | | | | | | | | | |
| Chlorine as Cl2 | ppm | 4 | 4 | 0.39 | 0.10 | 0.80 | 2008 | NO | Water additive used to control microbes |
| Haloacetic Acids - HAAs | ppb | 60 | N/A | 2.0 | N/A | N/A | 2007 | NO | By-product of drinking water disinfection |
| TTHM - Total Trihalomethanes | ppb | 80 | N/A | 11.0 | N/A | N/A | 2007 | NO | By-product of drinking water disinfection |
| **Inorganic contaminants** | | | | | | | | | |
| Barium | ppm | 2 | 2 | 0.04 | N/A | N/A | 2006 | NO | Discharge of drilling wastes; Discharge from metal refineries; Erosion of natural deposits |
| Fluoride (plant tap) | ppm | 4 | 4 | 1.06 | 0.82 | 1.20 | 2008 | NO | Erosion of natural deposits; Water additive which promotes strong teeth; Discharge from fertilizer and aluminum factories |
| Sodium (optional) | ppm | N/A | N/A | 56.0 | N/A | N/A | 2008 | NO | Erosion of natural deposits; Leaching |
| **Radioactive Contaminants** | | | | | | | | | |
| Alpha Emitters | pCi/L | 0 | 15 | 2.8 | N/A | N/A | 2001 | NO | Erosion of natural deposits. |
| Radium (combined 226/228) | pCi/L | 0 | 5 | 0.3 | N/A | N/A | 2001 | NO | Erosion of natural deposits. |
| **Contaminants** | Units | MCLG | Action Level (AL)| Your Water | # Samples Exceeding AL | Sample Date | Exceeds AL | Typical Sources |
| **Inorganic contaminants** | | | | | | | | | |
| Copper - Homeowners Taps. | ppm | 1.3 | 1.3 * | 0 | 0 | 2007 | NO | Corrosion of household plumbing systems. Erosion of natural deposits. |
| Lead - Homeowners Taps. | ppb | 0 | 15 ** | 3 | 0 | 2007 | NO | Corrosion of household plumbing systems. Erosion of natural deposits. |
* Copper Action Level = 90 percentile or 9 out of 10 homes tested must show a concentration equal to or lower than 1.3 ppm.
** Lead Action Level = 90 percentile or 9 out of 10 homes tested must show a concentration equal to or lower than 15 ppb.
Multi-Year Street Program: 2009—2012
The Howell City Council has approved a three-year program that will reconstruct approximately 10,805 miles of the City’s 36 miles of streets beginning in July 2009. The project includes not only reconstructing the roads, but also replacing aging sewer and water lines and making storm sewer improvements. The streets within the program are a mixture of local and major streets that have not undergone any significant rehabilitation within the last twenty years. More information including funding options is available at the City of Howell street program website: howellstreets.com.
Water System Improvements: 2009—2012
The City has identified approximately $3.5 million of Water Treatment improvements that are planned over the next three years. These projects include rehabilitation of the City water tower at a cost of $305,000, water plant improvements for $902,800 and new raw water line at a cost of $2,308,600. These projects are being administered through a low interest loan program for municipal water systems called the Drinking Water Revolving Fund (DWRF). The MDEQ oversees the DWRF program.
How can I get involved?
City of Howell — City Council Meetings
All City Council meetings are held at Howell City Hall, 611 E. Grand River, Howell MI 48843 (517) 546-3502, Council Chambers, Lower Level. Note: All City Council meetings will begin at 7:00 p.m.
2009 Meeting Dates = January 12 & 26; February 9 & 23; March 9 & 23; April 6 & 20; May 4 & 18; June 8 & 22; July 13 & 27; August 10 & 24; September 14 & 28; October 12 & 26; November 9 & 23; December 7 & 21.
Howell Citizens’ Academy The 2009 Citizens’ Academy has been delayed until the Fall.
The eight-week program is an exciting way to learn about how our city is governed and to involve residents in community issues. Previous participants have described their experience with the Citizens’ Academy as “Overall an A+,” “Makes me want to be more involved in the community,” “…bound to be the hottest ticket in town.” Participants will visit various departments and facilities and experience local decision-making processes to help create a better understanding and a stronger partnership with the City. You will experience: Tours and discussion of Public Works, Water & Wastewater Treatment Plants; Tours and discussion of Police and Fire Departments; Zoning, Planning, Building, Code Enforcement, DDA & Community Development; Overview of Local Government; The budget process—revenues and expenses, voting process, assessing process and Information Technology & communications.
Questions or to register for the next citizen’s academy contact the City Manager’s office at (517) 546-3861 or email: email@example.com. Priority for enrollment will be given to City residents first, and you must be 18 years of age or older to participate.
As in Previous Years:
We are committed to providing you safe, reliable, and healthy water. We are pleased to provide you with this information to keep you fully informed about your water. We will be updating this report annually and you will also keep you informed of anything that may occur throughout the year. For more information about your water, or the contents of this report, contact Jim Webster, Operations Manager — at 517-546-5309.
Copies of this report (and the previous 2 years) are available at the Water Plant or at the City of Howell website: www.cityofhowell.org/watertreatment | <urn:uuid:2edd6161-e202-433f-8882-dc8d3f33cb22> | CC-MAIN-2018-47 | http://www.cityofhowell.org/document_center/2008_Water_Quality_Report.pdf | 2018-11-21T03:48:31Z | crawl-data/CC-MAIN-2018-47/segments/1542039747024.85/warc/CC-MAIN-20181121032129-20181121054129-00441.warc.gz | 402,409,926 | 3,833 | eng_Latn | eng_Latn | 0.994191 | eng_Latn | 0.995716 | [
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Genes linked to baldness, missing teeth
More than a century after Charles Darwin described a family in India in which 10 men had sparse hair, small teeth, and "excessive dryness of the skin" during hot weather, scientists have pinned the blame for the malady on a gene—the first link to baldness.
Anand K. Srivastava of the J.C. Self Research Institute of Human Genetics in Greenwood, S.C., and his colleagues report in the August Nature Genetics that they have isolated a gene which, when faulty, causes the Indian family's complaint, now known as anhidrotic ectodermal dysplasia. The researchers also pinpointed the specific mutations and deletions that cause the pattern of symptoms Darwin described.
Anhidrotic ectodermal dysplasia is one of 150 syndromes caused by defects in skin, hair, teeth and nails. Together, these anomalies afflict 125,000 people in the United States.
Though it may seem odd that anomalies in a single gene can affect such distinct, differentially located traits as hair, teeth, and sweat glands, the trio is unified by a basic fact of human development—each forms within 12 weeks of conception from embryonic tissue. The embryo's outer layer, or ectoderm, develops into hair, nails, skin glands, nervous system, and sensory organs.
Anhidrotic ectodermal dysplasia, which means abnormal growth of the ectoderm, results from an inability to sweat. It appears mainly in men. "It is remarkable that no instance has occurred of a daughter being thus affected," Darwin noted in his report of the Indian family.
Such an inheritance pattern had long indicated to scientists that the genetic flaw responsible for the disorder is located on the X chromosome. Women have two copies of the X chromosome, so one normal copy can compensate for a faulty one. Men have only one X chromosome, so they cannot escape the consequences of an error.
Srivastava's team began its quest for the gene with a woman who had the disorder. She also had a genetic anomaly: A piece of her X chromosome was spliced into another chromosome. This led the team to focus on the transposed segment. Once they had found the gene, they analyzed it in 15 other patients. All 15 had either deletions or mutations in the gene.
"Now we want to learn how this gene functions," Srivastava says. The researchers plan to find out first in the Tabby mouse, which has the rodent counterpart of the human disorder.
"We want to introduce a normal gene into this mouse and see if we can 'repair the defect,'" Srivastava says. "Once we know more about the mechanism of the gene and its function, it may help in the prevention of baldness."
In a separate study in the same journal, Christine Seidman of the Howard Hughes Medical Institute at Harvard Medical School in Boston and her colleagues say they have found the gene that is flawed, responsible for a rare developmental failure in which specific teeth fail to form. They found the mutation by studying a family in which 12 of 28 men and women lacked the same two teeth—a molar and a canine.
The researchers then analyzed the DNA of affected family members to try to identify distinctive features that might account for the missing teeth. They found a mutation in a region of MSX1, a gene that makes a protein capable of regulating other genes. This mutation occurs in all members of the family but rarely varies, even from species to species, and disrupts development of specific teeth, the researchers say.
Irma Theiself of the University of Helsinki reports in the journal that MSX1 belongs to a gene family with an important role in regulating human development. Although the normal function of the ectodermal dysplasia gene is unknown, she says, its flaws when flawed imply that the gene is also "part of some basic developmental regulatory mechanism."
— S. Sternberg
Bug sprays may bug you, too—for a day
People whose homes have been sprayed for bugs frequently complain of symptoms that resemble mild insecticide poisoning—headaches, burning eyes, runny noses, nausea, even tightness in the chest. However, such symptoms are less likely to stem from reactions to the pesticide itself than to elevated solvents that make it sprippable, a new study concludes.
These emulsifiers and propellants account for about 95 percent of sprayed material. Though manufacturers label them inert, this designation refers only to the fact that they are not part of the active pesticide, points out John A. Bukowski, former head of the Pesticide Control Program in Trenton. In fact, he notes, many of these solvents, which tend to enter the air far more readily than the pesticides do, are quite irritating.
To see whether the solvents might reach concentrations likely to provoke symptoms, Bukowski's office teamed up with New Jersey's Environmental and Agricultural Health Research Institute in Piscataway to study apartments treated with the insecticide chlorpyrifos.
Exterminators sprayed just the perimeter of two identical, unoccupied apartments, hitting bookcases and crevices along the edges of the floor. In another two, they sprayed a fine mist of the pesticide over the entire floor area, including carpets.
Computer models had indicated that solvent concentrations in such unventilated apartments would peak in 2 to 4 hours, suggesting that the dwellings should be ventilated for 3 to 6 hours. Though VOC concentrations peaked as predicted at about 22 milligrams per cubic meter of air, they didn't do so until 10 to 12 hours after treatment.
Even after 24 hours, solvents remained elevated in three of the apartments at more than twice their prespray concentrations, the researchers report in the August ENVIRONMENTAL SCIENCE & TECHNOLOGY.
These solvents—some of which are found in paints or released by volatile chemicals emitted by glue and fabric in new furniture and carpets—have been associated with sick building syndrome, notes Bukowski, now at the University of Pennsylvania in Philadelphia. "What we basically showed," he says, "is that you can get a sick building syndrome for a day or so from an insecticide application."
Robert Dyer, assistant director of the Environmental Protection Agency's National Health Effects and Environmental Research Laboratory (NHEERL) in Research Triangle Park, N.C., is not convinced. Bukowski's conclusion that the elevated solvents could cause symptoms comes from comparing concentrations of the unidentified volatile organic chemicals (VOCs) emitted by chlorpyrifos to symptom-provoking concentrations of a well-defined mix of 22 VOCs studied at NHEERL. Unless the two groups of VOCs match, Bukowski's group may be "comparing apples and oranges," Dyer suggests.
The new study does "point to an issue that's very important," however—the need to improve labeling on when and how long to ventilate an area that has been treated, says Lynn R. Goldman, EPA's assistant administrator for prevention, pesticides, and toxic substances. Few pesticides developed for indoor use require that treated vacating treatments temporarily, Bukowski notes, or give airing-out instructions beyond "ventilate adequately."
Currently, EPA is reevaluating information on labeling for all pesticides registered before 1985, Goldman told SCIENCE NEWS. "In every case, we're finding a need to change how [pesticides] are used," which can include ventilation requirements. In the near future, she says, expect labeling with more explicit prescriptions on how long to air out treated areas, based on data for additives as well as active ingredients. —J. Raloff | <urn:uuid:979a1d3c-aacb-4463-a8ce-a6c2edbc0292> | CC-MAIN-2024-38 | https://www.sciencenews.org/wp-content/uploads/1996/08/00368423.ap071096.07a00080.pdf | 2024-09-13T12:23:32+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651513.89/warc/CC-MAIN-20240913101949-20240913131949-00107.warc.gz | 909,161,414 | 1,565 | eng_Latn | eng_Latn | 0.997463 | eng_Latn | 0.997463 | [
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Test Question Analysis
You can learn from questions analysis by determining why the correct answers were correct, and why the wrong answers were wrong. The same content can show up in other questions.
Why Was The Question Missed?
☐ Did you misread the question? (did not read “Except” in the questions, read too quickly and misread key words)
☐ Did you misinterpret the question? (“adding” information that was not in the question, thought about “what if”)
☐ Did you give up too quickly?
☐ Did you miss terminology that could help you to answer the question?
☐ Did irrelevant details in a stem lead you to a wrong answer?
☐ Did you use a method of elimination?
☐ What type of knowledge the question assessed? (factual, understanding, application, analysis). Check on Bloom’s taxonomy levels of learning below.
o Knowledge (memorization and recall of facts),
o Comprehension (understanding of concepts),
o Application (using knowledge and understanding to solve problems and transfer theoretical knowledge to practical situations)
o Analysis (identifying parts of concepts so relationships between are clear)
o Synthesis (putting parts together and creating a new meaning as a whole)
o Evaluation (making a judgment about products or ideas and providing justification)
o Creation (creating a new product or idea)
☐ What do you need to do differently to answer a similar type of questions in the future? | <urn:uuid:d0806b49-f938-4643-a8bc-a9e3e67d7219> | CC-MAIN-2017-39 | http://studentsuccess.uams.edu/wp-content/uploads/2016/07/Test-Question-Analysis.pdf | 2017-09-19T18:49:32Z | crawl-data/CC-MAIN-2017-39/segments/1505818685993.12/warc/CC-MAIN-20170919183419-20170919203419-00511.warc.gz | 336,921,732 | 300 | eng_Latn | eng_Latn | 0.981942 | eng_Latn | 0.981942 | [
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## Shared Socioeconomic Pathways - Solutions
### Task 1
Choose an SSP and summarize what it says about population, economy, politics, technologies, environment, energy and resources. You can use the table below to summarize your results.
### Task 2
Exchange your results with students who have chosen a different scenario.
| | SSP1 | SSP2 | SSP3 | SSP4 |
|----------------|----------------------------------------------------------------------|----------------------------------------------------------------------|----------------------------------------------------------------------|----------------------------------------------------------------------|
| **Population** | Demographic change is accelerating | Population growth is moderate and declining. Investment in education is too low to reduce fertility rates in developing countries. | Population growth is low in industrialised countries and high in developing countries. | Conflicts and unrest spread. Population growth is low in industrialised countries and relatively high in developing and emerging countries. Development expenditures are unequally distributed. |
| **Economy** | The well-being of the population is more important than economic growth. GDP can still grow. | The economic structures are the same as in the past. | Economic output and also world trade are growing slowly. | Moderate economic growth in industrialised countries and emerging markets; developing countries lag behind. |
| **Politics** | Better management of global public goods leads to a reduction in inequalities. | Most economies are politically stable, but they develop differently and incomes grow asymmetrically. | As a result of a resurgence of nationalism, politics is increasingly oriented towards national and regional concerns. The number of authoritarian forms of government is increasing, inequalities remain or grow. | Power is concentrated in a small upper class in politics and business. |
| **Technology** | Technologies are being developed particularly with a view to environmental friendliness, which is also increasing interest in renewable energies. | Advances continue to be made in technology, but without any groundbreaking developments. | Technological developments are slowing down as a result of lower investment. | Only in the high-tech economies and sectors is technological progress great. |
| **Environment**| Investments in new technologies and changes in tax incentives improve environmental conditions > higher efficiency and lower consumption of energy and resources. | Although energy and resource intensity is decreasing, especially in industrialised countries, the environmental burden continues. | The limited number and low effectiveness of global organisations and low priority given to environmental protection lead to high environmental impacts. | Environmental policy in industrialised and emerging countries is concentrated on individual areas, vulnerable regions and global problems are hardly taken into account. |
| **Energy and Resources** | Resource and energy intensity decreases Decoupling of economic performance and energy use Only renewable energies (except biomass) are socially accepted | Fossil resources will continue to be used (possibly with the use of new extraction methods). | Trade barriers high, especially for the energy and agriculture sectors. The consumption pattern causes a high demand for raw materials, economic success and energy use are strongly linked. | To compensate for price fluctuations for fossil fuels, energy companies invest in both CO2-intensive and low-carbon energy sources. |
Weitere Informationen unter publicclimateschool.de/schulprogramm | <urn:uuid:57f82e57-65b1-46d0-987e-df93bf08a6e4> | CC-MAIN-2023-50 | https://plattform-n.org/project/pcs-schule/file/09_klimastudien_losungen_englischpdf/download/09_Klimastudien_Lo%25CC%2588sungen_Englisch.pdf | 2023-11-28T19:18:20+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00894.warc.gz | 517,654,093 | 622 | eng_Latn | eng_Latn | 0.995021 | eng_Latn | 0.995021 | [
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## Stone Age to Iron Age
### Timeline
- **Stone Age**: 500,000 BC
- **Bronze Age**: 2,000 BC
- **Iron Age**: 700 BC
- **Celts**: 43 AD
- **Romans**: 410 AD
- **Saxons**
### Important Places
**Skara Brae** — Skara Brae is a stone-built Neolithic settlement, located on the Bay of Skaill on the west coast of Mainland, the largest island in the Orkney archipelago of Scotland.
**Stonehenge** — A prehistoric monument in Wiltshire, England. It consists of a ring of standing stones, with each standing stone around 13 feet high, 7 feet wide and weighing around 25 tons.
### Vocabulary
| Term | Definition |
|------------|---------------------------------------------------------------------------|
| Stone Age | The stone age is the name given to the earliest period of human culture |
| | when stone tools were first used. |
| Bronze Age | The bronze age is the time period when bronze replaced stone as the |
| | preferred materials for making tools and weapons. |
| Iron Age | The iron age is the time period when iron became the preferred choice of |
| | metal for making tools. |
| Neolithic | The neolithic is the youngest part of the Stone Age. The word "neolithic" |
| | comes from two words in Greek: "neo", meaning "new" and "lithic", meaning |
| | "stone". The neolithic period is the time when farming was invented and |
| | when people started caring for animals, such as cows, sheep and pigs. |
| Forage | To look widely for nourishment or other provisions. |
| Thatched | A thatched house or a house with a thatched roof has a roof made of straw |
| | or reeds. |
| Prehistoric| Prehistoric means the time before recorded history. |
| Monument | A group of huge stones, often set up in a line or circle. |
| Tribe | Iron age people who lived in the same area and did similar things. | | <urn:uuid:a7d8b23d-53a3-4296-8aa7-188b5b75b0cb> | CC-MAIN-2019-43 | https://s3.eu-west-1.amazonaws.com/jotter2.files/10560840?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dyear-3-autumn-1.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20191014%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20191014T005721Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=8217c46d24c556979d178a69b00f1562abaa280575b9d0b79c617df05d892b4f | 2019-10-14T00:57:22Z | crawl-data/CC-MAIN-2019-43/segments/1570986648481.7/warc/CC-MAIN-20191014003258-20191014030258-00080.warc.gz | 765,874,326 | 476 | eng_Latn | eng_Latn | 0.977794 | eng_Latn | 0.977794 | [
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1. (a) Using the exponential definitions of $\sinh x$ and $\cosh x$, show that
$$\cosh 2x = 2 \sinh^2 x + 1.$$
[3]
(b) Solve the equation
$$\cosh 2x = 3 \sinh x$$
giving your answers correct to three significant figures.
[6]
5. (a) Given that
$$a \cosh x + b \sinh x \equiv r \cosh(x + \alpha)$$
where $a > b > 0, r > 0$, show that
$$\alpha = \frac{1}{2} \ln \left( \frac{a + b}{a - b} \right)$$
and find an expression for $r$ in terms of $a$ and $b$.
[8]
(b) Hence, or otherwise, solve the equation
$$5 \cosh x + 3 \sinh x = 4,$$
giving your answer as a natural logarithm.
[4]
4. (a) Using appropriate definitions in terms of exponential functions, show that
$$\text{sech}^2 x \equiv 1 - \tanh^2 x.$$
[4]
(b) Solve the equation
$$5 \text{sech}^2 x = 11 - 13 \tanh x$$
giving your answer as a natural logarithm.
[8]
1. Solve the equation
$$\cosh 2\theta = 6 \sinh \theta - 3.$$
Give your answers in the form $\ln(p + \sqrt{q})$, where $p, q$ are positive integers.
[7]
1. The function \( f \) is defined for \( x \geq 0 \) by
\[
f(x) = \sinh 2x - 14 \sinh x + 8x.
\]
(a) Show that
\[
f'(x) = 2(2 \cosh^2 x - 7 \cosh x + 3).
\]
(b) Show that there is one stationary point on the graph of \( f \). Find its \( x \)-coordinate, giving your answer correct to two decimal places.
(c) Obtain an expression for \( f''(x) \) and hence classify the stationary point as either a maximum or a minimum.
(Haf 2011)
1. Find the positive root of the equation
\[
3 \tanh^2 \theta = 5 \text{sech} \theta + 1,
\]
giving your answer in the form \( \ln(a + \sqrt{b}) \), where \( a, b \) are positive integers.
(Haf 2012)
1. Show that
\[
\int_0^1 x \sinh x \, dx = \frac{1}{e}.
\]
2. Consider the equation
\[
\cosh^2 x = \sinh x + k
\]
where \( k \) is a constant.
(a) Find the range of values of \( k \) for which the equation has no real solution.
(b) Find the positive root of the equation when \( k = 3 \), giving your answer in the form \( \ln(a + \sqrt{b}) \), where \( a, b \) are positive integers.
(Haf 2013)
1. Determine the two positive roots of the equation
\[
\cosh 2x - 7 \cosh x + 7 = 0,
\]
giving your answers correct to two decimal places.
1. (a) Starting with the exponential definition of $\sinh x$, show that
$$\sinh^{-1} x = \ln \left( x + \sqrt{x^2 + 1} \right).$$
(b) Solve the equation
$$\cosh 2x = 2 \sinh x + 5,$$
giving your answers in the form $\ln \left( a + \sqrt{b} \right)$ where $a, b$ are integers.
(Haf 2015)
1. (a) Express $5 \cosh \theta + 3 \sinh \theta$ in the form $r \cosh (\theta + \alpha)$, $r > 0$, where the values of $r$ and $\alpha$ are to be found.
(b) Hence solve the equation
$$5 \cosh \theta + 3 \sinh \theta = 10.$$
(Haf 2016)
4. The function $f$ is defined on the domain $[0, \infty)$ by
$$f(\theta) = \cosh 2\theta - 8 \cosh \theta.$$
Consider the equation $f(\theta) = k$, where $k$ is a constant.
(a) Show that the equation has no real roots if $k < -9$.
(b) Solve the equation when $k = -8$, giving your answers correct to two decimal places.
(c) Determine
(i) the value of $k$ for which the equation has a repeated root,
(ii) the set of values of $k$ for which the equation has exactly one real root.
(Haf 2017)
1. Solve the equation
$$2 \sinh \theta + \cosh \theta = 2.$$
Give your answer correct to three significant figures.
1. The function $f$ is defined by
$$f(x) = \cosh^3 x - 2\sinh x.$$
(a) Obtain an expression for $f'(x)$.
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Fill your card with acts of kindness, responsibility, and respect. Turn it in to Mrs. Rivera’s “Counselor Random Acts of Kindness Challenge” bucket in the main office by Friday at 2:00 pm. A drawing will be held on Monday, February 20.
| Share with another student | Give someone your turn | Hold the door for someone |
|---------------------------|-----------------------|--------------------------|
| Smile and say “Hi” to someone you don’t usually talk to | Give another student a compliment about them as a person | Say “please” when asking for something |
| Help another person | Say “thank you” to someone who does something for you | Tell your teacher why you are glad they are your teacher |
| Smile and say “Hi” to someone you don’t usually talk to | Give another student a compliment about them as a person | Say “please” when asking for something |
| Sit and talk with someone different at lunch | Say “thank you” to someone who does something for you | Thank an adult at our school for a job they do |
| Help clean up a mess you did not make |
| Share with another student | Be an Upstander | Help someone clean up |
|---------------------------|-----------------|----------------------|
| Thank an adult at our school for a job they do | Give another student a compliment about them as a person | Hold the door for someone |
| Share with another student | Smile and say “Hi” to someone you don’t usually talk to | Say “thank you” to someone who does something for you |
| Say “please” when asking for something | Be an Upstander | Play with someone you haven’t played with at recess |
| Smile and say “Hi” to someone you don’t usually talk to | Sit and talk with someone different at lunch | Give another student a compliment about them as a person |
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As a Girl Scout Cadette, you probably know how good it feels to use your energy and skills to solve a problem and help others. Maybe your troop has used money from your Girl Scout Cookie sale for a project to help a cause you’re passionate about. Or you earned your Finding Common Ground badge and learned how people with different opinions can work together to make a difference.
The best part about making a difference is that you can keep doing it forever. You can lead a movement to find solutions for problems in your neighborhood, town, community, state, and the world—now and throughout your lifetime.
**HOW TO GET STARTED**
Have you ever heard the slogan “Think globally, act locally?” It means that the solutions to global issues can start at home. You may not be able to change environmental laws in another country, for example, but you can help implement environmentally friendly programs at your school.
If you’d like to broaden your scope, the sky’s the limit! Think about problems you’d like to tackle at the state, national, or global level.
Need a little help finding your passion? See a list of suggestions in the box on this page.
---
**What Gets You Fired Up?**
Passion is personal—everyone needs to find the causes that matter to them—but if you need a little push, see if these ideas spark something for you!
- There is bullying going on at my school.
- The dress codes at my school are stricter for girls than for boys.
- Landfills in my city are filled with plastic grocery bags and water bottles.
- There is no place in my town for people to discard their old cell phones and computers.
- The lunches at my school are high in sugar and don’t include fresh produce.
- There are not enough safe sidewalks or bike paths in my community.
- The water in the fountains at school and the community center tastes bad or funny.
- There is a type of wildlife in my state that is now on the endangered species list.
Knowledge is power! Informed citizens know the ins and outs of issues that affect their everyday lives—and how they can work to make changes when they’re needed. The first step in becoming a change maker is to find the issue that is your passion.
★ Get to know your neighborhood. When you see a place every day, you can get so used to it that you don’t really see it. For a few days, imagine you’re a visitor to your neighborhood, town, or school. Try to notice new details and see if you can find things that need improvement, whether it’s kids being bullied at school or parts of your city with no access to fresh fruits and vegetables.
★ Learn about your state and find out about some of the problems (drought, homelessness, pollution . . .) it’s facing.
★ Find out what groups or organizations in your community or state are dealing with the problems you see and how you can help.
★ Research your local government officials and find out what kind of problems they’re trying to solve. Team up with a trusted adult and attend a meeting or rally when a local government official comes to your town.
★ Take a tour of your local government offices and the courthouse; meet your state legislators in Congress so you know who to write to or call.
★ Dive in to global issues—from the health of the world’s oceans to barriers to education for girls in developing nations.
Is there a problem in your community that your city council needs to know about? How about getting a petition going with signatures of your neighbors to bring awareness to the problem?
INSPIRING WOMEN
There are many fearless women who have taken on challenges to make the world a better place. They found a problem they were passionate about and figured out how to make a difference. See one of their stories below.
ESTHER MORRIS was a mom with three boys living in Wyoming. It was 1870, a time when women stayed at home, did not have jobs, and could not vote. But Esther was different. She became the first female justice of the peace after helping Wyoming become the first territory to give women the right to vote.
Once you have an issue—or several issues—in mind, it’s time to get moving!
★ Share your ideas. Start speaking to others! It’s a great way to spark fresh ideas or build on ones you already have. There may be a group of like-minded local people you can join, whether it’s an online group or one who meets in person. (Talk to a parent or guardian before connecting with others, either way!)
★ Run for student government: use your ideas to form the platform of your campaign. You might also join a student group that advocates for that issue. If your school doesn’t have one—start your own!
★ Write a letter to your local government official (city council, mayor, or state legislator) about something in your community that needs improvement, or see if you can meet with them at their office.
★ Attend a neighborhood city council meeting with an adult to hear what’s happening in your community. Find out what your city council person is doing.
★ Research careers in social entrepreneurship. Could your ideas and career goals align? Are there volunteer or job-shadowing opportunities that could help you explore the possibilities?
★ Attend neighborhood watch meetings and find out what safety issues are happening in your area.
★ Volunteer or do a Take Action project—maybe even your Silver Award.
★ Get help from your troop:
• Have your Girl Scout friends help you with an email, social media, or letter-writing campaign.
• Talk about using some money from your Girl Scout Cookie sale to support a project that will help the cause.
• Ask them to help with a petition, poll, or food or clothing drive.
Is there a local relief group that helps provide medical supplies when there’s a fire or natural disaster? Find out what you can do to help in times of need.
LET YOUR VOICE BE HEARD
One voice is great—many voices can become a movement. Amplify your voice and you may be surprised by how far it carries.
★ Spread the word about your cause by going to your local news media to let them know how you feel.
★ Write a letter to your city council person to let her know about your work.
★ Take part in a peaceful march or rally with an adult.
★ Set up a presentation at a mall or community center to inspire others. Make sure to get permission first!
CHECK OUT THESE RESOURCES
Visit some sites that can help spark ideas for civic engagement.
☑ National Young Women of Distinction: If you’re looking for inspiration, look no further than your fellow Girl Scouts! The National Young Women of Distinction are Seniors and Ambassadors whose Gold Award projects demonstrated extraordinary leadership, had a measurable and sustainable impact, and addressed a local challenge related to a national and/or global issue. Talk about civic engagement! Find out more at http://www.girlscouts.org/en/our-program/highest-awards/national-young-women-of-distinction.html.
☑ PolitiFact: In today’s heated political climate, it can be hard to know what to believe and who is telling the truth. PolitiFact is a non-partisan site that investigates claims from all sides and rates their level of accuracy. Get the latest scoop at http://www.politifact.com.
Is there a woman’s shelter in your neighborhood that could use some supplies? Maybe you could help organize or join a supply drive, to help out. | <urn:uuid:a10403fd-bda3-4e9f-bc73-6b22bf52d118> | CC-MAIN-2018-13 | https://www.girlscouts.org/content/dam/girlscouts-gsusa/forms-and-documents/girl-agenda/GSUSA_Step-Up-Stand-Up-and-Get-Involved-M.pdf | 2018-03-23T22:35:21Z | crawl-data/CC-MAIN-2018-13/segments/1521257649095.35/warc/CC-MAIN-20180323220107-20180324000107-00031.warc.gz | 826,830,641 | 1,527 | eng_Latn | eng_Latn | 0.999065 | eng_Latn | 0.99919 | [
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The map shows the outline of Australia, with its various states and territories. The states are labeled as follows:
- New South Wales (NSW)
- Victoria (VIC)
- Queensland (QLD)
- Western Australia (WA)
- South Australia (SA)
- Tasmania (TAS)
- Northern Territory (NT)
The map also includes the Australian Capital Territory (ACT) and the island of Norfolk Island.
The map is centered on Australia, with the country's coastline clearly visible. The states are outlined in black, making it easy to distinguish between them. The map does not include any political or administrative divisions within the states, such as cities or counties. | <urn:uuid:b1b0ae66-05b7-4db1-baa7-5d638e35ac30> | CC-MAIN-2022-40 | https://blankworldmap.net/wordpress/wp-content/uploads/2021/04/Transparent-PNG-Azerbaijan-Map.pdf | 2022-09-25T02:02:35+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334332.96/warc/CC-MAIN-20220925004536-20220925034536-00509.warc.gz | 183,085,271 | 133 | eng_Latn | eng_Latn | 0.99059 | eng_Latn | 0.99059 | [
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Rolvenden Primary School – Theme Map
Class and Year Group
Willow – Year 3 & 4
Geography Skills
History Skills
- Place time and events studied on a timeline.
- Ask a variety of questions.
- Sequence several events or artefacts.
- Understand more complex terms, eg. AD, BC, BCE
- Find out about everyday lives of people in time studied.
- Look for links and effects in time studied.
- Look at the evidence available.
- Recall, select and organise historical information.
D&T Skills
- Generate ideas for an item, considering its purpose and user.
- Make labelled drawings from different views showing specific features.
- Plan the order of their work before starting.
- Think about their ideas as they make progress and be willing to change things if this helps them improve their work.
- Join and combine materials and components accurately in temporary and permanent ways.
- Evaluate their product against original design criteria, e.g. how well did it meet its intended purpose?
Science Skills (Forces)
- Set up simple practical enquiries, comparative and fair tests.
- Make systematic and careful observations and take accurate measurements using standard units.
- Record findings using drawings, labelled diagrams, bar charts and tables.
- Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identify differences, similarities or changes related to simple scientific ideas and processes.
- Use straightforward scientific evidence to answer questions or support their findings.
- Compare how things move on different surfaces.
- Notice that some forces need contact between two objects.
Theme: Cavemen, Cults & Celts (Stone Age -> Iron Age)
Computing Skills (Research and E-Safety)
- Recognise the difference between the work of others which has been copied (plagiarised) and when materials have been restructured and re-presented in ways which are unique and new.
- Understand what cyber bullying is and the impact it has on the victim and abuser.
- Begin to understand that the internet is made up of fact, fiction and opinion and that some websites may try to manipulate or persuade you to behave/act in a certain way.
- Understand the need for caution when using an internet search for images and what to do if they find an unsuitable image.
- Identify which emails should not be opened and attachments which may not be safe.
Art Skills (Colour)
- Colour mixing and matching; tint; tone; shade.
- Make colour wheels.
- Observe colours.
- Suitable equipment for the task.
- Introduce different types of brush.
- Techniques (dotting, scratching, splashing).
- Colour to reflect mood.
Music Skills
- Understand the words pitch, pulse, tempo, rhythm, dynamics, chords.
- Compose short pieces of music involving changes in all of the above.
- Practice and perform confidently as part of a group.
Key Vocabulary
Agriculture, Celts, Hillfort, Homo sapien, Ice Age, Mesolithic, Metal Ore, Neanderthal, Neolithic, Palaeolithic, Prehistoric, Smelting, Stonehenge.
## Cavemen, Cults and Celts
### Stone Age
| Period | Key Points |
|--------------|---------------------------------------------------------------------------|
| Palaeolithic | - Humans are hunter-gatherers.
- Move with the seasons.
- Neanderthals become extinct. |
| Mesolithic | - Ice Age ends.
- Britain becomes an island.
- Creation of canoes lead to fish becoming a food source. |
| Neolithic | - Agriculture begins in Britain.
- More likely to stay in one place.
- Bury their dead in Long Barrows. |
| Bronze Age | - Beaker people come to Britain.
- Copper + Tin = Bronze.
- Stone circles are put up.
- Begin trading and making jewellery.
- Bury their dead with important objects in Round Barrows. |
| Iron Age | - Better tools and weapons.
- Better farming means bigger population.
- Tribal communities are often at war.
- Created hillforts for defence.
- Romans invade and Iron Age ends. |
### Key Vocabulary
| Term | Definition |
|---------------|---------------------------------------------------------------------------|
| Agriculture | Farming |
| Celts | Name for the people living in tribes in Britain during the Iron Age. |
| Hillfort | A type of defensive protection given to a village during the Iron Age. |
| Homo sapiens | Our species of modern humans. |
| Ice Age | A long period of time where much of the Earth is covered with ice. |
| Mesolithic | A period of the Stone Age, often referred to as the ‘Middle Stone Age’. |
| Metal Ore | Rock containing metal materials. |
| Neanderthal | An extinct species of human from the Palaeolithic period. |
| Neolithic | A period of the Stone Age, often referred to as the ‘Late Stone Age’. |
| Palaeolithic | A period of the Stone Age, often referred to as the ‘Early Stone Age’. |
| Prehistoric | Something which belongs to a time before written history. |
| Smelting | The process of heating metal ore to extract molten metal. |
| Stonehenge | A prehistoric stone monument in Wiltshire, England. |
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Wednesday 3rd August
Kia ora e te whaanau,
Welcome back to Term 3! It was great to meet some of you during Parent Conversations and share the progress your child has made. For those of you that were unable to make it I hope you enjoyed reading their report instead. As usual, we have another busy term ahead and lots to look forward to such as... a trip to the Hamilton Gardens, speeches, school photos, cross country, fun run with whānau, Peachgrove Intermediate visits for Y6’s and a whole lot of learning.
The Knighton Way: Persistence / Whaikaha
Many of life’s failures are people who did not realise how close they were to success when they gave up.
Thomas A Edison.
F.E.A.R has two meanings
Forget Everything And Run or Face Everything And Rise;
it’s your choice.
Being persistent means...
➔ We try our best and do not give up, even when the task is hard.
➔ We are resilient when we fail, knowing we are one step closer to achieving our goal.
➔ We believe in ourselves because we know we can accomplish our task.
➔ We gain strength from our whaanau and friends when we need help.
➔ We know that being persistent doesn’t mean we are alone.
Literacy
I will continue to choose writing themes that are of high interest to year 5 and 6 learners. The students will practise a range of different genres with links to other curricular activities. Each student will also work on their individual writing learning intentions that were identified at the end of term two and discussed during parent conversations.
School Journals, chapter books and readers will be sent home each week for you to read and discuss nightly with your child. If you are able to do this regularly it makes a huge difference to their learning.
Maths
The senior school continues to have maths in our cross group classes every afternoon. The children are in class groups that suit their learning needs, challenge their thinking, extend their understanding of mathematics concepts and encourage them to work both independently and collaboratively to solve number and word problems.
Topic
This term we will be focusing on how New Zealand can entice tourists to come to the country now that international travel is possible. Our local case study will be on the Hamilton Gardens. Students will have to research different New Zealand insects, plants, birds, trees and symbols before designing their own Aotearoa garden. I am also planning a class trip to the Hamilton Gardens in week 7 to enrich the learning experience of this unit.
Each class here at Knighton will also be participating in the Keeping Safe Programme. There will be a meeting at school at 5.30 on Tuesday 9th August for parents that are interested in learning more information about this new programme.
Library
Our library day will continue to be Thursday during term three. It would be greatly appreciated if you could remind your child to bring back their library books on this day. Students are also able to issue or return library books during most lunchtimes.
Class Dojo:
I hope everyone has enjoyed viewing what we have been doing at school through Classdojo. I will continue to upload a photo every couple of weeks during term 3. If you haven’t received a Class Dojo login please let me know and I will arrange one for you.
A big thank you to Katie Sizeland a local engineer who helped us complete the Wonder Project
Ngā mihi
James Penman | <urn:uuid:74a18688-1202-4954-85b1-276824b6e02f> | CC-MAIN-2022-33 | https://www.kns.ac.nz/newsletters/552-room-31 | 2022-08-12T21:50:12+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571758.42/warc/CC-MAIN-20220812200804-20220812230804-00004.warc.gz | 749,770,744 | 708 | eng_Latn | eng_Latn | 0.998578 | eng_Latn | 0.998846 | [
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A mango-tree grew on the bank of a great river. The fruit fell from some of the branches of this tree into the river, and from other branches it fell on the ground.
Every night a troop of Monkeys gathered the fruit that lay on the ground and climbed up into the tree to get the mangoes, which were like large, juicy peaches.
One day the king of the country stood on the bank of this same river, but many miles below where the mango-tree grew. The king was watching the fishermen with their nets.
As they drew in their nets, the fishermen found not only fishes but a strange fruit. They went to the king with the strange fruit. "What is this?" asked the king. "We do not know, O King," they said. "Call the foresters," said the king, "They will know what it is." So they called the foresters and they said that it was a mango. "Is it good to eat?" asked the king.
The foresters said it was very good. So the king cut the mango and giving some to the princes, he ate some of it himself. He liked it very much, and they all liked it.
Then the king said to the foresters, "Where does the mango-tree grow?" The foresters told him that it grew on the river bank many miles farther up the river.
"Let us go and see the tree and get some mangoes," said the king. So he had many rafts joined together, and they went up the river until they came to the place where the mango-tree grew. The foresters said, "O King, this is the mango-tree." "We will land here," said the king, and they did so. The king and all the men with him gathered the mangoes that lay on the ground under the tree. They all liked them so well that the king said, "Let us stay here to-night, and gather more fruit in the morning." So they had their supper under the trees, and then lay down to sleep. When all was quiet, the Chief of the Monkeys came with his troop. All the mangoes on the ground had been eaten, so the monkeys jumped from branch to branch, picking and eating mangoes, and chattering to one another. They made so much noise that they woke up the king. He called his archers saying: "Stand under the mango-tree and shoot the Monkeys as they come down to the ground to get away. Then in the
morning we shall have Monkey’s flesh as well as mangoes to eat.” The Monkeys saw the archers standing around with their arrows ready to shoot. Fearing death, the Monkeys ran to their Chief, saying: “O Chief, the archers stand around the tree ready to shoot us! What shall we do?” They shook with fear.
The Chief said: “Do not fear; I will save you. Stay where you are until I call you.”
The Monkeys were comforted, for he had always helped them whenever they had needed help.
Then the Chief of the Monkeys ran out on the branch of the mango-tree that hung out over the river. The long branches of the tree across the river did not quite meet the branch he stood on. The Chief said to himself: “If the Monkeys try to jump across from this tree to that, some of them will fall into the water and drown. I must save them, but how am I to do it? I know what I shall do. I shall make a bridge of my back.”
So the Chief reached across and took hold of the longest branch of the tree across the river. He called, “Come, Monkeys; run out on this branch, step on my back, and then run along the branch of the other tree.”
The Monkeys did as the Chief told them to do. They ran along the branch, stepped on his back, then ran along the branch of the other tree. They swung themselves down to the ground, and away they went back to their home.
The king saw all that was done by the Chief and his troop. “That big Monkey,” said the king to the archers, “saved the whole troop. I will see to it that he is taken care of the rest of his life.” And the king kept his promise. | <urn:uuid:027845fc-bd9b-44e8-a0a0-979fb2735270> | CC-MAIN-2019-09 | https://mccfulbrighthays2016.files.wordpress.com/2017/05/jataka-tales-how-the-monkey-saved-his-troop.pdf | 2019-02-18T14:13:02Z | crawl-data/CC-MAIN-2019-09/segments/1550247486936.35/warc/CC-MAIN-20190218135032-20190218161032-00304.warc.gz | 615,494,307 | 886 | eng_Latn | eng_Latn | 0.999641 | eng_Latn | 0.999698 | [
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| Q.No | Question | Marks |
|------|--------------------------------------------------------------------------|-------|
| 1. | Derive an expression for the Shear stress produced in a circular shaft which is subjected to torsion and what are the assumptions made in the derivation? | 14 |
| 2. a) | Find an Expression for crippling load for a long column with one end of the column is fixed and other end hinged. | 7 |
| | b) Determine Euler's crippling load for an I-Section Joist 40cm × 20cm × 1cm and 5m long which is used as a strut with both ends fixed. Take young's Modulus for the joist as $2.0 \times 10^5$ N/mm². | 7 |
| 3. a) | A masonry dam of trapezoidal section is 9m high. It has top width of 1.25 m and bottom width 6m. The face exposed to water is vertical. Determine the maximum and minimum stresses on the base, when the level coincides with top of the dam. Take weight density of masonry as 19.62 kN/m³. | 9 |
| | b) What do you mean by stability of a dam? Explain the different conditions under which a dam is going to fail? | 5 |
| 4. a) | Define the term 'Polar modulus'. Find the expressions for polar modulus for a solid shaft and hollow shaft | 7 |
| | b) A hollow column of C.I. whose outside diameter is 200mm and has a thickness of 20mm. It is 4.5 m long and is fixed at both the ends. Calculate the safe load by Rankine’s formula using a factor of safety as 4. Calculate slenderness ratio and ratio of Euler’s and Rankine’s critical loads. Take $\alpha = 1/1600$, $E = 9.4 \times 10^4$ N/mm² and $\sigma_c = 550$ N/mm². | 7 |
| 5. a) | Two close-coiled concentric helical springs of the same length, are wound out of the same wire, circular in cross-section and supports a compressive load ‘P’. The inner spring consists of 20 turns of mean diameter 16cm and the outer spring has 18 turns of mean diameter 20cm. Calculate the maximum stress produced in each spring if the diameter of wire=1 cm and P=1000N | 8 |
| | b) Discuss in detail about the following terms with neat sketches
i) Middle third rule for Rectangular sections
ii) Middle quarter rule for circular sections | 6 |
| 6. a) | Derive an expression for circumferential stress and longitudinal stress for a thin shell subjected to an Internal pressure | 10 |
| | |
|---|---|
| 6.b) i) Differentiate between a thin cylinder and thick cylinder
ii) What do you mean by Lame’s equations? | 4 |
| 7.a) Determine the shear centre for a channel section shown in fig. | 10 |
| b) i) Define shear center?
ii) What are the reasons for unsymmetrical bending | 4 |
| 8.a) Write the different methods of reducing hoop stress. | 4 |
| b) A simply supported beam of span 3.6m carries a load of 600N at its center. The section of beam is an equal angle of size 120 X 120 X 15mm. The load line passes through the centroid G of the section vertically. Determine stresses at extreme corner points of mid-section of beam. Find also the position of neutral axis. | 10 | | <urn:uuid:77f58227-c6f2-47fb-addd-e94fbfc8d967> | CC-MAIN-2024-42 | https://www.aceec.ac.in/wp-content/uploads/2022/10/STRENGTH-OF-MATERIALS-II.pdf | 2024-10-15T05:21:27+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255580.90/warc/CC-MAIN-20241015050619-20241015080619-00719.warc.gz | 551,350,683 | 806 | eng_Latn | eng_Latn | 0.922525 | eng_Latn | 0.925921 | [
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Complete the words with long vowels (a, e, i, o, u) and match the words with the picture by drawing a line.
Road
Goat
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A DAUGHTER opens up the gate of another household, a son carries on the house in which he was born. Though one may be the ruler of the whole country of Japan, if he lacks a son, who will succeed him? Though he may have riches enough to fill a major world system, if he lacks a son, to whom can he bequeath them?
Therefore the three thousand and more works of non-Buddhist literature call someone who has a son a rich man, and the five thousand and more works of the Buddhist canon speak of someone with no son as a poor man.
A son and a daughter are like the sun and moon in the sky, the directions east and west on the earth, the two wings of a bird, or the two wheels of a carriage.
Therefore I ask that you call this son of yours Hiwaka Gozen.\(^1\) I will write in more detail at another time.
Nichiren
The twenty-sixth day of the eighth month in the third year of Kōan [1280]
Reply to Ueno
**Background**
Addressed to Nanjō Tokimitsu, the steward of Ueno Village, Suruga Province, this letter was written at Minobu in 1280. In it, Nichiren Daishonin congratulates Tokimitsu on the birth of a son, for whom he proposes the name Hiwaka Gozen. The Daishonin points out, according to the custom of his time, that while a daughter leads another household to prosper, a son becomes heir where he was born. Comparing a son and daughter to the sun and moon, he suggests that children are irreplaceable treasures.
**Note**
1. Probably the eldest son of Nanjō Tokimitsu. *Hi*, of Hiwaka, means sun, and *waka* means young or a little child; Gozen is an honorific title. | <urn:uuid:54652ae7-b3b8-4c0c-8fa5-a66b3a0c4e38> | CC-MAIN-2024-22 | https://www.nichirenlibrary.org/en/wnd-2/PDF/en-wnd2-writ-3250.pdf | 2024-05-22T03:11:22+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00712.warc.gz | 816,637,874 | 393 | eng_Latn | eng_Latn | 0.999382 | eng_Latn | 0.999382 | [
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African-American Women in Fitness
Can you figure out the clues to groundbreaking athletes?
| Across | Down |
|--------|------|
| 1. Iswimming | 2. Catherine Dunham |
| 3. Gymnastics | 4. Figure skating |
| 5. Althea Gibson | 6. Figure skating |
| 7. Basketball | 8. Figure skating |
| 9. Figure skating | 10. Basketball |
| 11. Gymnastics | 12. Basketball |
| 13. Basketball | 14. Basketball |
Created with TheTeachersCorner.net Crossword Maker
Across
3. I was the first Black person to win a Grand Slam tennis tournament after winning the French Open singles title. (altheagibson)
4. Debi Thomas accepted the crown as World Champion in this ice sport in 1986. (figureskating)
5. Gabby Douglass is the first African American woman in Olympic history to become the individual all-around champion of this sport. (gymnastics)
10. Cynthia Cooper was the first woman to reach the 2,500-point plateau in this sports league. (wnba)
13. I was the first woman to ever dunk in the WNBA. (lisaleslie)
14. I am known as America's first great black choreographer, dancer and teacher who formed the first black dance troupe in the 1940s. (katherinedunham)
1. Move over Michael Phelps, Maritza Cooreia was the first young black person in the US to set an American record in this sport. (swimming)
2. My sister isn't the only one with Grand Slam titles in tennis. (venus)
3. Misty Copeland made history by becoming the first African American Female Principal Dance for this theatre. (americanballettheatre)
6. Move over Michael Jordan, I am known as one of the greatest basketball players of all time. I was the first player to sign to the WNBA. (sherylswoopes)
7. I was the first African-American to be inducted into the US Figure Stating Hall of Fame. (First Name) (mabel)
8. My father is not the only one who can float with butterflies. (lailaali)
9. As a pioneer in ballet, I refused to paint my face and skin white to perform at Ballet Russe de Monte Carlo. (janetcollins)
11. My sister is sometimes my greatest opponent on the court. I have 27 Grand Slam titles under the Williams belt. (First Name) (serena)
12. On the track, many knew my as Flo-Jo. What's the first name of this Olympic Gold medalist? (florence) | <urn:uuid:13f2502b-9054-4bfe-8198-87a65a6c9ce9> | CC-MAIN-2024-22 | https://www.sweetblackberry.org/uploads/6/5/1/7/65175613/african-american_women_in_fitness_answers.pdf | 2024-05-22T02:48:58+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00711.warc.gz | 892,434,533 | 573 | eng_Latn | eng_Latn | 0.993632 | eng_Latn | 0.995816 | [
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In January 2018, over 1,000 km of the Barwon-Darling River downstream of Brewarrina ceased to flow. This happens from time to time. As a result, the water quality deteriorates in stagnant waterholes, and the instream life is put under significant stress.
Some rainfall in Queensland has been flowing into the Barwon-Darling throughout March 2018. A modest amount of water has partly replenished some of the drought refuge waterholes in the Barwon-Darling and some northern tributaries, but these flows have been not enough to complete the task or provide much connectivity between waterholes.
In response, between April and June 2018, Commonwealth and NSW water for the environment will be delivered to build on these natural inflows and provide for connectivity across multiple river systems to protect and support native fish.
Between 25 and 30 GL of environmental water will be used mainly from the Gwydir Valley and Border Rivers catchments.
Connecting the northern rivers will support at least five important native fish species, including threatened species such as silver perch and iconic Murray cod.
This flow event will help preserve these species for future generations of Australians.
It is a complex task to coordinate an environmental flow over 2,000 km of river, including the northern tributaries and the full length of the Barwon-Darling River to the Menindee Lakes.
A stressed Murray cod from a waterhole in the Darling River presents with red lesions on its body (early April 2018). Image NSW DPI Fisheries
NSW has provided significant support for this flow event including providing environmental water, technical advice, river information, and protecting the water so that it stays in the river channel to benefit the environment.
Extensive monitoring of flows, habitat condition, and fish response will be undertaken. The learnings will be shared with the community, and inform future use of water for the environment. This is an opportunity for the community to work with government to gain a better understanding of the river and the environment.
Communities in the north of the Basin from Goondiwindi and Moree to Bourke and onto Wilcannia can expect a healthier river as a result of flow events such as this.
As a result of the Basin Plan, we are able to help the river system to recover, bit by bit, through actions such as this.
This map shows the storages that water for the environment will be delivered from and when flows are expected to arrive at Wilcannia. Up to 23.8GL of Commonwealth environmental water and 7.2GL of NSW Government environmental water has been made available to connect the northern rivers.
For more information:
Visit www.environment.gov.au/water/cewo
Email email@example.com | <urn:uuid:6202edd2-8c96-4a91-b2a9-4ed9e29cbf87> | CC-MAIN-2024-22 | https://www.dcceew.gov.au/sites/default/files/documents/connecting-norther-rivers-factsheet.pdf | 2024-05-22T02:02:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00706.warc.gz | 634,126,362 | 563 | eng_Latn | eng_Latn | 0.994385 | eng_Latn | 0.996807 | [
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St. Joseph’s Workshop
I Spy: a clothespin, a triangle, and the number “90”, St. Joseph’s staff, and a light bulb that can shine.
Super Challenge: Two crosses, St. Peter’s key, two short screws, and two words written three times. | <urn:uuid:75eb66fc-3c44-4a57-ad91-f2a3936012f5> | CC-MAIN-2020-45 | https://www.catholicinspired.site/uploads/1/1/0/0/110088477/catholicspyjoseph.pdf | 2020-10-21T07:51:46+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107876136.24/warc/CC-MAIN-20201021064154-20201021094154-00624.warc.gz | 674,683,206 | 59 | eng_Latn | eng_Latn | 0.975679 | eng_Latn | 0.975679 | [
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Stage I Elementary TEP Portfolio Checklist 2014-2015
Items in Blue indicate EDUC 203 assignments. Other items are compiled by students.
Introduction:
☐ Cover
☐ Table of Contents (Checklist may be used, or you can make your own)
☐ Introductory Statement (Brief (1-2 paragraph) introduction to your Portfolio)
☐ Background Check Verification
☐ Two (2) Letters of Reference
☐ Resume
Section 1: Learner Development (InTASC Principle / SKC Program Outcome 1)
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
☐ Reflective Written Analysis (RWA) for Principle #1
☐ Parent Meeting Activity and Summary Packet from ECED 209, Meeting Needs of Families
☐ Observation – Child Development Summary from EDUC 240, Human Growth & Dev.
☐ Collaborative Final Project from EDUC 235, Intro. To Indian Education
Section 2: Learning Differences (InTASC Principle / SKC Program Outcome 2)
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
☐ RWA for Principle #2
☐ Experience with Diversity (minimum of 4 self-selected artifacts)
☐ IEFA OPI Resource Summary from EDUC 235, Intro. To Indian Educ.
Section 3: Learning Environments (InTASC Principle / SKC Program Outcome 3)
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
(no artifacts required in Stage 1)
Section 4: Content Knowledge (InTASC Principle / SKC Program Outcome 4)
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
☐ RWA for Principle #4
☐ Transcripts (need to be current; SKC and others if applicable; unofficial is OK)
☐ Content Knowledge Samples: ☐ Math ☐ Soc.Sci ☐ CreativeArts ☐ Sci ☐ Writing ☐ Techn
Section 5: Application of Content (InTASC Principle / SKC Program Outcome 5)
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
(no artifacts required in Stage 1)
Section 6: Assessment (InTASC Principle / SKC Program Outcome 6)
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
(no artifacts required in Stage 1)
Section 7: Planning for Instruction (InTASC Principle / SKC Program Outcome 7)
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
(no artifacts required in Stage 1)
Section 8: Instructional Strategies (InTASC Principle / SKC Program Outcome 8)
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
(no artifacts required in Stage 1)
Section 9: Professional Learning and Ethical Practice (InTASC Principle / SKC Program Outcome 9)
The candidate teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- RWA for Principle #9
- Guest Speaker / Panel Reflection
- Philosophy of Teaching Essay
Section 10: Leadership and Collaboration (InTASC Principle / SKC Program Outcome 10)
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
- RWA for Principle #10
- Community Service Project Photo Essay from EDUC 175, Comm. Svc. Lng. for Education | <urn:uuid:dfd28e12-e4b0-456a-8b19-24fd0a61a43b> | CC-MAIN-2020-45 | http://education.skc.edu/wp-content/uploads/2015/07/TEP-Stage1-EEchecklist2015.pdf | 2020-10-21T06:46:36+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107876136.24/warc/CC-MAIN-20201021064154-20201021094154-00623.warc.gz | 35,667,556 | 941 | eng_Latn | eng_Latn | 0.935482 | eng_Latn | 0.939838 | [
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A verb is a word that expresses an action (bring, walk, run), an occurrence (happen, become), or a state of being (be, feel).
Choose the correct verb from the word bank to complete each sentence. Verbs can be used more than once.
are can will should
has might is may
had may am could
1. My birthday ____________ next month.
2. I ____________ going to school in the morning.
3. One-hundred ____________ a big number!
4. Dan and Sara ____________ cousins.
5. That ____________ a skunk, not a cat!
6. Mom, this meal ____________ yummy! | <urn:uuid:25e6b8b3-b1b7-4f2c-9def-d9c7fe4941a8> | CC-MAIN-2020-45 | https://cdn.turtlediary.com/worksheets/question/choosing-the-correct-verb-is-am-are.pdf | 2020-10-21T08:26:45+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107876136.24/warc/CC-MAIN-20201021064154-20201021094154-00623.warc.gz | 266,896,795 | 150 | eng_Latn | eng_Latn | 0.999685 | eng_Latn | 0.999685 | [
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When Continents Collide
Slow-motion video footage of the Ottawa Valley’s past would have captured the formation and disappearance of great mountain ranges and ice sheets, accompanied by massive earthquakes and floods, interspersed with long periods of warm, shallow seas.
We have no videos, but thanks to the efforts and research of many scientists we have a pretty clear picture of the Valley’s geological history.
Marine bacteria ruled the Earth in the Precambrian over a billion years ago. Precursors of the continents of Africa, Europe, and South America converged on an older and smaller version of North America, creating a supercontinent called Rodinia. Continental plates crashed together and buckled upwards, forming the mighty Grenville Mountains, higher than the Himalayas. Molten rock surged from deep within the earth to fill the spaces beneath the up-thrust plates. Near the epicentre of this great collision a great upsurge of magma slowly cooled into the granite dome of the Algonquin batholith, occupying much of the current area of Algonquin Park and adjacent Renfrew County.
Erosion wore away Rodinia’s great mountains and exposed their granitic roots during the next 250 million years. As the thickness and weight of the crust decreased, the remaining nubs of the mountains floated upwards on the heavier underlying molten mantle. During the late Precambrian, 750 million years ago, Rodinia cracked into new continental plates. These pulled apart, leaving bits and pieces stuck onto the North American plate and increasing its size.
During the break-up of the super-continent, North America itself began to split apart in the area now occupied by the Ottawa and St. Lawrence valleys. Through a series of massive earthquakes, a great rift opened in the continent with deep cracks extending downwards 40 kilometers to the base of the Earth’s crust. As these cracks widened, the land between them slumped downwards, leaving a “graben”: a valley with sheer escarpments on either side. Views of the northern and southern walls of the graben – the Laurentian Mountains of Quebec and the Opeongo Mountains of Ontario – are a defining feature of Renfrew County.
The newly created Ottawa Valley was transforming into an ocean with Ontario and Quebec on opposite sides - just as a new ocean was appearing between the North American and Eurasian continental plates. But then the rifting stopped and the earthquakes subsided.
Tranquillity followed. North America lay near the equator, drifting slowly northwards. Warm, shallow tropical seas covered the Ottawa Valley. Marine life flourished during the Ordovician Era. Fossils of trilobites, clams and mussels, snails, relatives of squids and octopi, sponges, corals, and sand dollars were deposited in the 450-million-year-old sedimentary limestone that formed over billion-year-old Precambrian rocks. These marine fossils are readily found along the Ottawa and Bonnechere Rivers today.
During a more recent geological era, continental plates again converged to form another great supercontinent, Pangaea. Their collision created another mountain range - the Appalachians – to
the east of the Laurentians. Around 175 million years ago Pangaea split apart and the Atlantic Ocean re-opened, accompanied by more earthquakes and faulting in the Ottawa Valley.
The geological history of the Ottawa Valley was not well understood until the 1960s. Scientists such as the Canadian John Tuzo Wilson agreed that evidence was overwhelming for seafloor spreading and collisions of continental plates. Wilson’s scientific contributions were so critical that the cycle of formation and disappearance of oceans is known as the “Wilson Cycle”.
The final events in the Valley’s geological history took place during a 3-million-year ice age. For 2 million years glacial and inter-glacial periods alternated quickly, lasting about 40 thousand years each. But during the past million years the cycles lengthened to 100 thousand years. Intense cold periods created continental-scale ice sheets.
The last of these, the Laurentide Ice Sheet, flowed southwest from the region of Hudson Bay. It reached the Ottawa Valley around 60,000 years ago, covering the Valley with ice to a maximum thickness of two to three kilometers. When the ice began its retreat around 20,000 years ago, its weight had greatly depressed the land surface, and it held so much water that global sea level had fallen by 70 meters. As it melted the Atlantic Ocean flooded into the lower portions of the Ottawa Valley and formed the Champlain Sea, with its rich diversity of marine life. In 1977, a quarry operation in eastern Renfrew County near White Lake uncovered the skeleton of a bowhead whale.
During their advance and retreat, glaciers scraped over the Ottawa Valley and the Algonquin highlands, exposing bedrock in some places, and dumping materials (“glacial till”) elsewhere. For thousands of years the upper Great Lakes and much of Canada west to the Rockies drained through the Ottawa Valley. At maximum flow the Ottawa River rivalled the Amazon in size. Water from the melting ice transported boulders, gravel, sand, and clays, carving deep channels such as the Barron River Canyon. The finest clay-sized particles were carried furthest downriver and deposited in the Champlain Sea, creating some of Renfrew County’s best farmland.
Renfrew County residents live in an ancient and special place. Mountain-building forces of continental collisions, combined with the erosive and depositional power of water (both ice and liquid), sculpted the present-day landscapes of the Ottawa Valley - its hills, plains, escarpments, canyons, rivers, lakes and wetlands. Knowledge of this geologic history informs decisions to conserve our precious soils, waters, and biological resources.
*Ole Hendrickson is a forest ecologist and current president of the Ottawa River Institute (www.ottawariverinstitute.ca), a non-profit organization based in the Ottawa Valley.* | <urn:uuid:1597a787-6fa8-4d8d-a308-cfd5e7ebc11d> | CC-MAIN-2017-26 | http://www.bonnechere.ca/download.php?dl=YToyOntzOjI6ImlkIjtzOjI6IjMyIjtzOjM6ImtleSI7aToxO30= | 2017-06-27T05:15:24Z | crawl-data/CC-MAIN-2017-26/segments/1498128320995.93/warc/CC-MAIN-20170627050500-20170627070500-00527.warc.gz | 477,341,235 | 1,212 | eng_Latn | eng_Latn | 0.994723 | eng_Latn | 0.994881 | [
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Conducting Media Outreach
From organizing art exhibitions in subway stations to engaging famous athletes, from hosting press events in Internet cafés to being featured on national television, the International Youth Foundation’s (IYF) local partners have pursued a variety of innovative strategies to increase the visibility of their projects.
What role does communications planning play in ensuring the success of media outreach activities? What factors can contribute to media coverage for a special event? What is the role of young people in telling their stories? Captured here are the experiences of IYF partners in the Czech Republic, Finland, Hungary, the Netherlands, the Philippines, and Turkey, who are part of a global youth development initiative of Nokia and IYF.
Each offers inventive ideas that are readily adaptable to other contexts. Together, they reflect the creativity and diversity of the IYF partner network as a whole.
The Importance of Communications Planning
Having a communications strategy in place is critical to conducting effective media outreach, stresses Maggie Pinar, International Programme Director of the Education Volunteers Foundation of Turkey (TEGV). Through its Dreams Workshops, TEGV trains youth to teach disadvantaged children to express themselves through art. “Know what your final goals are before you start your communications activities,” advises Pinar, “and have a strategy in place for achieving them so that everyone is on the same page.”
Just as you would plan your overall project, Pinar and other partners emphasize the importance of developing a communications plan that clearly articulates your goals and objectives, the primary audiences you seek to reach, the key messages you want to communicate, and your strategies for achieving desired goals. The communications planning process should take stock of the resources you have available, and your strengths and weaknesses in the area of communications. Lastly, it should include a time line of dates when...
elements of the plan are to be delivered and indicators for measuring success (e.g., the number of media stories generated).
Figure 1 provides a snapshot of a communications plan created for the *Kapsoladj be* project in Hungary, which promotes youth volunteerism. The plan was developed by the Foundation for Democratic Youth (DIA), implementer of the project, in conjunction with Nokia’s in-country office and public relations firm. While not all elements of the plan are included here, the summary demonstrates a creative, yet strategic, approach.
In its first five years, *Kapsoladj be* generated more than 200 media stories in newspapers and magazines, along with radio and television coverage. Ágnes Zsók, Project Manager, attributes such media success to DIA’s reputation in the country, the assistance DIA received from Nokia staff and public relations professionals, the endorsement of the project by well-known ‘patrons,’ and the role of young people in telling the *Kapsoladj be* story.
At the same time, Zsók points out that reaching out to the media with the project’s message of volunteerism has not been easy, particularly given the nation’s communist past. “Volunteerism is not a trendy topic, and people have trouble understanding what we are doing,” she explains. As a result, DIA meets regularly with reporters to educate them about its work and the role of youth volunteerism in building a strong democracy.
As is the case with other IYF partners, DIA has adopted a regionalized approach to its media outreach, holding both national press events and tasking its local volunteer groups with conducting outreach to regional media outlets.
To reinforce its local outreach, twice a year, DIA organizes “media road shows” in locations around the country where its youth groups operate volunteer projects. Each road show includes a press conference and brings attention to the volunteer projects developed by youth. Effort is made to engage well-known public officials, such as the vice mayor in one city. In conjunction with a road show in the city of Debrecen, youth volunteers working with orphans organized an exhibit of the children’s artwork, which was displayed at a local mall. “Many people saw the exhibit and identified it with our program,” says Zsók.
Each of the above media outreach activities was carefully articulated in DIA’s *Kapsoladj be* communications plan, produced annually in collaboration with Nokia’s local office.
**Hosting a Successful Press Event**
How can you maximize the time and resources invested in planning and implementing press events? IYF partners emphasize the importance of generating a compelling ‘news hook,’ and creating multiple points of interest for reporters. Simply announcing a project launch or anniversary is generally not enough to capture the media’s attention. For example, local projects in both Hungary and the Czech Republic generate significant media interest around the announcement each year of their youth grant programs. A special event designed to coincide with the announcement gives them the opportunity to talk about what previous year’s grant recipients accomplished through their projects.
Partners offer the following tips for hosting a successful press event:
- **Select a venue with symbolic value that draws people.**
Several partner organizations have achieved success in attracting media when they host events at youth-oriented venues.
(e.g., Internet cafés) that reinforce the program’s youthful nature. Others have opted for venues with historic significance.
- **Engage celebrities.** Invite public officials, popular performers, artists, and media personalities to participate as appropriate.
- **Demonstrate the impact of your efforts by highlighting project participants as speakers.** Consider inviting accomplished alumni to speak of how they continue to apply what they learned through the project.
- **Highlight what makes your project unusual or unique.** In describing its support of youth-led volunteer projects, DIA often highlights those that are unusual, such as a canine therapy program used to help hospital patients.
- **Produce a short publication or video highlighting success stories.** Or, host a photo or art exhibition in conjunction with the event that illustrates the program ‘in action.’
In addition to designated press events, partners generate media coverage of significant project activities. For example, IYF’s partner in the Philippines, the Consuelo Foundation, invited reporters to its Youth Congress, during which program participants—indigenous youth who received leadership training—exchanged ideas and celebrated their achievements. While not designed as a press event per se, the Congress received local and national media coverage.
**Engaging Celebrities**
Engaging sports, entertainment, media, and political figures as spokespersons can offer many benefits according to partners. Hungary’s Zsók speaks highly of the role which that nation’s Social Youth Minister has played in the project. DIA also engaged a well-known actor in its efforts to appeal to youth. “He had grown up in an orphanage and was emotionally involved,” says Zsók. “He came because he liked the program.”
Jantje Beton, IYF’s partner in the Netherlands, selected Leena Von Jaarsveld, a local host for MTV news for its patron. Given the project’s focus on developing young people’s life skills through journalism training, a media celebrity made for a natural fit. In Turkey, TEGV invited a famous sculptor to participate in the project. Over the course of 24 hours, the artist worked with project participants to create a sculpture at one of TEGV’s project sites. The event was widely covered in the local media.
The Zest project in Finland, implemented by IYF’s partner, the Finnish Children and Youth Foundation, is rooted in the active participation of national sports and entertainment figures (called Zest “team members”). Members visit schools and share with students their own personal experiences related to developing life skills, such as confidence, teamwork, responsibility, and goal-setting. Due to their substantial time commitment, team members are paid for their services.
Partners caution that it’s important to clarify up front the amount of time a celebrity is willing to commit. In the Czech Republic, for example, the Civil Society Development Foundation (NROS) engaged a famous actress and singer and ended up “stopping the cooperation because her involvement was too passive,” explains Anna Onucová, Programme Manager. While the actress attended national press events, her schedule did not permit her to participate in local events. As a result of its experiences, NROS is now pursuing regional patrons, such as local government officials.
**Telling Stories that Move People**
As part of an integrated communications strategy, IYF partners have developed innovative ways of telling their project’s story—in print, online, and through exhibitions of photographs and art—that illustrate the human dimension of their work and its impact on young lives.
---
**Communicating Effectively: Questions to Consider**
In planning and implementing your communications activities, it’s helpful to consider:
- How to integrate communications into your overall project plan and the role that communications can play in achieving specific objectives (e.g., recruiting participants or generating support among parents and/or community members).
- How you can best work with your local corporate sponsor to develop shared communications goals and strategies for achieving them.
- Your strengths and weaknesses in the area of communications and existing staff resources and expertise. You might consider pursuing additional support through internships, part-time staffing, or creative media partnerships.
- Connections you, or members of your staff or board, may have to editors, journalists, or other media professionals. Also consider how you might engage a prominent individual as a spokesperson for your project.
- What are the core messages you seek to communicate and are they presented in such a way that they will appeal to your target audiences?
- Whether you have a built-in medium that could be helpful in communicating your project’s message. For example, TEGV uses artworks produced by its project beneficiaries to communicate the project’s goals and impact.
- How you can best use outcome data to emphasize your project’s impact on young lives.
- Ways of engaging young people in telling your project’s story.
In Turkey, for example, TEGV collaborated with municipal authorities in various cities to showcase a traveling exhibition of participants’ artwork within the nation’s newly constructed underground transit system. Entitled “Me in 2020,” the exhibit portrayed how the young artists saw themselves in the future and how they intended to achieve their dreams through developing their creativity, communication, teamwork, and other life skills. “We made octagonal panels that wrapped around pillars,” Pinar explains. “As passengers walked through the station they encountered various messages. It was a win-win for all,” she says.
Examples of effective storytelling abound throughout IYF’s global partner network. In Hungary, for example, DIA is compiling a booklet of stories of its volunteer leaders. Each profile will explore volunteers’ motivations for ‘giving back,’ while describing their projects. Earlier, the project developed a photo exhibition of its grant recipients engaged in volunteer activities around the country, which was displayed at a Nokia factory employing more than 2,000 people.
**Developing Media Partnerships**
Media partnerships have emerged as a potentially valuable means of obtaining exposure for local projects. For example, in the Czech Republic, NROS entered into a partnership with one of the nation’s largest search engines in order to publicize the project’s youth grants program. The search engine published banners associated with the project during the period in which NROS was recruiting young applicants. In exchange, NROS displayed the company’s logo on its outreach materials.
In Finland, Zest partnered with a national television program, Bauisteri, in producing a weeklong series of episodes focusing on key life skills. The program featured Zest team member Lenni-Kalle Taipale interacting with project participants in schools. Concurrently, a web competition was launched on the Zest and Bauisteri websites that asked young people to answer the question: “What talent would you most like to develop in yourself?” Nearly 2,000 youth responded. The most valuable talent they identified was that of being a good friend who listens and communicates well.
For projects with a youth media focus, such as the Youth Press Agency (YPA) in the Netherlands, the possibility exists for generating interest among news outlets in young people’s journalistic works. For example, two youth-produced videos created through YPA will soon be broadcast on a local television station where the youth live.
**Lessons Learned**
A number of country partners underscore the important role that local corporate partners—and their public relations firms—could play in contributing to the success of their media outreach efforts.
In Hungary, for example, efforts to engage the media have benefited greatly from the active involvement of Nokia’s Public Relations Manager, Anna Simai. “She [Anna] really understood the program from the beginning and offered her support,” says Zsók. Nokia’s local PR firm has also been integrally involved in generating visibility for the project, including developing a communications strategy and helping to plan and execute key elements of that strategy. “The firm knows the journalists, they know who to call, and who to invite,” explains Zsók.
Local projects offer the following advice to those seeking to strengthen their communications outreach:
- **Clearly identify goals and objectives—and who is responsible for what—from the start.** Many of our best ideas emerged through an open, creative dialogue with Nokia’s local office, says TEGV’s Pinar. Once a communications plan is approved, it’s important that local partners and corporate supporters agree on respective roles and responsibilities, she adds.
- **Develop simple, accessible messages to describe your project’s goals and the issues you seek to address.** In Hungary, for example, DIA speaks to the importance of promoting youth volunteering; while in Turkey TEGV emphasizes nurturing young people’s creativity and self-expression. The development of specific life skills is often communicated as a secondary message. “Life skills terms are integrated as part of our campaign,” says Pinar. “Our work is not just about art, but about applying transferable skills that are needed for success in life, such as communications and teamwork.”
- **Be creative; think ‘outside the box.’** In telling your story through the media you are competing for the time and attention of reporters and the public at large. TEGV’s subway art exhibition attracted significant media attention because it was highly visual and hadn’t been done before. Reporters in Hungary were drawn to a recent DIA press briefing because it was held in an Internet café, which reinforced the project’s youthful message. | <urn:uuid:ed6cccf6-505b-40f6-9e6e-2e96e7565b7c> | CC-MAIN-2024-22 | https://iyfglobal.org/sites/default/files/MediaOutreach_1.pdf | 2024-05-22T02:27:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00706.warc.gz | 274,892,821 | 2,908 | eng_Latn | eng_Latn | 0.997597 | eng_Latn | 0.997799 | [
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12 Powerful Parenting Phrases That Make Talking To Kids Easier
1. "At the same time..."
Using the word "but" can complicate already tense conversations.
"I see you're upset. At the same time, running away isn't safe."
2. "I need you to.../You need to..."
Be clear. Never make a request sound optional unless it actually is.
"I need you to come to lunch, please."
3. "I see..."
Prevent casting blame too soon by simply stating what you see when confronted with a problem. "I see you look very upset."
4. "Tell me about..."
Best never to assume. "Tell me about your picture..." works better than "What a lovely bear!" (especially when the bear was actually a dog.)
5. "I love to watch you..."
Simply letting a child know that you are watching them and enjoying them can go a long way in building their positive self-perception.
6. "What do you think you could do..."
It's important to give kids ownership of and practice with the problem-solving process. "What do you think you could do to make your sister feel better?"
7. "How can I help?"
We want to make sure to help our child, not simply rescue them. It is key to offer our abilities without taking away their responsibilities.
8. "What I know is..."
When your child is engaging in magical thinking or flat out lying, we can avoid an argument or an overreaction by calmly starting with what we know.
9. "Help me understand..."
Inviting a child to help you understand, is less accusatory than "explain yourself". It communicates that you don't understand, but you WANT to.
10. "I'm sorry..."
When we apologize for our own shortcomings, we model how to make appropriate apologies, but also teach our children that we all make mistakes.
11. "Thank you..."
Along with all the hard situations, we have to acknowledge the great ones (or even a great silver) of a really hard day.
12. "I love you..."
Before, during and after our most challenging situations with our kids, we should convey to them that they are always safe and loved, no matter what. | <urn:uuid:6036300b-a88a-4a0c-bf1c-7f47c66974f6> | CC-MAIN-2021-39 | https://knoxannarbor.org/wp-content/uploads/2018/03/DOC030818-03082018100853.pdf | 2021-09-24T08:54:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057508.83/warc/CC-MAIN-20210924080328-20210924110328-00251.warc.gz | 400,046,480 | 467 | eng_Latn | eng_Latn | 0.999419 | eng_Latn | 0.999419 | [
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HAVING schools offer sex education is a disturbing thought. But, the consequences of having teenagers grow into men and women with poor body knowledge could be worse.
If parents and educators were more open-minded, it could help young people be more aware of their own bodies and equip them to deal with the emotional struggles stemming from sexual issues.
One of the biggest problems which Dr Hera Lukman noticed in schools here is that people tend to equate sex education with biology, when in fact, there’s a lot more to the subject.
“In Canada, biology class is much like how it is here. You learn about structure and human anatomy, but it’s all taught in a very detached manner. The difference is, the students are a lot more open. They make jokes and are not afraid to ask questions – all that helps towards understanding the difference between male and female,” says Dr Hera, a chartered psychologist and expert in body image.
The mode of delivery in the Malaysian education system is the chief stumbling block as students are usually not encouraged to ask questions. What little sex education there is here starts too late, and things are made worse as the body is seen as a taboo subject.
“Things (in Western countries) are more open and not done in secret or offered in parallels, for example, when you talk about the birds and bees. There is more interactive learning.
“The issues are the same so it’s not really about Asians being more closed up about the subject, it’s about the culture of openness. I’m sure there are parents in Asia who are comfortable talking about sex with their children,” adds Dr Hera, who hails from Canada and has been teaching in Malaysia for six years.
“You can’t implement sex education at a click of a button. You have to tackle the issue well, and teachers and educators need to be comfortable and more savvy in teaching the subject. It’s also very hard to change perception. People often feel there’s something perverse if you want to find out more about the body,” she adds.
Of course, if you can’t get information from adults or friends these days, the next quickest source of information is the Internet. The top searched word, by the way, is sex.
“People may have a password protected computer at home but then, anybody can access the Internet at cyber cafes. However, the right information is hard to come by. There are lots of issues associated with a lack of understanding of emotions which affect behaviour.
“From a very young age, women have been given the message of what being pretty is about. You are the way you look and your ‘asset’ is your body. It has to be a certain shape and look. So, before kids can really understand their bodies, they’ve already been told they’re supposed to act, look and move with their bodies. (Objectification from) young age.”
Despite being aware that Asians are far more reserved when it comes to sexual matters, Dr Hera was still surprised by the results of The Kotex MyLife IQ Study Of Young Women In South Asia and the extent of lack of body knowledge.
“Clearly, this is evidence that the ‘what’ (part of biology) is being taught in school but not the ‘why’. I’m afraid if we carry on this way, we’re inadvertently rewarding women for their ignorance. By saying, ‘I’m a lady, I don’t ask such things (about sex), women are doing themselves and society disfavour.
“Even in Canada sex education is not taught as a separate module, but talking about relationships is important,” Dr Hera explains.
It’s certainly pertinent point as it is because of relationships that there are sexual issues. Teaching children how to protect themselves from sexual violence is also viewed as sex education.
“When we went to the schools and held talks, the girls were very open and asked all sorts of questions like ‘when should I have sex’, ‘is a boy’ and ‘why do I get periods.’ And you wonder, as you would think all these are already taught in biology class,” says Haniza Tahir, who is a marketing manager at Kimberly-Clark distributor of Kotex products.
(Under the Kotex school programme, health and body knowledge talks and forums are organised regularly nationwide for female students.)
“Many were unaware of how one can get sexually transmitted diseases or even HIV. Some girls still believe stories that pineapple juice can induce abortion and wearing a bra can cause cancer. If you look at it as a whole, all of Asia displayed a general lack of knowledge of the female body,” adds Haniza.
The survey involved women from various parts of Malaysia including the east coast and the northern states.
“Surprisingly, both urban and suburban girls displayed the same ignorance although the urban folk asked more sophisticated questions.
“How then do you teach a young girl something basic like how to examine her breasts for cancer?”
Dr Hera says that it’s important to also educate boys to understand girls, as they are regarded as reference points as girls want to please them.
“Essentially, sex education is much more than understanding biology. It’s about empowering women, being healthy, and viewing success and achievement that’s not necessarily linked to the body,” she concludes. – By Patsy Kam | <urn:uuid:b8f461fe-eeed-4880-aa6f-6b9bbb33d329> | CC-MAIN-2020-45 | https://966a6963-a-70e29410-s-sites.googlegroups.com/a/mac.org.my/media-monitoring/the-star/2010/04_april/0422_Star_pgT15_Rethinkingsexeduca.pdf?attachauth=ANoY7cpKEmTcQ_GXP-RSzABVprg13c3zVmwDkAiV1LhUeoDk3NuKwzryMEFh6FF_SDLHM8H4T3vvl6wTyrHDdwLM-awgpFGKn-Ta0ZOW-baBx3IBGNJfwPeJ6MMMZfIXitEl-pdrnBAdhUoxEgTKJWr1eTJz_N_g-1OV72hEmcUwtNkYlmWVez7LWuEfoguGv1TNrycIzyRzoG-KUMmPB-DVDRpKyUi9fFN8T-PKxPJvT4beFcPhW4r2uV3qXXCbPQ0SAqqEyMUbS6co74GI6MsKZjVjWRGNTw%3D%3D&attredirects=0&d=1 | 2020-10-24T21:00:07+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107884755.46/warc/CC-MAIN-20201024194049-20201024224049-00262.warc.gz | 190,752,002 | 1,054 | eng_Latn | eng_Latn | 0.999258 | eng_Latn | 0.999258 | [
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Problem 1 (10 points) Two parallel wires carrying currents in the same direction are found to attract each other.
(a) Give a step-by-step explanation of why the wires attract each other, due to the field created by moving electric charges and the forces on moving charges. Use pictures and words, but not equations.
(b) Again using pictures and words show that you get repulsion if the currents in the two wires run anti-parallel.
Problem 2 (10 points) You have a horizontal cathode ray tube (CRT) in a lab room which has been adjusted such that the electron beam should produce a single spot in the center of the front screen. However, you find that the spot is offset to the right, when viewed from the front.
(a) You realize that the offset could be caused by an electric or magnetic field or by a misalignment of the cathode. How can you determine the cause of the problem without any instruments to detect electric or magnetic fields and without removing the CRT from the room?
(b) If the cause was an magnetic field, what direction would the field have, relative to the original direction of the electron beam?
Problem 3 (10 points) The Large Hadron Collider at CERN, Geneva, will accelerate lead nuclei to an energy of 2.8 TeV/nucleon. The nuclei will follow a circular trajectory of 27km circumference.
(a) What is the momentum of each nucleus [note: The relativistic relationship between energy and momentum is $E = \sqrt{p^2c^2 + m_0^2c^4}$]?
(b) How big is the magnetic field of the dipole magnets that hold the nuclei on their trajectory?
(c) Would it be possible to build a linear accelerator of 100m length that achieves the same final energy of the particles? What electric field would be necessary for this and how does it compare to the typical fields inside atoms?
**Experiment MF (Magnetic Force)**
(20 points total)
Note that check-off and experiment write-up for experiment ‘Magnetic Force (MF)’ are due on Fri, 4/8. There will be 2 bonus points for MF check-off on 4/4 and 1 bonus point on 4/5.
The lab hours are Mon 3-5, Tue. 7:30-9:30 pm, Wed 7:30-9:30 pm, Thu 3-5, Fri 12-3.
You will be graded according to the following criteria:
1. Your Experiment: Magnetic Force apparatus works (you will need to demonstrate a trial run during the check-off).
2. Your understanding of the underlining physical principles involved in the experiment.
3. You may be asked a question during the check-off about how to calculate the magnetic permeability constant \( \mu_0 = \frac{1}{\text{slope}} \left( \frac{\rho A t g d}{n_1 n_2 r} \right) \).
**Problem 1 (10 points)**
In your experiment, depending upon the winding direction of the coils, the current through them will generate magnetic forces such that the coils will either attract or repel each other causing them to move.
a) Is your apparatus set up to repel or attract? Briefly explain how you intend to measure the current that flows through the coil that will produce a magnetic force that will just balance the weight of the foil.
b) What is the radius \( r \) of your coils? What is the distance \( d \) between your coils?
c) You will measure the current that will produce a magnetic force that will just balance one, two, and three squares of the foil. Suitable weights are 2 cm by 2 cm squares of foil. For each number of weights, \( n \), make several measurements of the current that balances the weight. Average your values.
d) Make a table of your data with columns for weight (in terms of the number of weights, \( n \)), the current (in A), and the current squared (in A\(^2\)).
e) Make a plot of the current squared (in A\(^2\)) vertically vs. the weight (in terms of the number of weights, \( n \)) horizontally. If no weights were on your balance, and it balanced at zero current, then origin is also a point.
f) Use a linear regression to find the slope and intercept of a straight-line fit of your plot. (You may also find the best fit straight-line by eye.)
g) Estimate the error on the slope. This can be done by taking the extremal (maximum and minimum) values of the slope and computing the difference with the best fit slope.
h) Then from the best straight-line fit of your data, calculate the magnetic permeability of space using
\[
\mu_0 = \frac{1}{slope} \left( \frac{\rho Atgd}{n_1 n_2 r} \right),
\]
where \( g = 9.8 \text{ m/s}^2 \), \( A \) is the area of your foil, \( \rho = 2.7 \times 10^3 \text{ kg/m}^2 \) is the density of aluminum, \( t = 1.8 \times 10^{-5} \text{ m} \) is the thickness of the aluminum, \( n_1 = 38 \), \( n_2 = 10 \), \( r \) is the radius of your coils, and \( d \) is the separation between your coils.
i) Consider the uncertainties in the measurements of slope, \( g \), \( \rho \), \( A \), \( t \), \( d \), and \( r \). Which error contributes the most? Which errors can you safely ignore?
**Problem 2 (10 points)**
In the magnetic force experiment, a current \( I = 0.5 \text{ A} \) is passed in series through a 38 turn coil taped to a table and a 10 turn coil which is taped to a balance directly above the 38 turn coil. The distance between the 10 turn coil and the 38 turn coil is \( d = 0.5 \text{ cm} \). Each coil has a radius of \( r = 6.0 \text{ cm} \).
a) Calculate the magnitude of the magnetic field originating from the 38 turn coil at any point on the 10 turn coil. Clearly indicate any approximations you make.
b) Calculate the magnitude of the magnetic field originating from both coils along the central axis at a height \( z = 0.5 \text{ cm} \) above the plane of the 38 turn coil. You may take this point as the center of the 10 turn coil. | <urn:uuid:8266b12f-f01e-452f-a853-3e607a024550> | CC-MAIN-2023-06 | http://web.mit.edu/8.02x/www/probsets/802x-2005-pset8.pdf | 2023-01-27T18:49:41+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764495001.99/warc/CC-MAIN-20230127164242-20230127194242-00151.warc.gz | 46,124,718 | 1,419 | eng_Latn | eng_Latn | 0.991554 | eng_Latn | 0.994598 | [
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Grade 6
Instructions:
1. Begin with Bismillah.
2. Read the questions carefully before answering - Think before you ink.
3. Please write your name and the name of your Madrasah NEATLY.
Name:_________________________ Name of Madrasah:_________________________
Question One
State whether true or false, if false give a reason
1. A person can use river water to have a Ghusl. ________________________________
2. It is necessary for men to have their clothing above their ankles only for Salaah. _________________
3. Women must not raise their voices when reading in Salaah. ________________________________
4. There are four faraaidh in Janaazah Salaah. _______________________________________
5. A Musaafir will make Qasr for all five Salaah. _______________________________________
6. If a person turns his head away from the Qiblah, his Salaah will break. ______________________
7. If a person leaves out a Fardh act of Salaah, he cannot cover it up with Sajdat-us-Sahw. ______
8. A person who travels 1.7km out of the boundary of his town is called a Musaafir. ____________
9. There are four condition for validity of Salaah. _________________________________________
10. Witr Salaah is Sunnah-e-Muakkadah. ________________________________________________
[10]
Question Two
Define the following terms
1. Najasah Heqeeqi: ________________________________________________________________
2. Sunnat-e-Muakkadah: ____________________________________________________________
3. Awrah: ________________________________________________________________________
4. Muqtadee: _____________________________________________________________________
5. Janaabat _______________________________________________________________________
6. Masbooq: ______________________________________________________________________
7. Makrooh: _______________________________________________________________________
8. Eid ul Adha: ____________________________________________________________________
9. Fardh: _________________________________________________________________________
10. Maaun Katheer: _________________________________________________________________ [10] | <urn:uuid:4fda2e3e-881a-4569-a8f6-36c74041508a> | CC-MAIN-2021-39 | http://talimiboardkzn.org/wp-content/uploads/2019/01/gr_6_shafi-fiqh_final_2018.pdf | 2021-09-24T09:54:23+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057508.83/warc/CC-MAIN-20210924080328-20210924110328-00255.warc.gz | 56,789,510 | 422 | eng_Latn | eng_Latn | 0.758996 | eng_Latn | 0.758996 | [
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Your child is growing in ways you can and can't see!
**Hearing & Understanding**
- Understands words for order, such as first, next, and last.
- Understands words for time, such as yesterday, today, and tomorrow.
- Follows longer directions, such as “Get the box of crayons, find some paper, and pick out three colors.”
- Understands most of what is said at home and at school.
**Talking**
- Says all speech sounds in words. May make mistakes on some sounds, such as l, s, r, v, z, j, ch, sh, and th.
- Names letters and numbers.
- Tells a short story.
- Talks in different ways depending on the listener and place. Uses short sentences with younger children and talks louder outside than inside.
**Talk! Ask! Encourage!**
How can you help your child learn?
- **Talk** about what happens first, next, and last in books.
- **Ask** why questions, such as “Why do we need to eat breakfast?”
- **Encourage** your child to express opinions and describe feelings.
**Listening is Learning**
- Use the correct sounds in your own speech. Your child may have trouble saying certain sounds and is listening to you.
- Listen to music and sing songs together. Sing nursery rhymes, songs that repeat words, and songs that tell a story.
- Help your child listen for details. Tell stories and ask questions.
Get help if you have concerns about your child’s hearing or talking. Visit IdentifytheSigns.org for more information.
Your child is growing in ways you can and can’t see!
That’s why… reading aloud is so important!
Listening and learning. Your child is able to sit still and focus for even longer stories.
That’s why… You — and your child — can choose from a variety of books that introduce new ideas, words, and feelings. Relate the story to your child’s own life. Use books to begin conversations about new experiences.
Print is everywhere! Your child is starting to recognize letters and numbers, learn letter names and sounds, and copy letters and numbers in writing.
That’s why… It’s great to run your finger under the words as you read. Ask your child to identify letters and letter sounds, and point out words and pictures with similar sounds. Say the letters in your child’s name. Practice writing his name together.
Let’s go to the library! From story times to summer programs, from picture books to early readers, your library has books that will help your family.
That’s why… A library card is a must-have. Plan a trip to the library and let your child pick out books. Listen to story time. Encourage a love of the library, learning, and reading.
Hey, that line is a rhyme! Your child is learning how to recognize and make rhymes.
That’s why… Reading aloud in a fun way can help your child learn. Choose books with repeated phrases and rhymes, and pause the story to allow your child to finish a familiar line.
Did you know…
When you read aloud you’re giving your child:
• More vocabulary
• An understanding of how books and reading work
• Knowledge about the world and people
• Food for the imagination
• Memories of your special time together
• A love of reading and learning that will last a lifetime
American Speech-Language-Hearing Association
Read Aloud 15 MINUTES and the American Speech-Language-Hearing Association are proud to collaborate on this initiative to reach parents of young children.
Read Aloud 15 MINUTES
Every child. Every parent. Every day.
Learn more at ReadAloud.org | <urn:uuid:fb565952-6bae-48a0-9f64-902c90fbd757> | CC-MAIN-2020-45 | https://dwzle9fnqydea.cloudfront.net/wp-content/uploads/2020/01/4_5_download-min.pdf | 2020-10-24T21:12:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107884755.46/warc/CC-MAIN-20201024194049-20201024224049-00259.warc.gz | 281,567,325 | 752 | eng_Latn | eng_Latn | 0.998514 | eng_Latn | 0.998725 | [
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CAUTION
• To prevent severe shock or electrocution always turn the power OFF at the service panel before working with wiring.
• Use this GFCI with copper or copper-clad wire. Do not use it with aluminum wire.
• Do not install this GFCI receptacle on a circuit that powers life support equipment because if the GFCI trips it will shut down the equipment.
• For installation in wet locations, protect the GFCI receptacle with a weatherproof cover that will keep both the receptacle and any plugs dry.
• Must be installed in accordance with national and local electrical codes.
1. What is a GFCI?
A GFCI receptacle is different from conventional receptacles. In the event of a ground fault, a GFCI will trip and quickly stop the flow of electricity to prevent serious injury.
Definition of a ground fault:
Instead of following its normal safe path, electricity passes through a person’s body to reach the ground. For example, a defective appliance may cause a ground fault.
A GFCI receptacle does NOT protect against circuit overloads, short circuits, or shocks. For example, you can still be shocked if you touch bare wires while standing on a non-conducting surface, such as a wood floor.
NOTE:
GFCIs contain a lockout feature that will prevent RESET if:
• There is no power being supplied to the GFCI.
• The GFCI is miswired due to reversal of the LINE and LOAD terminals.
• The GFCI has failed its internal test, indicating that it may not be able to provide protection in the event of a ground fault.
2. The GFCI’s features
3. Should you install it?
Installing a GFCI receptacle can be more complicated than installing a conventional receptacle.
Make sure that you:
• Understand basic wiring principles and techniques
• Can interpret wiring diagrams
• Have circuit wiring experience
• Are prepared to take a few minutes to test your work, making sure that you have wired the GFCI receptacle correctly
4. LINE vs. LOAD
A cable consists of 2 or 3 wires.
LINE cable:
Delivers power from the service panel (breaker panel or fuse box) to the GFCI. If there is only one cable entering the electrical box, it is the LINE cable. This cable should be connected to the GFCI’s LINE terminals only.
LOAD cable:
Delivers power from the GFCI to another receptacle in the circuit. This cable should be connected to the GFCI’s LOAD terminals only. The LOAD terminals are under the yellow sticker. DO NOT remove the sticker at this time.
5. Turn the power OFF
Plug an electrical device, such as a lamp or radio, into the receptacle on which you are working. Turn the lamp or radio ON. Then, go to the service panel. Find the breaker that protects that receptacle. Place the breaker in the OFF position or completely remove the fuse. The lamp or radio must turn OFF.
6. Identify cables/wires
Important:
DO NOT install the GFCI receptacle in an electrical box containing (a) more than four (4) wires (not including grounding wires) or (b) cables with more than two (2) wires (not including the grounding wire). Contact a qualified electrician if either (a) or (b) are true.
If you are replacing an old receptacle, pull it out of the electrical box without disconnecting the wires.
• If you see one cable (2-3 wires), it is the LINE cable. The receptacle is probably in position C (see diagram to the right). Remove the receptacle and go to step 7A.
• If you see two cables (4-6 wires), the receptacle is probably in position A or B (see diagram to the right). Follow steps a-e of the procedure to the right.
Procedure: box with two (2) cables (4-6 wires):
(a) Detach one cable’s white wire and hot wires from the receptacle and cap each one separately with a wire connector. Make sure that they are from the same cable.
(b) Re-install the receptacle in the electrical box, attach faceplate, then turn the power ON at the service panel.
(c) Determine if power is flowing to the receptacle. If so, the capped wires are the LOAD wires. If not, the capped wires are the LINE wires.
(d) Turn the power OFF at the service panel, label the LINE and LOAD wires, then remove the receptacle.
(e) Go to step 7B.
Placement in circuit:
The GFCI’s place in the circuit determines if it protects other receptacles in the circuit.
Sample circuit:
Placing the GFCI in position A will also provide protection to “kiddie” receptacles B and C. On the other hand, placing the GFCI in position C will not provide protection to receptacles A or B. Remember that receptacles A, B, and C can be in different rooms. | <urn:uuid:36c45722-9917-4083-9ba6-8434dd9f6ca7> | CC-MAIN-2024-33 | https://leviton.com/content/dam/leviton/commercial-industrial/product_documents/instruction_sheet/PK-A3089-10-00-2G-W.pdf | 2024-08-05T12:07:14+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640447331.19/warc/CC-MAIN-20240805114033-20240805144033-00737.warc.gz | 289,220,362 | 1,047 | eng_Latn | eng_Latn | 0.997113 | eng_Latn | 0.997113 | [
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Journal
Spend some time thinking about the question below and journal your thoughts or share them with a parent.
What are you grateful for?
Day 1
After watching, write one thing that:
1. You liked:
................................................................................................................................
2. You learned:
................................................................................................................................
3. You’d like to know:
................................................................................................................................
Watch this week’s episode of The So & So Show by going to: https://bit.ly/PreteenSundaysatHome
Even if you already saw it at church, feel free to check it out again!
Day 2
Read 1 Thessalonians 5:18
As you read 1 Thessalonians 5:18, look up the words and phrases in American Sign Language. Pro tip: If you search the phrases as they’re grouped below and add “in ASL” to the end of the phrase, you should find illustrations or videos of how to say it (or something close).
- Give thanks
- No matter what happens
- God
- wants
- you
- to thank
- him (God)
- because
- you
- believe in
- Christ Jesus.
Take notes to help you remember what the signs are, and then try putting it all together. Say the verse out loud while you sign it and practice several times until you have it down. Each day this week, practice signing. Use this verse to remind you that **you always have something to be grateful for**.
Day 3
So often our prayers involve asking God for something.
But it’s important to remember that **you always have something to be grateful for**, even when you have things you need help with. If you start and end your prayer with something you’re thankful for, it can help you live out gratitude.
Start by filling in the blanks below and then read the prayer out loud.
Dear God, You are amazing. Thank You for ___________________. Please help me/be with ___________________ ___________________ ___________________.
And thank You for ___________________ ___________________ ___________________ . In Jesus’ Name, we pray. Amen.
Day 4
Did you know that the signs you learned earlier this week are actually part of a real language?
American Sign Language is the main language spoken by the Deaf community in most of North America. Today, share 1 Thessalonians 5:18 with someone using the ASL signs you learned. Then repeat the verse in English and take turns sharing something that you’re thankful for.
Day 5
Have you ever kept a gratitude journal?
It’s a great way to focus your heart and mind on all that you have to be thankful for. If you have a gratitude journal already, grab it. If you don’t, any blank journal will work. You could also make one of your own by folding several pages of paper in half and stapling them in the middle.
**What are you grateful for?** For the next week, take time each day to think of something you’re grateful for and write it down in the journal. Hold on to the journal to use all month. | <urn:uuid:d6113030-b23d-4e14-96bd-1cbb0c1e470c> | CC-MAIN-2023-50 | https://sarasotaalliance.org/wp-content/uploads/2023/10/2311_Devo_Preteen_Color_W1.pdf | 2023-12-09T09:12:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00034.warc.gz | 550,744,828 | 638 | eng_Latn | eng_Latn | 0.901051 | eng_Latn | 0.998782 | [
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Determine whether the data set is a population or a sample.
1) The age of each employee at a local grocery store
Population
Identify the population and the sample.
2) A survey of 2625 elementary school children found that 28% of the children could be classified as obese.
Population: All elem school children
Sample: 2625 elem. School children.
Determine whether the numerical value is a parameter or a statistic. Explain your reasoning.
3) A survey of 1208 students was taken from a university with 20,000 students.
Statistic. Part of The 20,000 students
Provide an appropriate response.
4) If you had to do a statistical study, would you use a sample or a population? Why?
Sample. Impossible/in convenient costs to use pop.
Determine whether the data are qualitative or quantitative.
5) the colors of automobiles on a used car lot
Qualitative
For problems 6 and 7, identify the data set's level of measurement.
6) the nationalities listed in a recent survey (for example, Asian, European, or Hispanic).
Nominal
7) number of pages in your statistics book
Ratio +2
Provide an appropriate response.
8) Explain why data expressed with the Celsius temperature scale is at the interval level of measurement rather than the ratio level.
Inherent "0" +3
Determine whether the study is an observational study or an experiment.
9) A medical researcher obtains a sample of adults suffering from diabetes. She randomly assigns 67 people to a treatment group and 67 to a placebo group. The treatment group receives a medication over a period of three months and the placebo group receives a placebo over the same time frame. At the end of three months the patients' symptoms are evaluated.
Experiment +2
Identify the sampling technique used.
10) An Allan Hancock college student interviews everyone in a statistics class to determine the percentage of students that own a car.
Convenience +2
11) Every fifth person boarding a plane is searched thoroughly.
Systematic +2
Provide an appropriate response.
12) Explain the differences between cluster sampling and stratified sampling.
Stratified: A sample from each of the groups +4
Cluster: Not from each of the groups | <urn:uuid:3400cd2c-4c0f-4bb2-bebe-11b1d44134a0> | CC-MAIN-2023-50 | https://dev.hancockcollege.edu/mathcenter/documents/Quiz%20-%20Illowsky%20Chapt.%201%20-%20Larson%20Chapt.%201%20-%20A.pdf | 2023-12-07T06:00:13+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100650.21/warc/CC-MAIN-20231207054219-20231207084219-00561.warc.gz | 239,738,863 | 461 | eng_Latn | eng_Latn | 0.990304 | eng_Latn | 0.991282 | [
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Municipality of Anchorage
Alaska
PROCLAMATION
WHEREAS, information literacy is defined as the ability to recognize a need for information, and then locate, and effectively and ethically use resources to find information; and
WHEREAS, in the Information Age, knowing how to critically assess and integrate information is indispensable for all research purposes, and understanding how to avoid plagiarism is likewise crucial for private citizens, students, professionals, and public servants alike; and
WHEREAS, in today’s workforce, individuals who understand how to find and ethically use information are prepared for success in the workforce; and
WHEREAS, we appreciate the hard work and expertise of our librarians and teachers in our schools and libraries, who offer the essential tools for information literacy; and
WHEREAS, in order to be educated and engaged, citizens must learn how to effectively evaluate and use sources of information to understand current issues and events; and
WHEREAS, it is important that we support information literacy awareness and understand its importance to our city’s economic prosperity, our students’ educations, and our social wellbeing.
NOW, THEREFORE, I, Dan Sullivan, Mayor of Anchorage, Alaska, do hereby proclaim October 2012 as
Information Literacy Month
IN Anchorage, and encourage schools, parents, employers, teachers, government agencies, and all institutions to reinforce the need for information literacy among students in the Anchorage community.
[Signature]
MAYOR
209-2012 | <urn:uuid:6360a810-6418-4e3e-b00f-3a3c78c14033> | CC-MAIN-2024-10 | https://consortiumlibrary.org/blogs/dmole/files/2012/11/Information-Literacy-Month-Proclamation-for-Anchorage-signed-by-Mayor2.pdf | 2024-02-28T14:47:04+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00158.warc.gz | 177,370,976 | 302 | eng_Latn | eng_Latn | 0.990573 | eng_Latn | 0.990573 | [
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A serious pest of alfalfa and clover root systems in the Pacific Northwest
The clover root curculio (*Sitona hispidula*) is the most important weevil affecting alfalfa root systems in the Pacific Northwest. It was originally found in Europe in the early 1800’s and introduced into the eastern United States in the 1850’s. By 1910, it had been reported in many eastern states and the Pacific Northwest. General damage is not widespread, but in some areas of severe infestation, significant losses of quality, stand, and yield may occur. CRC damaged alfalfa stands are also very susceptible to plant diseases that contribute to crop decline. Larvae feeding on roots may contribute to winter heaving and may accelerate the entry of disease organisms such as bacterial wilt and root rots.
**Description:**
Adult CRC weevils are dark gray to black and about 1/8 to 1/4 inches (3-5 mm) long with a short snout and deeply punctured appearance on the head, thorax, and abdomen. They resemble adult alfalfa weevil but are gray and more slender with a snub nose. Larvae are small white grubs 1/4 inch (6 mm) long with a dark brown head and no legs. They are normally found in the soil close to alfalfa root systems.
**Damage:**
Adults feed on foliage leaving half-circle shaped holes along the leaf margins. Damage from adult feeding is insignificant on established legumes but may be very injurious to new seedings where springtime damage may result in serious stand loss. The important damage from this pest, however, results from larval feeding on the alfalfa crown and roots. Larvae feed externally causing scoring or girdling of the root. In addition to the mechanical damage, disease pathogens are allowed entry into the plant resulting in bacterial wilt and root rot. Affected alfalfa and clover wilt and often die especially if water stressed. Alfalfa stands where CRC are prevalent often lose productivity much sooner than in fields where the weevil does not exist.
*Larval feeding on the main tap root is the most serious damage. This weakens the plant and allows entry to disease agents.*
**Life Cycle:**
Normally this insect overwinters as an adult weevil and lays eggs in the spring, but in some mild seasons, eggs may be laid in the fall or winter and overwinter until spring. Adults become active in the spring and deposit eggs on the soil surface or on the undersides of leaves of alfalfa, clover or other preferred host plants. By May or early June, newly hatched larvae move into the soil where they spend their entire development period feeding on the root.
New seeding fields may suffer serious damage from adult root curculio feeding on young seedlings in the springtime.
system. The larval stage lasts about three to five weeks. Young larvae feed on small roots; more mature larvae chew large holes and grooves in the larger roots. Larvae mature by early summer, pupate in small earthen cells, and emerge as adults by mid to late summer. A complete spring generation life cycle from egg to adult requires about 40 to 50 days. There is one generation per year in Idaho.
Adult weevils actively feed after emergence especially during mating and egg laying when the temperatures are optimal at about 50 to 70° F. Although capable of flying some distance, they usually migrate by crawling from field to field.
**Host Plants:**
Most varieties of clover and alfalfa are susceptible and may be seriously damaged when conditions are right. CRC are known to occur on other legumes such as lespedeza and soy beans and on some grasses.
**Detection**
In fields suspected of having CRC, the field should be sampled for damage and presence of larvae once a week during mid-summer. Dig up some plants and check the roots for larval scoring and for root rot in the cavities on the tap root.
**Control:**
Older chlorinated hydrocarbon insecticides used during the 1940's and 1950's probably maintained this pest at low levels. More recently, the insecticides available to agriculture are not effective. Thus no insecticides are currently registered for controlling this pest. Alfalfa growers must rely on several cultural methods to control this insect and prevent damage.
1. **Crop rotation.** When CRC are a problem, growers should rotate their fields away from susceptible forage crops more frequently. Avoid leaving alfalfa or clover in a field beyond productive life. A rotation including potatoes or sugarbeets or other cultivated crop will help to eliminate the pest. Soil insecticides applied for wireworms, nematodes, and root maggots during non-alfalfa years may help prevent CRC buildup and damage when alfalfa is again planted.
2. **Plowing.** Late fall plowing of CRC infested alfalfa or clover will expose the beetles and larvae to killing conditions and natural predators. Late summer or early fall plowing is not as effective.
3. **Resistant varieties.** When replanting alfalfa or clover, use a variety known to have resistance to CRC attack. Lahontan has shown some resistance to root curculio damage.
4. **Chemical control.** Soil fumigation is effective but not cost efficient for forage crops. Foliar sprays applied in the spring for alfalfa weevil will kill many CRC adults and exposed larvae, but larvae in the soil are unaffected. Overall, foliar treatments are not effective. Soil insecticides applied during rotation to potatoes, beets, or other crops may help to reduce CRC numbers. There are no soil insecticides registered for use on established alfalfa or clover and would not be effective because of the difficulty of distributing the insecticide in more compacted soils of perennial forage crops.
5. **Agronomic Practices.** Most CRC damage is noticed as crop wilting or slow growth the first year after fall seeding. Damage is also more prevalent in the new, fast recovering alfalfa varieties. It is
important, therefore, to make sure fertility levels are adequate and the plants are not water stressed during the heat of mid-summer. Stands tend to recover somewhat after this time and May last two to three years before rotating to another crop.
6. Irrigation Management.
Monitor soil moisture and adjust irrigation to prevent over saturation or over dry soils.
Additional Reading:
Anon. 1981. Integrated pest management for alfalfa hay. Publication 4104, University of California
Davis, D.W. 1976. Insects and nematodes associated with alfalfa in Utah. Bulletin 494 Utah Agricultural Experiment Station. Utah State University, Logan, Utah.
Essig, E.O. 1926. Insects of western North America.. First Edition, p 494. The of MacMillan Company, New York.
Johansen, C.A. and A.H. Retan. 1971. Recognition of legume weevils. EM 3521. Washington State University, Pullman, Washington.
Metcalf, R.L. and R.A. Metcalf. 1993. Destructive and useful insects. Fifth Edition. McGraw-Hill, Inc. New York.
Orloff, S.B, H.L. Carlson, and L.R. Teuber (eds.) 1995. Intermountain alfalfa management. Division of Agriculture and Natural Resources. Publication 3366. University of California.
Phillips, W.G and L.P. Ditman. 1962. Biology and economic importance of the clover root curculio *Sitona hispidula* (Fab.) in Maryland. University of Maryland Agr. Exp. Sta. | <urn:uuid:662f99a1-dd01-4403-9b7a-3a78bae4cbc6> | CC-MAIN-2024-10 | https://pnwpestalert.net/uploads/867_1.pdf | 2024-02-28T16:58:33+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00155.warc.gz | 457,277,607 | 1,587 | eng_Latn | eng_Latn | 0.946817 | eng_Latn | 0.995669 | [
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**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 or complaints are reported then the player should be safely and immediately removed from play/game/activity. If no licensed healthcare professional is available, call an ambulance for urgent medical treatment:
- Neck pain or tenderness
- Double vision
- Weakness or tingling/burning in arms or legs
- Severe headache
- Seizure or convulsion
- Less than consciousness
- Vomiting
- Increasing restlessness, agitated or combative
**Remember:**
- In all cases, the basic principles of first aid (danger, response, airway, breathing, circulation) should be followed.
- Assessment for a spinal cord injury is critical.
**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
- Dazed/confused or blank or vacant look
- Disorientation or confusion, or an inability to respond appropriately to questions
- Balance difficulties, stumbling, slow laboured movements
- Facial injury after head trauma
**STEP 3: SYMPTOMS**
| Headache | Blurred vision | More emotional | Difficulty concentrating |
|----------|----------------|----------------|-------------------------|
| "Pressure in head" | Sensitivity to light | More Irritable | Difficulty remembering |
| Balance problems | Sensitivity to noise | Sadness | Feeling slowed down |
| Nausea or vomiting | Fatigue or low energy | Nervous or anxious | Feeling like "on a fog" |
| Drowsiness | "Don't feel right" | Neck Pain | |
**STEP 4: MEMORY ASSESSMENT**
(IN ATHLETES OLDER THAN 12 YEARS)
Failure to answer any of these questions (modified appropriately for each sport) correctly may suggest a concussion:
- "What venue are we at today?"
- "Which half is it now?"
- "Who scored last in this 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, rebranded 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 | <urn:uuid:15698274-f9ec-4a14-ae2d-8fe5d8ddb622> | CC-MAIN-2024-10 | https://www.citysailing.com/_files/ugd/8a6306_366870383631479381b027299ca2d2aa.pdf?index=true | 2024-02-28T17:17:41+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00163.warc.gz | 719,225,990 | 651 | eng_Latn | eng_Latn | 0.995888 | eng_Latn | 0.995888 | [
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WQAW POSITION STATEMENT: The final barrier to ensuring clean drinking water is through water treatment systems either point of entry (POE) or point of use (POU). For most regulated and non-regulated contaminants, certified (state approved) water treatment devices can reduce these contaminants below the EPA guidelines.
As the state Legislature looks to address Wisconsin’s water issues, we believe water treatment systems are integral to the safety of Wisconsinite’s drinking water and as a permanent solution to many of these water concerns.
WHAT ARE PFAS: Per- and polyfluoroalkyl substances (PFAS) are a large family of man-made chemicals that contain carbon, fluorine, and other elements. These chemicals have been in use since the 1940s and are found in a variety of products including firefighting foams, household products such as non-stick cookware, food packaging, and stain and water repellants.
HOW TO REMOVE PFAS FROM WATER*
| Residential Treatment | • Granular Activated Carbon (GAC) – Chemicals like PFAS stick to the small pieces of carbon as the water passes through. |
|-----------------------|------------------------------------------------------------------------------------------------------------------|
| Point-of-Entry (POE) | • Powdered Activated Carbon (PAC) – The carbon is powdered and is added to the water. The chemicals then stick to the powdered carbon as the water passes through. |
| Point-of-Use (POU) | • Ion Exchange Resins – Small beads (called resins) are made of hydrocarbons that work like magnets. The chemicals stick to the beads and are removed as the water passes through. |
| | • Nanofiltration and reverse osmosis – A process where water is pushed through a membrane with small pores. The membrane acts like a wall that can stop chemicals and particles from passing into drinking water. |
*EPA RECOMMENDATIONS | <urn:uuid:09c2e2b9-0248-4a3e-adf8-cb1e281da501> | CC-MAIN-2024-10 | https://lobbying.wi.gov/Data/PositionFileUploads/06052023_115219_WQAW%20PFAS%202023.pdf | 2024-02-28T16:59:29+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00156.warc.gz | 370,161,799 | 389 | eng_Latn | eng_Latn | 0.994067 | eng_Latn | 0.994067 | [
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Clothes for Cold Weather
When it is cold outside, I need to wear a coat. I may also need a hat, scarf, and gloves. I wear pants and long sleeve shirts when it is cold. I wear shoes and socks. I may even need boots!
Clothes for Warm Weather
When it is warm outside, I can wear shorts, t-shirts, and dresses. I can wear sandals if I want to, but I can also wear my tennis shoes. I may even get to wear my bathing suit if I am going to the pool or beach! | <urn:uuid:af2ab5e1-4ea2-47b4-82b4-4858b1aeae4d> | CC-MAIN-2022-27 | https://adscresources.advocatehealth.com/assets/1/13/Choosing_Clothing_-_Female.pdf?606 | 2022-06-29T15:45:14+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103640328.37/warc/CC-MAIN-20220629150145-20220629180145-00535.warc.gz | 139,820,652 | 115 | eng_Latn | eng_Latn | 0.99963 | eng_Latn | 0.99963 | [
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The “Storehouse Museum” is a Japanese-style storehouse which was built in 1893 by Isoji Mori, the landowner of Kannai-machi. It was used as a “Goods Storehouse” to hold household possessions belonging to the Mori family. The storehouse was relocated to its present location and repaired in February 2014. It has since been open to the public as the “Storehouse Museum”.
The term “kannai” in the name “Kannai-machi” means, “within the Tojin-Yashiki”. The *Tojin-Yashiki* (Chinese quarters) was constructed in 1689 to house the Chinese nationals who came to trade in Nagasaki. The quarters were built in Juzenji-go, where there used to be a medicinal herb garden belonging to the Shogunate. For 179 years, the *Tojin-Yashiki* played a vital role alongside Dejima as a window of international exchange with the outside world. This was at a time when Japan had entered into a policy of national isolation, and Nagasaki was the only port permitted to carry out international trade. However, the country emerged from isolation in 1859. Following this, the Nagasaki Magistrate’s Office was dismantled in 1868, and the *Tojin-Yashiki* was left without management. The land encompassing the *Tojin-Yashiki* was sold off to Isoji Mori, who became the owner of this large expanse of land. A member of the Nagasaki Prefectural Council, Isoji was a well-known figure in his hometown. In 1913, he had his photograph taken with Sun Yat-sen at a welcome luncheon in the Fukken Hall, which was hosted by local Chinese residents upon the latter’s official visit to Nagasaki. Isoji also worked on the redevelopment of the city, and had stone bridges built over the river in Kannai-machi. Three of these bridges have survived; Mori-bashi Bridge, Morii-bashi Bridge, and Sakae-bashi Bridge. The Nagasaki Shimbun and Brick Hall were built at Mori-machi, a town which was established by Isoji when he developed rice paddies at the mouth of the Urakami-gawa River. The “Mori” in Mori-machi, comes from Isoji’s family name.
The 2-storey storehouse is roughly 5.91m wide x 4.93m long. The central entrance on the north side of the building has outer double doors made of steel. Inside, the single sliding door is made of three layers; a plaster coated screen, a lattice screen, and a net screen. Large beams are exposed amongst the joists in the ceiling which supports the second floor. These doors and ceiling are distinctive features in the storehouse. There are three windows on the second floor. All three have single iron shutters, iron bars, and a wooden sliding door on the inside. The materials and shapes of the fittings have received great praise for being well preserved in their original state.
**Bibliography**
Harada, H. 2005. *Ishizaki Yoshii Hitsu Tōkarazu Rankanzu Emsaki*. Nagasaki: Nagasaki Bunkensha.
Hayashi, K. 2011. *Nagasaki-shi Kannai-machi Mori-shi Shoyū no Kura 2-40 ni Kanaru Shokien*, [Unpublished report]. Nagasaki Sōgō Kagaku Daigaku.
Nagasaki Chōgoku Kōryū-shi Kyōka (ed.) 2011. *Shashinshi Sorobun to Nagasaki Shingai Kakumei 100 Shōnen*. Nagasaki: Nagasaki Bunkensha.
Nagasaki Shishi Hensan linkai (ed.) 2012. “Shin Nagasaki Shishi” Dai 2-kan Kinsai-hen. Nagasaki: Nagasaki City.
Oba, O. (ed.) 2003. *Kansai Daigaku Tozai Gakujutsu Kenkyūjo Shiryo Shūkan Kyō-Roku Nagasaki Tōkarazu Shussei*. Osaka: Kansai Daigaku Shuppanbu.
Takeuchi, R. 1987. *Kadokawa Chihon Chimei Dai-Jiten 42 Nagasaki-hen*. Tōkyō: Kadokawa Shoten.
---
1st Floor: Triple Layered Sliding Door
1. Steel double doors
2. Plaster coated screen
3. Lattice screen
4. Net screen
2nd Floor: Shuttered Window
1. Single iron shutter
2. Iron bars
3. Wooden sliding door | <urn:uuid:65d34edc-5603-4223-95cd-ef900d1ae1f5> | CC-MAIN-2023-40 | https://www-city-nagasaki-lg-jp.cache.yimg.jp/sumai/660000/669001/p030023_d/fil/English.pdf | 2023-09-21T20:11:30+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506029.42/warc/CC-MAIN-20230921174008-20230921204008-00381.warc.gz | 698,602,376 | 994 | eng_Latn | eng_Latn | 0.991991 | eng_Latn | 0.991991 | [
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The Desert
The desert is home to us in many different ways,
So keep it clean so we can stay.
There are lots of living things out there, like animals and plants
I like the cactus, and I even like the ants.
You should love the desert – it is our home.
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Baby Touch And Feel Truck
**Beep! Beep!** Dawn Sirett, Dorling Kindersley. 2012 DK's Baby Touch and Feel Beep! Beep! is a baby board book packed with a range of textured transport to entertain and educate your child. Filled with real-life photography, your toddler will learn the names and sounds of car, trucks, planes and trains, as well as the early concepts such as colours, shapes and patterns and touch as they turn each page. Perfect for encouraging tiny fingers to explore and young minds to develop, this touch and feel picture book will provide years of enjoyment and make bedtimes more entertaining for all. About the series: Baby Touch and Feel books are the perfect series for the very youngest readers. These small, padded books excite babies and toddlers with their foil and touch-and-feel covers. Each book in this affordable series contains twelve vibrant interior pages with bold, engaging images. Containing large word labels, each page has foil or glitter to behold or a tantalizing texture to touch. These safe novelty textures immediately intrigue babies and are perfect for little fingers to feel. The Baby Touch and Feel series encourages sensory development, language skills, and early reading skills while teaching colors, shapes, patterns, and opposites.
**Noisy Trucks** Dawn Sirett. 2005 With expressive baby phrases and entertaining noises that are fun to read and stimulate talking, Fun Flaps are tuned into baby's developmental milestones, encouraging early conversation between the parent and child and helps to develop language skills.
**Baby Touch and Feel Honk! Honk!** Roger Priddy. 2009-07-07 🔗 This bruiser will likely see plenty of use. - Kirkus Reviews
*The Things They Carried* Tim O'Brien. 2009-10-13 Look for O'Brien's new book, *American Fantastica*, on sale October 24th A classic work of American literature that has not stopped changing minds and lives since it burst onto the literary scene, *The Things They Carried* is a ground-breaking meditation on war, memory, imagination, and the redemptive power of storytelling. *The Things They Carried* depicts the men of Alpha Company: Jimmy Cross, Henry Dobbins, Rat Kiley, Mitchell Sanders, Norman Bowker, Kiowa, and the character Tim O'Brien, who has survived his tour in Vietnam to become a father and writer at the age of forty-three. Taught everywhere—from high school classrooms to graduate seminars in creative writing—it has become required reading for any American and continues to challenge readers in their perceptions of fact and fiction, war and peace, courage and fear and longing. *The Things They Carried* won France's prestigious Prix du Meilleur Livre Etranger and the Chicago Tribune Heartland Prize; it was also a finalist for the Pulitzer Prize and the National Book Critics Circle Award.
**Baby Touch and Feel Panda**. 2021-01-05 Simple text and illustrations, paired with touch and feel textures, introduce young readers to pandas.
**T Is for Truck** Roger Priddy. 2014-08-12 Rhyming text and colorful, textured photographs introduce a variety of trucks, including fire trucks, dump trucks, and garbage trucks.
**Touch and Feel Christmas** DK. 2014-07-21 It's the most wonderful time of the year! With shiny presents, ornaments, a Christmas tree, and other festive items, Touch and Feel: Christmas is a jolly treat that will get your baby excited for the holiday season. With a sparkling new look, these bestselling DK classics are sure to become favorites for a whole new generation of young readers. Babies and toddlers will be drawn to the captivating, tactile pages, and will want to touch, feel, and explore every spread.
**Baby Touch: Car** Ladybird. 2016-04-07 This colourful first words book from Ladybird's bestselling Baby Touch range is designed to stimulate a baby's growing minds and senses, with bold images, interesting touch and feel areas and key first words. Every page features a bright, common vehicle with its name underneath and vehicle sounds to copy, from brrmm brrmm to zoooom! It's perfect for all young children who love things that go!
**Baby Touch and Feel I Love You** Dorling Kindersley Publishing Staff. 2017-01-03 Baby Touch and Feel I Love You is a fun DK baby book that helps little ones learn new words. With touchy-feely pictures and word labels, it makes an ideal baby gift. Baby Touch and Feel I Love You contains stunning photos with foil or textured areas that expand your baby's senses, while the simple visuals and labels promote language skills. From shiny love hearts beside a little girl hugging her toy to a baby with a fleecy heart on his vest, you can introduce your baby to the concept of love with touch and feel textures. All this is packed in a handy, small format that's just perfect for preschoolers to hold, and helps develop their fine motor skills.
**Baby Touch and Feel: Farm** DK. 2008-01-21 An interactive touch and feel book for babies packed full of their favorite animals and farmyard machines. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Farm is an interactive and fun way to help your child learn not only words but shapes and textures too. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby's attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes:
- An amazing range of different textures to explore
- Clearly labeled pictures and a simple, easy to follow design
- Easy to read text to encourage early vocabulary building
- A texture or eye-catching area on every page
- Rounded edges and chunky pages, protecting babies and their growing teeth
Learning to read should always be this fun. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names to feeling the different textures. Packed full of shiny objects and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe jacket, makes for an ideal baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Bedtime, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
**Bilingual Baby Touch and Feel Truck - Los Camiones**. 2024-04-02 An interactive touch and feel book for babies with big trucks and read-aloud text in two languages! Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Trucks is an interactive and fun way to help your bilingual child learn not only words but shapes and textures too. Bold, bright pictures and colorful truck-inspired illustrations will be more than enough to keep your baby's attention. This adorable bilingual picture book is a perfect first book for toddlers and makes for an ideal baby gift. This charming board book for babies includes:
- An amazing range of different textures to explore
- Cleary labeled pictures and a simple, easy to follow design
- Easy to read text in English and Spanish to encourage bilingual babies to read in both languages
- A texture or eye-catching area on every page
- Rounded edges and chunky pages, protecting babies and their growing teeth.
Read all about an exciting selection of different trucks, from the rumble rumble garbage truck to the brush brush road sweeper! Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. ¡El perfecto libro para ayudarles a aprender los nombres de los camiones en dos idiomas! La ambulancia, el tractor, el camión de la basura, el de reparto, y muchos más. Con este libro de texturas bilingüe, los niños podrán tocar y sentir las diferentes partes de estos vehículos o los materiales que transportan. Pasa las páginas con tu pequeño mientras observan juntos las coloridas imágenes y lean en voz alta los nombres de los distintos tipos de camiones. Texto fácil y vocabulario simple en inglés y español, perfecto para bebés bilingües que están empezando a leer en dos idiomas.
táctiles y llamativas imágenes del mundo que nos rodea que ayudarán a los más pequeños a desarrollar sus habilidades motoras - Variadas texturas para explorar con las yemas de los dedos - Formato pequeño para sujetarlo fácilmente con las manos - Material resistente y acolchado Con este libro bilingüe, los más pequeños aprenderán un segundo idioma de manera divertida mientras descubren nuevas formas y texturas a través del sentido del tacto. El regalo perfecto para fomentar el aprendizaje temprano de tu bebé y ayudarte a empezar a hablar en su segundo idioma con mayor fluidez.
*Fluffy Animals* Dawn Sirett, Dorling Kindersley Publishing Staff. 2012 Introduce your baby to fluffy animals with touch and feel textures Tickle and touch the fluffiest animals with Baby Touch and Feel Fluffy Animals. Encourage your baby to learn early concepts such as colours, shapes and patterns as they turn each page. Let them touch and learn about the squirrel with his bushy tail, two purring kittens and one very fluffy puppy. The softest animals are fun to touch, and in this chunky package they are perfect for encouraging tiny fingers to explore and young minds to develop. Sturdy pages with rounded corners mean Baby Touch and Feel Fluffy Animals will provide years of enjoyment.
*Baby Touch and Feel: Bedtime* DK. 2008-12-22 An interactive touch and feel book for babies that inspires hands-on learning. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Bedtime is a fun and interactive bedtime book for babies, as well as a great way to help your child learn not only words but shapes and textures too. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby’s attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes: • An amazing range of different textures to explore • Clearly labeled pictures and a simple, easy to follow design • Easy to read text to encourage early vocabulary building • A texture or eye-catching area on every page • Rounded edges and chunky pages, protecting babies and their growing teeth Learning to read should always be this fun. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names to feeling the different textures. Packed full of shiny objects and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe jacket, makes for an ideal baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Mermaid, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
*Who Am I? Cuddly Animals* Kindersley Dorling 2014 Chunky peep hole book full of cuddly animals, perfect for inquisitive toddlers Who Am I? Cuddly Animals is full of bright, bold pictures of cute cuddly animals that will keep your toddler engaged over and over again. Your child will love discovering who is hiding behind each fun page, as you read the clues together. Reveal a furry rabbit, a fluffy kitten, a little lamb and more! Perfect for reading aloud and encouraging word recognition, your toddler will love the playful and familiar guessing-game format. Watch as they investigate and explore each page - Who Am I? Cuddly Animals is a perfect combination of learning and play.
*Baby Touch and Feel: Tractor* DK. 2010-11-29 An interactive touch and feel book for babies that inspires hands-on learning. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Tractor is an interactive and fun way to help your child learn not only words but shapes and textures too. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby’s attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes: • An amazing range of different textures to explore • Clearly labeled pictures and a simple, easy to follow design • Easy to read text to encourage early vocabulary building • A texture or eye-catching area on every page • Rounded edges and chunky pages, protecting babies and their growing teeth Learning to read should always be this fun. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names to feeling the different textures. Packed full of shiny objects and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe jacket, makes for an ideal baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Bedtime, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
*Baby Touch and Feel: Bible Animals* DK. 2018-10-09 An interactive touch and feel book for babies introducing children to animals from the Gospel. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Bible Animals is an interactive and fun way to help your child learn about the Gospel, and meet a few cute farmyard friends along the way. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby’s attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough bible board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes: • An amazing range of different textures to explore • Clearly labeled pictures and a simple, easy to follow design • Easy to read text to encourage early vocabulary building • A texture or eye-catching area on every page • Rounded edges and chunky pages, protecting babies and their growing teeth Learning to read should always be this fun, and the same goes for learning about Christ. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names of the baby animals to feeling the different textures. Packed full of shiny objects and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe jacket, makes for an ideal Easter baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Bedtime, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
*Baby Touch and Feel: Trucks* DK. 2008-02-18 An interactive touch and feel book for babies that inspires hands-on learning. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Truck is an interactive and fun way to help your child discover shapes, textures, and brand new words - as well as enjoy their favorite trucks!. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby’s attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes: • An amazing range of different textures to explore • Clearly labeled pictures and a simple, easy to follow design • Easy to read text to encourage early vocabulary building • A texture or eye-catching area on every page • Rounded edges and chunky pages, protecting babies and their growing teeth Learning to read should always be this fun. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names to feeling the different textures. Packed full of shiny objects and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe jacket, makes for an ideal baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Bedtime, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
Bright Baby Trucks Roger Priddy.2015-07-07 Perfect for babies and toddlers, this sturdy board book features a wide variety of trucks from 'big rig' to 'snow plow'! With bright, easy-to-turn pages and a new vehicle on every page, this book is perfect for the youngest truck-lovers. The combination of colorful pictures and simple words will help to build your child's vocabulary.
Touch and Feel Trucks Scholastic. Scholastic Early Learners. 2016-12-27 Discover lots of different rough and tough trucks and feel the amazing touches that appear on every page.
Baby Touch and Feel. 2018-05 With touch and feel patches and sparkly areas to explore, this baby dinosaur board book encourages early learning, and is just right for sharing with your little one. Inside, on 12 sturdy pages, you meet engaging baby dinosaurs hatching, hiding, playing, and sleeping, from long-necked Diplodocus with leathery skin, to baby T. rex with twinkly teeth, and bumpy, plated baby Stegosaurus. The delightful baby dinosaurs are unique, full of character, entertaining, and immediately appealing, and every page of Baby Touch and Feel Baby Dinosaurs has tantalizing texture or an eye-catching shiny area to expand a baby's senses. Easy for very young children to follow, there's one main picture per page to focus on that's clear and life-like, which help a young child's identification skills. The short, fun text is great for reading aloud and building language. All the dinosaurs are also labelled, with helpful pronunciation guides for their names. This small padded book is perfect for little hands to hold. Babies and toddlers will love turning the tough board pages themselves, which develops their fine motor skills. Part of DK's popular Baby Touch and Feel series, this exciting preschool dinosaur book with its super sparkly jacket makes an ideal baby gift. Age Range: 0-5 years
Baby at the Farm Karen Katz. 2009-12-29 Little ones will love touching and feeling farm animals in this novelty board book that's perfect for spring from bestselling author, Karen Katz! 6 5/8 X 7 3/8 board book has touch-and-feel elements on each spread.
Colors and Shapes Dawn Sirrett. 2009 From silky butterflies to bumpy oranges, there are all kinds of textures for baby to explore in this book.
Quack! Quack! Roger Priddy. 2004-02-21 Illustrations of baby animals include textured fabrics so that children can touch and feel a duckling's feathers, a puppy's ear, a piglet's nose, a bunny's tail, a lamb's fleece, and a cat's fur. On board pages.
Ask a Manager Alison Green. 2018-05-01 From the creator of the popular website Ask a Manager and New York's work-advice columnist comes a witty, practical guide to 200 difficult professional conversations—featuring all-new advice! There's a reason Alison Green has been called "the Dear Abby of the work world." Ten years as a workplace-advice columnist have taught her that people avoid awkward conversations in the office because they simply don't know what to say. Thankfully, Green does—and in this incredibly helpful book, she tackles the tough discussions you may need to have during your career. You'll learn what to say when • coworkers push their work on you• then take credit for it • you accidentally trash-talk someone in an email then hit "reply all" • you're being micromanaged—or not being managed at all • you catch a colleague in a lie • your boss seems unhappy with your work • your cubemate's loud speakerphone is making you homicidal • you got drunk at the holiday party Praise for Ask a Manager "A must-read for anyone who works . . . [Alison Green's] advice boils down to the idea that you should be professional (even when others are not) and that communicating in a straightforward manner with candor and kindness will get you far, no matter where you work."—Booklist (starred review) "The author's friendly, warm, no-nonsense writing is a pleasure to read, and her advice can be widely applied to relationships in all areas of readers' lives. Ideal for anyone new to the job market or new to management, or anyone hoping to improve their work experience."—Library Journal (starred review) "I am a huge fan of Alison Green's Ask a Manager column. This book is even better. It teaches us how to deal with many of the most vexing big and little problems in our workplaces—and to do so with grace, confidence, and a sense of humor."—Robert Sutton, Stanford professor and author of The No Asshole Rule and The Asshole Survival Guide "Ask a Manager is the ultimate playbook for navigating the traditional workforce in a diplomatic but firm way."—Erin Lowry, author of Broke Millennial: Stop Scraping By and Get Your Financial Life Together
Baby Touch and Feel Flamingo. 2020 You're never too young to start loving flamingos, and this sparkly, touch and feel book is the perfect way to introduce little ones to these beautiful, pink-feathered birds and their cute, fluffy chicks. The simple, read-aloud text helps babies and toddlers learn about a flamingo family as they feel a tough, pointy beak, stroke soft feathers, touch a bumpy nest, and more, and see these amazing birds sparkle and shine. This delightful book is fun to share and makes a great gift or stocking filler. Little ones will love hearing about Mummy and Daddy Flamingo, feeling Mummy's webbed feet and her fine feathers, touching Daddy's glossy beak, and learning how both parents build a bumpy mud nest. Soon their smooth, shiny egg hatches, and Fluffy Flamingo Chick arrives! At the end of the day, the flamingo family snuggle together under a twinkling, starry night sky. Filled with early learning, every page has texture or an eye-catching shiny area to expand a baby or toddler's senses, and the simple design (with one main picture per page) is easy for very young children to follow. The images are bold, bright photos, perfect for little ones to focus on, and just right for helping their identification skills. Short, easy-to-follow text and fun annotation accompanies the photos, and names the images, building language and picture-and-word association - helpful for early reading. This small baby board book is a good size for little hands to hold. Babies and toddlers will love turning the tough pages themselves, which develops their fine motor skills. Part of DK's popular Baby Touch and Feel series, Baby Touch and Feel Flamingo with its exciting sparkly jacket will appeal to little ones and stimulate their learning.
Dump Truck's Colors Sherri Duskey Rinker. 2019-11-12 From Sherri Duskey Rinker, author of the #1 New York Times bestsellers Goodnight, Goodnight, Construction Site, Steam Train, Dream Train, Mighty, Mighty Construction Site, and Construction Site on Christmas Night. Join Dump Truck on his colorfully busy day at the construction site! Little construction fans will love the colors that fill the world of the bestselling Goodnight, Goodnight, Construction Site series, from the blue sky in the morning to the white moon at night. This concept-driven board book features characters from the original book in the series, continuing the brand and reaching a new, younger audience. Work is always lighter with friends by your side! • Teaches colors to kids • Rhyming words make reading fun • Features characters from the original book Children who like Goodnight, Goodnight Construction Site, Steam Train, Dream Train, Mighty, Mighty Construction Site, and Excavator's 123 will be excited about this book. • Great gift for preschoolers who like trucks, construction, building, and cars • Parents and teachers of toddlers and preschoolers will enjoy reading this with kids • Fans of author Sherri Duskey Rinker and Ethan Long, internationally recognized illustrator, will love this book
Lift-the-Flap Tab: Trucks Roger Priddy. 2013-01-08 From a digger to a dump truck, a fuel truck to a fire engine, this is a colorful collection for all little fans of big trucks. The black outline illustrations have card flaps to lift which reveal what's going on inside the trucks, and the simple text explains each one's special job.
Park Kindersley Dorling, Dawn Sirrett. 2011 No Marketing Blurb
B is for Bear Roger Priddy. 2010-11-17 This alphabet board book is perfect for babies and toddlers. With touch and feel pages, fun photographs, and cute rhymes for babies and parents to enjoy together, this brilliant book of first words is sure to become a family favorite. Each colorful page will stimulate your child's senses and encourage their imagination - from Apple to Zebra!
Bright Baby Touch & Feel Baby Animals Roger Priddy. 2006-12-26 Priddy Books big ideas for little people--P. [4] of cover.
That's Not My Truck Fiona Watt. 2008-01-29 Young children will learn sensory and language skills as they help a mouse search for his truck.
Baby's Book of Trucks Roger Priddy, Anne Millard. 2001-03-12 A simple picture book of trucks.
Noisy Trucks Tiger Tales. 2013-09 Touch, feel, and hear the trucks on every page of this sturdy board book. Engaging photographs and appealing textures encourage young readers to explore the exciting world of trucks.
Baby Touch and Feel: Bunny DK 2011-12-19 An interactive touch and feel book for babies that inspires hands-on learning. Tactile elements and delightful imagery will encourage the development of motor skills and early learning. Baby Touch and Feel: Bunny is an interactive and fun way to help your child learn not only words but shapes and textures too. Bold, bright pictures and colorful illustrations will be more than enough to keep your baby's attention. This adorable picture book is a perfect first book for preschoolers and makes for an ideal baby gift. Not too big and not too small, this sturdy, padded sensory book is just the right size for little hands to hold. No need for Mom and Dad to turn the pages! Babies and toddlers can turn the tough board book pages themselves, which helps to develop their fine motor skills while building an early language foundation. This charming board book for babies includes:
• An amazing range of different textures to explore
• Clearly labeled pictures and a simple, easy to follow design
• Easy to read text to encourage early vocabulary building
• A texture or eye-catching area on every page
• Rounded edges and chunky pages, protecting babies and their growing teeth
Baby Touch and Feel: Bunny is the perfect Easter gift for kids - and will help keep your children entertained for the months and weeks afterwards. Kids will get hours of play from this sturdy board book for babies and toddlers, from making the noises and reading the names to feeling the different textures. Packed full of happy bunnies, and some bumps and grooves, this educational book will engage small children and stimulate early childhood development in different ways. This touchy feely book, with its strong, baby-safe, makes for an ideal baby gift. Complete the Series This delightful book is part of the Baby Touch and Feel range of board books for babies and toddlers from DK Books and includes titles like Baby Touch and Feel Animals, Baby Touch and Feel Bedtime, Baby Touch and Feel Colors and Shapes, and more for your little one to enjoy!
A New Toy Truck Rufus Downy 2016 Encourages sensory exploration Reinforces vocabulary & comprehension Supports fine motor coordination Explore and learn in a busy workshop, with touch & feel features in every scene! With help from Grandpa, a little puppy builds a toy truck for his new baby brother. Each scene includes an early learning activity--such as counting, comparing sizes, or looking for colors--to build thinking skills.
ISBN: 978-1-68052-060-6 8.5w x 8.5h 5 story spreads embossed cover with wood inlay
First 100 Trucks Roger Priddy 2018-03-01 Your little one will love to discover the incredible trucks and things that go inside this bright padded board book from Roger Priddy. There are 100 different truck photographs to look at and talk about, and 100 truck names to read and learn, too. The automobiles are organized into different types such as cars, rescue vehicles and more. This is an ideal first book for babies and toddlers to help build vocabulary and develop word and picture association. The pages are made from tough board for hours of fun reading, and the cover is softly padded for little hands to hold.
Farm Friends Rebecca Johnson 2013 Juliet is going to stay on Maisy's farm for a whole week and she can't think of anything better. But Juliet doesn't count on feeding smelly pigs, lambing season, or an emergency calf rescue. In fact, living on a farm isn't nearly as easy as Juliet first thought!
Trucks 2022-02
First Words Touch and Feel The Book Company Editorial 2013-05-01 From sleek balloons and shiny crowns to fuzzy ducklings and slithery snakes, kids will learn numbers, counting, patterns, and grouping with the help of colorful and engaging photographs of familiar subjects, along with tactile sensation that will help them identify things that match, things that don't belong, things that come next, and so much more!
My Big Truck Book Roger Priddy 2011-05-10 Helps young children learn about trucks with vocabulary, pictures, and questions. On board pages.
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Table of Contents Baby Touch And Feel Truck
1. Understanding the eBook Baby Touch And Feel Truck
- The Rise of Digital Reading Baby Touch And Feel Truck
- Advantages of eBooks Over Traditional Books
2. Identifying Baby Touch And Feel Truck
- Exploring Different Genres
- Considering Fiction vs. Non-Fiction
- Determining Your Reading Goals
3. Choosing the Right eBook Platform
- Popular eBook Platforms
- Features to Look for in an Baby Touch And Feel Truck
- User-Friendly Interface
4. Exploring eBook Recommendations from Baby Touch And Feel Truck
- Personalized Recommendations
- Baby Touch And Feel Truck User Reviews and Ratings
- Baby Touch And Feel Truck and Bestseller Lists
5. Accessing Baby Touch And Feel Truck Free and Paid eBooks
- Baby Touch And Feel Truck Public Domain eBooks
- Baby Touch And Feel Truck Subscription Services
- Baby Touch And Feel Truck Budget-Friendly Options
6. Navigating Baby Touch And Feel Truck eBook Formats
- ePub, PDF, MOBI, and More
- Baby Touch And Feel Truck Compatibility with Devices
- Baby Touch And Feel Truck Enhanced eBook Features
7. Enhancing Your Reading Experience
- Adjustable Fonts and Text Sizes of Baby Touch And Feel Truck
- Highlighting and Note-Taking Baby Touch And Feel Truck
- Interactive Elements Baby Touch And Feel Truck
8. Staying Engaged with Baby Touch And Feel Truck
- Joining Online Reading Communities
- Participating in Virtual Book Clubs
- Following Authors and Publishers Baby Touch And Feel Truck
9. Balancing eBooks and Physical Books Baby Touch And Feel Truck
- Benefits of a Digital Library
- Creating a Diverse Reading Collection Baby Touch And Feel Truck
10. Overcoming Reading Challenges
- Dealing with Digital Eye Strain
- Minimizing Distractions
- Managing Screen Time
11. Cultivating a Reading Routine Baby Touch And Feel Truck
- Setting Reading Goals Baby Touch And Feel Truck
- Carving Out Dedicated Reading Time
12. Sourcing Reliable Information of Baby Touch And Feel Truck
- Fact-Checking eBook Content of Baby Touch And Feel Truck
- Distinguishing Credible Sources
13. Promoting Lifelong Learning
- Utilizing eBooks for Skill Development
- Exploring Educational eBooks
14. Embracing eBook Trends
- Integration of Multimedia Elements
- Interactive and Gamified eBooks
**Baby Touch And Feel Truck Introduction**
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Your symptoms indicate the ground (enable) signal to the AC relay from ECM/PCM on pin 3 (red wire) is not being ... | <urn:uuid:9b4ba5a4-bd2c-4ad3-b551-c4cb60b9d931> | CC-MAIN-2024-10 | https://gws.ala.org/textbook-solutions/Book?docid=mRW:4532&Academia=Baby_touch_and_feel_truck.pdf | 2024-02-28T17:16:55+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00151.warc.gz | 289,301,500 | 12,859 | eng_Latn | eng_Latn | 0.988108 | eng_Latn | 0.995732 | [
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Autumn Sorting
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Managing Issues While Tube Feeding at Home
What you can do to manage symptoms
1. Diarrhea
- Wait 30 to 60 minutes for the cramps or fullness to subside before starting a feeding.
- Feed formula more slowly.
- Administer only the prescribed volume of formula.
- Allow formula to reach room temperature prior to feeding.
2. Dehydration
- Talk to your healthcare professional about getting extra water after or between feedings.
- Ask your healthcare provider if you should change your feeding schedule or formula.
3. Constipation
- Add more fluids and use the bathroom as soon as you feel the need to go.
- Exercise and be as active as possible.
- Record the times of your bowel movements and try to establish a daily routine.
- Talk to your healthcare provider about whether you should change your medications.
What you should know about your body adjusting to tube feeding:
- It may take time for your gastrointestinal system to get used to tube feeding at home. Be patient.
- Sometimes, conditions like constipation, dehydration or diarrhea can prevent you from getting proper nutrition while tube feeding.
- Talk to your doctor or nurse if you are experiencing symptoms. Ask for information on Vital®, a tube-feeding formula designed to help manage symptoms of gastrointestinal intolerance.
4. Recognize signs and symptoms associated with intolerance or dehydration:
- Stomach cramps
- Feeling of fullness and/or discomfort
- Increased thirst
- Dry lips
- Small amounts of dark, strong-smelling urine
- Hard stools that are difficult to pass
- Loss of appetite
5. Talk to your doctor or nurse if you have:
- Upset stomach that lasts 24 hours
- Signs of dehydration, including increased thirst or dry lips
- Unusual weakness
- Red, sore or swollen tube site
- Tube clog that you can’t flush out with warm water
- Weight loss or gain of more than 2 pounds a week
- Vomiting
- Fever
Emotionally Adjusting to Tube Feeding:
Getting used to your feeding tube will take time, but it’s important to remember that you can still do many of the things you’ve always enjoyed. With time and patience, tube feeding can become an ordinary part of your day, like reading the paper or getting the mail.
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The Ocean-Atmosphere System
The oceans and the atmosphere are the two large reservoirs of water in the Earth's hydrologic cycle. The two systems are complexly linked to one another and are responsible for Earth's weather and climate. The oceans help to regulate temperature in the lower part of the atmosphere. The atmosphere is in large part responsible for the circulation of ocean water through waves and currents. In this section we first look at how the atmosphere controls weather and climate, and we will explore some introductory material necessary to understand our upcoming lectures on severe weather.
Weather and Climate
*Weather* is the condition of the atmosphere at a particular time and place. It refers to such conditions of the local atmosphere as temperature, atmospheric pressure, humidity (the amount of water contained in the atmosphere), precipitation (rain, snow, sleet, & hail), and wind velocity. Because the amount of heat in the atmosphere varies with location above the Earth's surface, and because differing amounts of heat in different parts of the atmosphere control atmospheric circulation, the atmosphere is in constant motion. Thus, weather is continually changing in a complex and dynamic manner.
*Climate* refers to the average weather characteristics of a given region. Climate, although it does change over longer periods of geologic time, is more stable over short periods of time like years and centuries. The fact that the Earth has undergone fluctuation between ice ages and warmer periods in the recent past (the last ice age ended about 10,000 years ago) is testament to the fact that climate throughout the world as has been changing through time.
The Earth's weather and climate system represent complex interactions between the oceans, the land, the sun, and the atmosphere. That these interactions are complex is evidence by the difficulty meteorologists have in predicting weather on a daily basis. Understanding climate change is even more difficult because humans have not been around long enough to record data on the long term effects of these processes. Still, we do know that the main energy source for changing weather patterns and climate is solar energy from the Sun.
The Atmosphere
Earth's atmosphere consists of a mixture of Nitrogen ($N_2$) and Oxygen ($O_2$). At the Earth's surface, dry air is composed of about 79% Nitrogen, 20% Oxygen, and 1% Argon. It can also contain up to 4% water vapor at saturation, but saturation depends on temperature.
Relative humidity is the term used to describe saturation with water vapor. When the relative humidity is 100%, the atmosphere is saturated with respect to water vapor, and precipitation results. Other gases occur in the atmosphere in small amounts. Among the most important of these other gases is Carbon Dioxide (CO₂).
The atmosphere has a layered structure, as shown here. Each layer is defined on the basis of properties such as pressure, temperature, and chemical composition. The layer closest to the surface is called the troposphere, which extends to an altitude of 10 to 15 km. Temperature decreases upward in the troposphere to the tropopause (the boundary between the troposphere and the next layer up, the stratosphere). The troposphere contains about 90% of the mass of the atmosphere, including nearly all of the water vapor. Weather is controlled mostly in the troposphere.
**Solar Radiation and the Atmosphere**
Radiation reaching the Earth from the Sun is electromagnetic radiation. Electromagnetic radiation can be divided into different regions depending on wavelength. Note that visible light is the part of the electromagnetic spectrum to which human eyes are sensitive.
- Earth receives all wavelengths of solar radiation. But certain gases and other contaminants in the atmosphere have different effects on different wavelengths of radiation.
Dry air is composed of about 79% Nitrogen, 20% oxygen, and 1% Argon. It also contains water, 4% at saturation, but saturation depends on temperature. In addition trace gases have an effect, the most important of which are the greenhouse gases.
**Greenhouse Gases**
Energy coming from the Sun is carried by electromagnetic radiation. Some of this radiation is reflected back into space by clouds and dust in the atmosphere. The rest reaches the surface of the Earth, where again it is reflected by water and ice or absorbed by the atmosphere. Greenhouse gases in the atmosphere absorb some of the longer wavelength (infrared) radiation and keep some of it in the atmosphere. This keeps the atmospheric temperature relatively stable so long as the concentration of greenhouse gases remains relatively stable, and thus, the greenhouse gases are necessary for life to exist on Earth.
The most important greenhouse gases are H\textsubscript{2}O (water vapor), CO\textsubscript{2} (Carbon Dioxide), CH\textsubscript{4} (methane), and Ozone. H\textsubscript{2}O is the most abundant greenhouse gas, but its concentration in the atmosphere varies with temperature. Venus, which has mostly CO\textsubscript{2} in its atmosphere, has a temperature of about 500°C (also partly due to nearness to the Sun). The CO\textsubscript{2} concentration in the atmosphere has been increasing since the mid-1800s. The increase correlates well with burning of fossil fuels. Thus, humans appear to have an effect.
Methane concentration in the atmosphere has also been increasing. Naturally this occurs due to decay of organic matter, the digestive processes of organisms, and leaks from petroleum reservoirs. Humans have contributed through domestication of animals, increased production of rice, and leaks from gas pipelines and gasoline.
**Volcanic Effects**
Volcanoes produce several things that result in changing atmosphere and atmospheric temperatures.
1. CO\textsubscript{2} produced by volcanoes adds to the greenhouse gases and may result in warming of the atmosphere.
2. Sulfur gases produced by volcanoes reflect low wavelength radiation back into space, and thus result in cooling of the atmosphere.
3. Dust particles injected into the atmosphere by volcanoes reflect low wavelength radiation back into space, and thus can result in cooling of the atmosphere.
4. Chlorine gases produced by volcanoes can contribute to ozone depletion in the upper atmosphere.
The Mt. Pinatubo eruption in 1991 and El Chichón eruption in 1981 released large quantities of dust and sulfur gases - resulted in short term cooling of atmosphere.
Volcanism in the middle Cretaceous produced large quantities of basalt on the seafloor and released large amounts of CO₂. The middle Cretaceous was much warmer than present, resulting in much higher sea level.
**The Carbon Cycle**
In order to understand whether or not humans are having an effect on atmospheric carbon concentrations, we must look at how carbon moves through the environment. Carbon is stored in four main reservoirs.
1. In the atmosphere as CO₂ gas. From here it exchanges with seawater or water in the atmosphere to return to the oceans, or exchanges with the biosphere by photosynthesis, where it is extracted from the atmosphere by plants. CO₂ returns to the atmosphere by respiration from living organisms, from decay of dead organisms, from weathering of rocks, from leakage of petroleum reservoirs, and from burning of fossil fuels by humans.
2. In the hydrosphere (oceans and surface waters) as dissolved CO₂. From here it precipitates to form chemical sedimentary rocks, or is taken up by organisms to enter the biosphere. CO₂ returns to the hydrosphere by dissolution of carbonate minerals in rocks and shells, by respiration of living organisms, by reaction with the atmosphere, and by input from streams and groundwater.
3. In the biosphere where it occurs as organic compounds in organisms. CO₂ enters the biosphere mainly through photosynthesis. From organisms it can return to the atmosphere by respiration and by decay when organisms die, or it can become buried in the Earth.
4. In the Earth's lithosphere as carbonate minerals, graphite, coal, petroleum. From here it can return to the atmosphere by weathering, volcanic eruptions, hot springs, or by human extraction and burning to produce energy.
Cycling between the atmosphere and the biosphere occurs about every 4.5 years. Cycling between the other reservoirs probably occurs on an average of millions of years.
For example, carbon stored in the lithosphere in sedimentary rocks or as fossil fuels only reenters the atmosphere naturally when weathering and erosion expose these materials to the Earth's surface. When humans extract and burn fossil fuels the process occurs much more rapidly than it would occur by natural processes. With an increased rate of cycling between the lithosphere and the atmosphere, extraction from the atmosphere by increased interaction with the oceans, or by increased extraction by organisms must occur to balance the input. If this does not occur, it may result in global warming.
**Global Warming**
Average global temperatures vary with time as a result of many processes interacting with each other. These interactions and the resulting variation in temperature can occur on a variety of time scales ranging from yearly cycles to those with times measured in millions of years. Such variation in global temperatures is difficult to understand because of the complexity of the interactions and because accurate records of global temperature do not go back more than 100 years. But, even if we look at the record for the past 100 years, we see that overall, there is an increase in average global temperatures, with minor setbacks that may have been controlled by random events such as volcanic eruptions. Records for the past 100 years indicate that average global temperatures have increased by about 0.8°C. While this may not seem like much, the difference in global temperature between the coldest period of the last glaciation and the present was only about 5°C.
In order to predict future temperature changes we first need to understand what has caused past temperature changes. Computer models have been constructed to attempt this. Although there is still some uncertainty, most of these models agree that if the greenhouse gases continue to accumulate in the atmosphere until they have doubled over their pre-1860 values, the average global temperature increase will be between 1 and 5°C by the year 2100.
This is not a uniform temperature increase. Most models show that the effect will be greatest at high latitudes (near the poles) where yearly temperatures could be as much as 16°C warmer than present.
**Effects of Global Warming**
Among the effects of global warming are:
- **Global Precipitation changes** - A warmer atmosphere leads to increased evaporation from surface waters and results in higher amounts of precipitation. Equatorial regions will be wetter than present, while interior portions of continents will become warmer and drier than present.
- **Changes in vegetation patterns** - because rainfall is distributed differently, vegetation will have to adjust to the new conditions. Mid latitude regions become more drought prone, while higher latitude regions become wetter and warmer, resulting in a shift in agricultural patterns.
- **Increased storminess** - A warmer, wetter atmosphere favors tropical storm development. Tropical Cyclones will be stronger and more frequent.
• Changes in Ice patterns - Due to higher temperatures, ice in mountain glaciers will melt. This is now being observed. But, because more water will be evaporated from the oceans, more precipitation will reach the polar ice sheets causing them to grow.
• Reduction of sea ice - Sea ice is greatly reduced due to higher temperatures at the high latitudes, particularly in the northern hemisphere where there is more abundant sea ice. This is now being observed. Ice has a high albedo (reflectivity), and thus reduction of ice will reduce the albedo of the Earth and less solar radiation will be reflected back into space, thus enhancing the warming effect.
• Thawing of frozen ground - Currently much of the ground at high latitudes remains frozen all year. Increased temperatures will cause much of this ground to thaw. Organic compounds in the frozen ground will be subject to decay, releasing more methane into the atmosphere and enhancing the greenhouse effect. Ecosystems and human structures currently built on frozen ground will have to adjust.
• Rise of sea level - Warming the oceans results in expansion of water and thus increases the volume of water in the oceans. Along with melting of mountain glaciers and reduction in sea ice, this will cause sea level to rise and flood coastal zones.
• Changes in the hydrologic cycle - With new patterns of precipitation changes in stream flow and groundwater level will be expected.
• Decomposition of organic matter in soil - With increasing temperatures of the atmosphere the rate of decay of organic material in soils will be greatly accelerated. This will result in release of CO$_2$ and methane into the atmosphere and enhance the greenhouse effect.
• Breakdown of gas hydrates - This is basically solid water with gas molecules like methane locked into the crystal structure. They occur in oceanic sediments and beneath frozen ground at the high latitudes. Warming of the oceans or warming of the soil at high latitudes could cause melting of the gas hydrates which would release methane into the atmosphere. Since methane is a greenhouse gas, this would cause further global warming.
**Climate Change**
Because human history is so short compared to the time scales on which global climate change occurs, we do not completely understand the causes. However, we can suggest a few reasons why climates fluctuate.
• Long term variations in climate (tens of millions of years) on a single continent are likely caused by drifting continents. If a continent drifts toward the equator, the climate will become warmer. If the continent drifts toward the poles, glaciations can occur on that continent.
• Short-term variations in climate are likely controlled by the amount of solar radiation reaching the Earth. Among these are astronomical factors and atmospheric factors.
○ Astronomical Factors -
Variation in the eccentricity of the Earth's orbit around the sun has periods of about 400,000 years and 100,000 years.
Variation in the tilt of the Earth's axis has a period of about 41,000 years.
Variation in the way the Earth wobbles on its axis, called precession, has a period of about 23,000 years.
The combined effects of these astronomical variations results in periodicities similar to those observed for glacial-interglacial cycles.
Atmospheric Factors - the composition of the Earth's atmosphere can be gleaned from air bubbles trapped in ice in the polar ice sheets. Studying drill core samples of such glacial ice and their contained air bubbles reveals the following:
- During past glaciations, the amount of CO₂ and methane, both greenhouse gasses that tend to cause global warming, were lower than during interglacial episodes.
During past glaciations, the amount of dust in the atmosphere was higher than during interglacial periods, thus more heat was likely reflected from the Earth's atmosphere back into space.
The problem in unraveling what this means comes from not being able to understand if low greenhouse gas concentration and high dust content in the atmosphere caused the ice ages or if these conditions were caused by the ice ages.
Changes in Oceanic Circulation - small changes in ocean circulation can amplify small changes in temperature variation produced by astronomical factors.
Other factors
- The energy output from the sun may fluctuate.
- Large explosive volcanic eruptions can add significant quantities of dust to the atmosphere reflecting solar radiation and resulting in global cooling.
The troposphere undergoes circulation because of convection. Recall that convection is a mode of heat transfer. Convection in the atmosphere is mainly the result of the fact that more of the Sun’s heat energy is received by parts of the Earth near the Equator than at the poles. Thus air at the equator is heated reducing its density. Lower density causes the air to rise. At the top of the troposphere this air spreads toward the poles.
If the Earth were not rotating, this would result in a convection cell, with warm moist air rising at the equator, spreading toward the poles along the top of the troposphere, cooling as it moves poleward, then descending at the poles, as shown in the diagram above. Once back at the surface of the Earth, the dry cold air would circulate back toward the equator to become warmed once again.
Areas where warm air rises and cools are centers of low atmospheric pressure. In areas where cold air descends back to the surface, pressure is higher and these are centers of high atmospheric pressure.
- **The Coriolis Effect** - Again, the diagram above would only apply to a non-rotating Earth. Since the Earth is in fact rotating, atmospheric circulation patterns are much more complex. The reason for this is the *Coriolis Effect*. The Coriolis Effect causes any body that moves on a rotating planet to turn to the right (clockwise) in the northern hemisphere and to the left (counterclockwise) in the southern hemisphere. The effect is negligible at the equator and increases both north and south toward the poles. The Coriolis Effect occurs because the Earth rotates out from under all moving bodies like water, air, and even airplanes. Note that the Coriolis effect depends on the initial direction of motion and not on the compass direction. If you look along the initial direction of motion the mass will be deflected toward the right in the northern hemisphere and toward the left in the southern hemisphere.
Wind Systems
- **High Pressure Centers** - In zones where air descends back to the surface, the air is more dense than its surroundings and this creates a center of high atmospheric pressure. Since winds blow from areas of high pressure to areas of low pressure, winds spiral outward away from the high pressure. But, because of the Coriolis Effect, such winds, again will be deflected toward the right in the northern hemisphere and create a general clockwise rotation around the high pressure center. In the southern hemisphere the effect is just the opposite, and winds circulate in a counterclockwise rotation about the high pressure center. Such winds circulating around a high pressure center are called *anticyclonic winds*.
- **Low Pressure Centers** - In zones where air ascends, the air is less dense than its surroundings and this creates a center of low atmospheric pressure, or low pressure center. Winds blow from areas of high pressure to areas of low pressure, and so the surface winds would tend to blow toward a low pressure center. But, because of the Coriolis Effect, these winds are deflected. In the northern hemisphere they are deflected to toward the right, and fail to arrive at the low pressure center, but instead circulate around it in a counter clockwise fashion as shown here. In the southern hemisphere the circulation around a low pressure center would be clockwise. Such winds are called *cyclonic winds*.
- Because of the Coriolis Effect, the pattern of atmospheric circulation is broken into belts as shown here. The rising moist air at the equator creates a series of low pressure zones along the equator.
Water vapor in the moist air rising at the equator condenses as it rises and cools causing clouds to form and rain to fall. After this air has lost its moisture, it spreads to the north and south, continuing to cool, where it then descends at the mid-latitudes (about 30° North and South).
Descending air creates zones of high pressure, known as subtropical high pressure areas. Because of the rotating Earth, these descending zones of high pressure veer in a clockwise direction in the northern hemisphere, creating winds that circulate clockwise about the high pressure areas, and giving rise to winds, called the trade winds, that blow from the northeast back towards the equator. In the southern hemisphere the air circulating around a high pressure center is veered toward the left, causing circulation in a counterclockwise direction, and giving rise to the southeast trade winds blowing toward the equator.
Air circulating north and south of the subtropical high pressure zones generally blows in a westerly direction in both hemispheres, giving rise to the prevailing westerly winds.
- These westerly moving air masses again become heated and start to rise creating belts of subpolar lows. Meeting of the air mass circulating down from the poles and up from the subtropical highs creates a polar front which gives rise to storms where the two air masses meet. In general, the surface along which a cold air mass meets a warm air mass is called a front.
- The position of the polar fronts continually shifts slightly north and south, bringing different weather patterns across the land. In the northern hemisphere, the polar fronts shift southward to bring winter storms to much of the U.S. In the summer months, the polar fronts shift northward, and warmer subtropical air circulates farther north.
The convection cells circulating upward from the equator and then back to surface at the mid-latitudes are called Hadley cells. Circulation upward at high latitudes with descending air at the poles are called Polar cells. In between are cells referred to as Ferrel cells.
At high altitudes in the atmosphere narrow bands of high velocity winds flowing from west to east are called the jet streams. The polar jet occurs above the rising air between the Polar cells and the Ferrel cells. The subtropical jet occurs above the descending air between the Ferrel cells and the Hadley cells.
These jet streams meander above the Earth's surface in narrow belts. In the northern hemisphere, where the jet streams meanders to the south it brings low pressure centers (and associated storms) further to the south. Where it meanders to the north, the high pressure centers move to the north.
Effect of Air Circulation on Climate
Atmospheric circulation is further complicated by the distribution of land and water masses on the surface of the Earth and the topography of the land. If the Earth had no oceans and a flat land surface, the major climatic zones would all run in belts parallel to the equator. But, since the oceans are the source of moisture and the elevation of the land surface helps control where moist air will rise, climatic zones depend not only on latitude, but also on the distribution and elevation of land masses. In general, however, most of the world's desert areas occur along the mid-latitudes where dry air descends along the mid-latitude high pressure zones.
Water and Heat
Water has one of the highest heat capacities of all known substances. This means that it takes a lot of heat to raise the temperature of water by just one degree. Water thus absorbs a tremendous amount of heat from solar radiation, and furthermore, because solar radiation can penetrate water easily, large amounts of solar energy are stored in the world's oceans.
Further energy is absorbed by water vapor as the latent heat of vaporization, which is the heat required to evaporate water or change it from a liquid to a vapor. This latent heat of vaporization is given up to the atmosphere when water condenses to form liquid water as rain. If the rain changes to a solid in the form of snow or ice, it also releases a quantity of heat known as the latent heat of fusion.
Thus, both liquid water and water vapor are important in absorbing heat from solar radiation and transporting and redistributing this heat around the planet.
As we will see throughout the next part of the course, this heat provides the energy to drive the convection system in the atmosphere and thus drives the water cycle and is responsible for such hazards as floods, thunderstorms, tornadoes, and tropical cyclones.
**Air Masses**
Due to general atmospheric circulation patterns, air masses containing differing amounts of heat and moisture move into and across North America.
Polar air masses, containing little moisture and low temperatures move downward from the poles. Air masses that form over water are generally moist, and those that form over the tropical oceans are both moist and warm. Because of the Coriolis effect due to the Earth's rotation, air masses generally move across North America from west to east. But, because of the differences in moisture and heat, the collision of these air masses can cause instability in the atmosphere.
**Fronts and Mid-latitude Cyclones**
Different air masses with different temperatures and moisture content, in general, do not mix when they run into each other, but instead are separated from each other along boundaries called **fronts**.
When cold air moving down from the poles encounters warm moist air moving up from the Gulf of Mexico, Pacific Ocean, or Atlantic Ocean, a cold front develops and the warm moist air rises above the cold front. This rising moist air cools as it rises causing the condensation of water vapor to form rain or snow. Note that the cold air masses tend to circulate around a low pressure center in a counterclockwise fashion in the northern hemisphere. Such circulation around a low pressure center is called a mid-latitude cyclone.
When warm air moving northward meets the cooler air to the north, a warm front forms. As the warm air rises along a gently inclined warm front, clouds tend to form, and can also cause rain, but rain is less likely because the warm front is not as steep as a cold front. If the rapidly moving cold front overtakes the warm front, an occluded front forms, trapping warm air above a layer of cold and cool air. Mid-latitude cyclones and their associated fronts are responsible for such severe weather conditions as thunderstorms, snow storms and associated hail, lightning, and occasional tornadoes.
**El Niño**
One of the dramatic manifestations of the interaction between the oceans and the atmosphere and its effects on both climate and weather is the Southern Oscillation, one of the consequences of which is El Niño. The Southern Oscillation is a back and forth variation in atmospheric pressure between a high pressure system normally located off the west coast of South America and a low pressure system normally located in the western Pacific near Indonesia and Australia. In the U.S. El Niño conditions result in heavy rains, flooding, landslides, and tornadoes in greater than normal amounts because El Niño conditions drive abnormal amounts of moist warm air across North America. El Niño causes flooding in Peru, as well as drought and fires in Indonesia and Australia.
The phenomena is manifested by the arrival of warm water off the coast of Peru around Christmas time, and thus is called El Niño (Spanish for the boy child) because it arrives at this time. An El Niño event occurs every 2 to 7 years with various degrees of strength. Some El Niño events are more intense than others, and the condition lasts from 18 to 24 months. The following table lists the years of El Niño events.
"Normal" Conditions - Under "normal" conditions the easterly trade winds, driven by the pressure difference between the eastern Pacific high and the western Pacific low and blowing toward the equator, push warm water toward the equator and across the Pacific Ocean toward Australia and Indonesia. This causes a pool of warm water to form near the equator in the western Pacific. It also causes the thermocline (the boundary between warm waters in the upper layers of the ocean and the cold deep waters below) to move closer to the surface off the coast of South America, bringing nutrient-rich waters to surface by upwelling.
Such nutrient-rich waters help sustain large fish populations. The upwelling cold water cools the atmosphere above, and prevents rain clouds from forming off the coast of Peru. The warm water pushed to the west by the trade winds, heats as it flows along the equator, so that on arrival in the western Pacific heat is added to the overlying atmosphere causing it to rise, form clouds, and produce extensive rainfall. The moisture depleted upper atmosphere then circulates back to east where it descends off the coast of South America contributing to the dry conditions. During periods of exceptionally strong trade winds the upwelling of cold water off the South America cools the water even further creating a condition called La Niña (girl child).
El Niño Conditions - During El Niño periods there is a weakening of the easterly trade winds and the warm waters of the western Pacific are pushed toward the east. This causes the thermocline in the eastern Pacific to sink, preventing the upwelling of cold waters from below, depleting the waters in nutrients, and thus leading to starvation of fish populations. As the warm water shifts eastward so does the development of atmospheric disturbances that lead to upwelling of the atmosphere to form thunderstorms.
Rising bodies of moist air thus occur closer to the coast of the Americas, leading to increased storminess, not only in South America, but in North America as well. These low pressure systems that develop in the eastern Pacific can move over the continent and cause severe weather as noted above. In addition, they create upper level winds that tend to shear the tops off of developing tropical storms and hurricanes in the Atlantic Ocean and Gulf of Mexico, leading to a decrease in the number of intense tropical cyclones that develop in these regions.
La Niña conditions have about the opposite effect of El Niño conditions. i.e. better fishing harvests off the west coast of South America, drier conditions in North and South America, more hurricanes in the Atlantic, and wetter conditions in Australia and Indonesia.
Over the past 50 years, the oscillation of warm water back and forth across the tropical Pacific Ocean has created El Niño conditions 31% of the time, La Niña conditions 23% of the time, and "normal" conditions 46% of the time.
Prediction of El Niño
As can be seen from the data presented above, the southern oscillation which creates the El Niño condition has operated throughout the last century. Archeological evidence from South America indicates that the oscillation has been operating for thousands of years. Still, it has only been in recent years that atmospheric and ocean scientists have become aware of the phenomenon, and then only because particularly strong El Niños occurred in the years 1982-83 and 1997-98 causing considerable damage from natural disasters in North America.
The frequency of El Niño events and the intensity of the events is not statistically predictable. In other words we do not as yet know when the next El Niño will occur. This is due to the relatively short amount of historical data currently available. Still, the 1997-98 event and its intensity were predictable several months beforehand because measurements of sea surface temperature from satellites and instrument buoys in the Pacific Ocean were able to identify the
movement warm surface waters from west to east across the Pacific Ocean.
Thus, future El Niño events will likely be predictable several months before they actually develop. This could have important economic consequences. For example, knowing that an El Niño event is coming could result in farmers in normally dry parts of South America preparing the soil for a good crop months in advance because of the expected wetter weather in the months ahead. Fishermen could begin preparing for a poor fishing harvest off the coast of South America. In terms of Natural disasters, Peru was much better prepared for the 1997-98 El Niño and constructed storm drains and stockpiled emergency supplies, probably saving thousands of lives.
It is important to remember that because the southern oscillation shifts back and forth, some areas receive beneficial aspects of the phenomenon while other areas receive adverse aspects. For example, even though the 1997-98 El Niño produced many natural disasters in North and South America, the northern part of the U.S. was somewhat warmer during the winter months resulting in the estimated savings of $5 billion in heating costs.
Examples of questions on this material that could be asked on an exam
1. What is the difference between weather and climate?
2. What are greenhouse gases, how does their concentration in the atmosphere affect climate, and what are the major greenhouse gases?
3. What is the evidence for global warming and how is this explicable if one considers the carbon cycle?
4. Besides warming of the atmosphere, what are some of the other possible effects of global warming?
5. Why does water in the oceans store solar energy, and how does this solar energy stored in the oceans get into the atmosphere?
6. What is convection and why does it occur?
7. What happens at high pressure centers and low pressure centers in the atmosphere?
8. Explain through words and pictures what happens along a cold front, warm front and occluded front.
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A dry powder inhaler delivers pre-set doses of medicine in powder form. The medicine gets to your airways when you take a deep, fast breath in from the inhaler. To keep your asthma under control, it is important to take your medicine as prescribed by your doctor or other health care professional and to use the proper technique to deliver the medicine to your lungs. If you don’t use your inhaler correctly, you won’t get the medicine you need.
Here are general steps for how to use and clean a dry powder inhaler. Be sure to read the instructions that come with your inhaler. Ask your doctor, pharmacist, or other health care professional (such as nurse practitioner, physician assistant, nurse, respiratory therapist, or asthma educator) to show you how to use your inhaler. Review your technique at each follow-up visit.
1. Remove cap and hold inhaler upright (like a rocket). If the inhaler is a Diskus®, hold it flat (like a flying saucer).
2. Load a dose of medicine according to manufacturer’s instructions (each brand of inhaler is different; you may have to prime the inhaler the first time you use it). Do not shake the inhaler.
3. Stand up or sit up straight.
4. Take a deep breath in and blow out completely to empty your lungs. Do not blow into the inhaler.
5. Place the mouthpiece of the inhaler in your mouth and close your lips around it to form a tight seal.
6. Take a fast, deep, forceful breath in through your mouth.
7. Hold your breath and count to 10.
8. Take the inhaler out of your mouth. Breathe out slowly, facing away from the inhaler.
9. If you are supposed to take more than 1 inhalation of medicine per dose, wait 1 minute and repeat steps 2 through 8.
10. When you finish, put the cover back on the inhaler or slide the cover closed. Store the inhaler in a cool, dry place (not in the bathroom).
11. If using an inhaled corticosteroid, rinse out your mouth with water and spit it out. Rinsing helps to prevent an infection in the mouth.
**HOW TO CLEAN A DRY POWDER INHALER**
- Wipe the mouthpiece at least once a week with a dry cloth.
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Week 4:
Lesson 1:
SWBAT analyze and interpret the characters, plot and vocabulary of *The Wave* Chapters 1-6.
1. Answer *The Wave* short answer questions and submit them to turnitin.com under the title “*The Wave* Short Answer Questions”. Be sure to follow the directions as to the length of the answers. You do not need to type out the questions, but please number them and answer them in complete sentences.
Lesson 2:
SWBAT analyze and interpret the characters, plot and vocabulary of *The Wave* Chapters 1-6.
1. Answer The Wave Essay Question #1 and submit it to turnitin.com under the title, “*The Wave* Essay Question #1”. Be sure to follow the directions as to the length of the essay. You do not need to type out the question, but please be aware of your punctuation, spelling, grammar, etc.
2. Answer The Wave Essay Question #2 and submit it to turnitin.com under the title, “*The Wave* Essay Question #2”. Be sure to follow the directions as to the length of the essay. You do not need to type out the question, but please be aware of your punctuation, spelling, grammar, etc.
The Wave-Short Answer Questions
Answer each of the following questions in complete sentences. Each answer should be at least 2-3 sentences.
1. Discuss Ben Ross’s reputation as a teacher and what this reveals about him.
2. Discuss what the film reveals about Nazi concentration camps. Also share your prior knowledge of these events.
3. Discuss the different student reactions to the film.
4. Discuss what bothers Ross about the questions that his students asked him and what he plans to do about it.
5. Discuss why Ross stresses posture.
6. Discuss Ross’s definition of community. Do you agree or disagree?
7. How is The Wave similar to the Nazis?
8. Discuss why David wants to introduce The Wave to the football team.
9. Make a prediction: Do you think the techniques of The Wave will strengthen the football team?
10. Discuss the different views of The Wave as presented by Laurie’s parents.
The Wave-Essay Questions
Answer each of the following questions in essay format. Each essay should address all parts of the question. Make sure that each essay is at least 5-7 sentences. Submit your answers to turnitin.com. They will be labeled “The Wave Essay Question #1” and “The Wave Essay Question #2”.
1. David tries to convince Laurie to forget the events that took place in Nazi Germany: “Forget about it. It happened once and the world learned its lesson. It’ll never happen again.” Do you agree? Should we try to forget evil events, and trust in the goodness of human nature? Is evil an outside force, or are we all capable of evil acts?
2. Laurie’s father likes The Wave idea of getting people to work together as a group, while Laurie’s mother admires people who are not afraid to act as individuals. Whose side are you on? Do you need to be part of a group, or do you act and think more independently? Have people in the United States achieved a balance between individualism and community spirit? Is individual freedom more important than community? | <urn:uuid:40934cfa-0af0-48ca-873e-02d0e2fbbf39> | CC-MAIN-2020-45 | https://www.rphslibrary.org/uploads/1/1/0/9/110967909/eng_a_week_4.pdf | 2020-10-21T06:57:42+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107876136.24/warc/CC-MAIN-20201021064154-20201021094154-00623.warc.gz | 889,740,480 | 672 | eng_Latn | eng_Latn | 0.994491 | eng_Latn | 0.997432 | [
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KINGDOM MONERA -- BACTERIA
A. Classification
1. Heterotrophic Bacteria
a. Eubacteria
b. Actinomycetes (filamentous bacteria)
2. Autotrophic Bacteria
a. Cyanobacteria (Blue Green Algae)
b. Purple and Green Photosynthetic Bacteria
c. Chemoautotrophic Bacteria
B. HETEROTROPHIC BACTERIA--General Characteristics
1. About 2000 species
2. Ubiquitous in distribution--everywhere!
--in soil
--several thousands of feet in air
--in both fresh and salt water
3. Usually associated with diseases--many do cause diseases
4. Many are beneficial--major organisms of decay--recycling
5. Smallest living cells--0.1 - 60 u
6. Three major morphological shapes
--spherical--COCCUS
--rod--BACILLUS
--spiral shape--SPIRILLUM
7. Because of small size and morphological simplicity, necessary to use physiological characters to study bacteria--especially THE KIND OF ENZYMES THEY PRODUCE:
--digest starch? --use lactose?
--turn acid to base? --turn base to acid?
--produce gas? --how they stain?
C. ACTINOMYCETES--the filamentous bacteria
1. Natural occurring organisms in soil--very abundant
2. Originally classified with fungi but because of prokaryotic nature considered to be bacteria
3. Differ from Eubacteria in that they are filamentous and produce external spores
4. Produce antibiotics that they secrete in soil to compete with other organisms for food source
5. Streptomyces is major genus. Most broad-spectrum antibiotics are obtained from species in this genus:
D. AUTOTROPHIC BACTERIA
--capable of fixing CO₂ into organic compounds
1. PHOTOSYNTHETIC BACTERIA
--use light as external energy source
a. CYANOBACTERIA (BLUE GREEN ALGAE)
--contain chlorophyll a
--photosynthesize much like eukaryotic cells
--discussed in more detail with algae
b. GREEN AND PURPLE PHOTOSYNTHETIC BACTERIA
--contain special chlorophyll—bacteriochlorophyll
--use light as energy source, but live in anaerobic conditions
--do not get H from H₂O but from H₂S or organic acids or alcohols
--usually occur in places that have lots of decaying vegetation
c. CHEMOAUTOTROPHIC BACTERIA
--instead of light as an energy source, obtain energy from oxidation of inorganic molecules: iron—iron oxide; sulphur—sulphur dioxide.
--one group produces methane from CO₂ and H₂
--from these processes they obtain energy to convert CO₂ into organic compounds
E. GENETIC RECOMBINATION IN BACTERIA
No sexual reproduction but some methods of DNA exchange occurs
1. CONJUGATION—temporary fusion of two bacteria cells during which special DNA fragment (not part of bacterial "chromosome") passes from one cell to another
a. fragment called plasmid
b. Plasmid becomes incorporated into DNA molecule of recipient bacterial cell.
c. Plasmids very important in genetic engineering to move genes of higher organisms around in higher organisms (good summarization in textbook, p. 194)
2. TRANSDUCTION—bacterial DNA moved from one bacterial cell to another by incorporation of a segment of the bacterial DNA into a virus and then transmitted to the second bacterial cell by the
3. TRANSFORMATION--bacteria cells killed, DNA extracted, placed in growing medium, other bacteria grown on medium pick up and incorporate some of the DNA from the medium into their cells
KINGDOM PROTISTA
A. THE ALGAE
1. Pigments in Algae--very important to understand the different groups of algae.
a. Chlorophyll--several different kinds
--Chlorophyll a, b, c, d, e
b. Carotenes (several kinds)
c. Xanthophylls (about 20 kinds)
--chlorophylls, carotenes, and xanthophylls are fat soluble--
d. Phycobilins--water soluble pigments
1. phycoerythrins--red pigments
2. phycocyanins--blue pigments
2. Using kinds of pigments present, the algae may be separated into four informal groupings
--the Blue Green Algae (Cyanobacteria) which are really prokaryotic Monerans will be included here because of their traditional and ecological association with "true" algae.
A. BLUE-GREEN GROUP--
includes only the Blue Green Algae (Cyanobacteria)
1. Pigments:
chlorophyll a
carotenes
xanthophylls (18 kinds)
phycobilins
phycocyanin
phycoerythrin
B. GREEN GROUP--
includes Green Algae, Euglenoids
1. Pigments:
chlorophyll a, b
carotenes
xanthophylls
C. BROWN GROUP--
includes: Golden Algae, Yellow Green Algae, Dinoflagellates, Brown Algae
1. Pigments:
chlorophyll a, c (or a, e)
carotenes
xanthophylls (fucoxanthin)
D. RED GROUP--
includes only the Red Algae
1. Pigments:
chlorophyll a, (d ?)
carotenes
xanthophylls
phycobilins
phycoerythrin
phycocyanin
1. BLUE GREEN ALGAE (CYANOPHYTA)
a. Cell wall—polysaccharide amino acid complex—no cellulose
b. Reserve food—cyanophycean starch (glycogen)
c. General characteristics:
--no locomotion--except gliding motion
--no sexual reproduction
d. Distribution
--fresh and salt water
--in soil (> 1 meter)
--hot springs (80° C)
--base of glaciers (0° C)
--hair of two-toed sloth
--roots of water ferns and cycads (nitrogen fixers)
e. Nitrogen fixation--some b.g's can fix atmospheric nitrogen
--filamentous forms with special cells called heterocysts
f. Some species are indicators of pollution
2. GREEN ALGAE (CHLOROPHYTA)
a. chlorophyll a, b
b. cell wall—cellulose
c. reserve food—starch
d. Ancestral group of multicellular plants
e. Examples:
Chlamydomonas
Spirogyra
Oedogonium
3. EUGLENOIDS (EUGLENOPHYTA)
a. chlorophyll a, b
b. no cell wall—cell membrane with protein fibers underneath (=pellicle)
c. reserve food—paramylon
d. Only thing in common with green algae is same pigments otherwise more closely related to dinoflagellates.
e. Examples: Euglena
4. YELLOW GREEN ALGAE (XANTHOPHYTA)
a. chlorophyll a, e
b. cell wall—pectin, some cellulose or silicon dioxide
c. reserve food—chrysolaminarin
d. Examples: Vaucheria
5. GOLDEN ALGAE (CHRYSOPHYTA)
a. chlorophyll a, c; fucoxanthin
b. cell wall—pectin with SiO₂
c. reserve food—chrysolaminarin sometimes oil droplets
d. mostly unicellular or colonial
e. Examples: Diatoms, Synura
6. DINOFLAGELLATES (PYRROPHYTA)
a. chlorophyll a, c; fucoxanthin
b. cell wall—cellulose in plates, probably under cell membrane
c. reserve food—starch, oil
d. very important phytoplankton in oceans; cause "red tide"
e. Example: Peridinium
7. BROWN ALGAE (PHAEOPHYTA)
a. chlorophyll a, c; fucoxanthin
b. cell wall—cellulose with alginic acid (source of algin)
c. reserve food—laminarin.
mannitol (alcohol)
d. grows as deep as 110 M
e. 99% marine group
f. Example: *Ectocarpus*, kelps
8. RED ALGAE (RHODOPHYTA)
a. chlorophyll a, d (?); phycobilins: phycoerythrin, phycocyanin
b. cell wall--cellulose with pectin
c. reserve food--floridean starch
d. cell walls produce agar and carrageenin, colloidal gels that, along with algin from the browns have commercial value as emulsifying agents
e. grow more than 200 m deep;
1. SLIME MOLDS (MYXOMYCOTA)
a. heterotrophic
b. sophisticated colonial amoeboid life form
c. vegetative body—plasmodium
--no cell wall, channelized protoplasm
d. reproductive phase—stationary upright fruiting body with cellulose, spores have cellulose
e. Example: Physarum
2. CHYTRIDS (CHYTRIDIOMYCOTA)
a. cell wall mostly chitin
b. coenocytic hyphae
c. motile cells—1 posterior whiplash flagellum
d. saprotrophs on plants, etc.
e. Example—Allomyces
3. DOWNY MILDEWS AND WATER MOLDS (OOMYCOTA)
a. cell wall mostly cellulose
b. coenocytic hyphae
c. motile cells—two flagella:
1 whiplash, 1 tinsel both attached laterally
d. Examples: Saprolegnia
Late Blight of Potatoes.
Downy Mildews
4. BREADMOLDS (ZYGOMYCOTA)
a. hypha walls chitin
b. no motile spores
c. sexual reproduction—conjugation; gametangia function as gametes
d. Examples: Rhizopus, Phycomyces
a. coenocytic hyphae
5. SAC FUNGI (ASCOMYCOTA)
a. hyphae septate, 1 nucleus/compartment
b. sex organs present
c. spores produced in sac-like sporangium (ascus, ascospores)
d. Examples: yeasts, morels and truffles, powdery mildews, ergot, blue-green molds
6 CLUB FUNGI (BASIDIOMYCOTA)
a. hypha septate, 1-2 nuclei/compartment (primary and secondary mycelium)
b. no sex organs
c. spores produced at ends of horn-like protrusions from club shaped sporangium (basidium)
d. Examples: Gill, pore, coral, tooth fungi, stinkhorns, puff-balls, smuts, rusts
7. IMPERFECT FUNGI (DEUTEROMYCETES)
a. septate hyphae
b. no sexual reproduction
c. reproduce only by conidia
d. usually forms of either sac or club fungi whose sexual phase is not known.
e. cause several diseases of humans: ringworm, athlete's foot
KINGDOM PLANTAE -- MULTICELLULAR PLANTS
A. General Characteristics
1. Skeletal system--lignified tissue
2. Radial symmetry
3. Absorptive and Anchorage organs
a. Rhizoids
b. Roots
4. Conducting system for translocation of food and water
a. Xylem--water
b. Phloem--food
5. Protection from dessication by epidermis with waxy cuticle
--stomata present to provide gas exchange
6. Reproduction
a. Multicellular sex organs and sporangia
b. Male sex organ -- Antheridium
c. Female sex organ -- Archegonium
d. Diplohaplontic life cycle
1. BRYOPHYTES (BRYOPHYTA)
--the Mosses and Liverworts
a. Lack vascular system, no xylem or phloem
b. Usually low growing, near water source or able to stay dormant until rain or dew
c. Ecological pioneers
d. Gametophyte dominant phase in life cycle
2. FERNS (PTEROPHYTA)
a. In general, low growing plants
b. Large, complex leaves
c. Stem, a rhizome (horizontal underground)
d. Circinate vernation
3 WHISK FERNS (PSILOPHYTA)
4. HORSETAILS (SPHENOPHYTA)
a. Only one genus, *Equisetum* with 23 species
b. Remnant of prehistoric group of plants
c. Stems "jointed" with leaves present as a sheath around each node
d. Stems contain silicon dioxide
5. CLUB MOSES (LYCOPHYTA)
a. Possess recognizable
roots, stems and leaves
b. Leaves small, only have one vein (midrib)
c. Two main genera:
1. *Lycopodium* -- Club Moss
2. *Selaginella* -- Spike Moss
f. Important plants commercially as lumber, Christmas trees, etc.
6. CYCADS (CYCADOPHYTA)
a. Called Sago Palms
b. Small group of only 85 species
c. Remnant of prehistoric times
d. Have swimming sperm
e. Dubious honor of the largest sperm cells in the plant kingdom
7. GINKGO (GINKGOPHYTA)
a. Only one species --
*Ginkgo biloba*, the Maidenhair Tree
b. Fan shaped leaves, open venation
c. Swimming sperm
d. Seeds large, plum-sized contain butyric acid and smell unpleasant (to say the least)
e. Living fossil, not known to grow "in the wild"
8. CONIFERS (CONIFEROPHYTA)
a. The evergreens
b. All woody plants
c. No vessel elements in xylem only tracheids
d. Phloem only sieve cells, no sieve tube elements
e. Have special, sticky, gummy sap, called resin, in special cells | <urn:uuid:af1e28f0-9550-4cb1-9091-78c576e570f4> | CC-MAIN-2017-30 | http://archive.kjodle.net/bioclasses/BIO_102_Plant_Lists.pdf | 2017-07-21T06:46:47Z | crawl-data/CC-MAIN-2017-30/segments/1500549423723.8/warc/CC-MAIN-20170721062230-20170721082230-00375.warc.gz | 18,936,882 | 3,359 | eng_Latn | eng_Latn | 0.889106 | eng_Latn | 0.926313 | [
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General Art Class
Description: Class during school dedicated to the learning of art elements, principles and history for the purpose of increasing students’ appreciation of visual culture and ability to create their own art
Time commitment of artist: 1 year with youth, absurd amount of preparation
PROS: Students learn about elements and principles of art and learn how artists have used art in response to historical events that have shaped our world. Students develop an appreciation and understanding of various cultures and subcultures. Students develop, express and display their discoveries among their peers and receive validation for creating objects of beauty that they have formed on their own using proven artistic principles and their own experimentation with those principles.
CONS: Class sizes tend to be large (with possible exception of private school), little one-on-one time with artist. Students do not have time to work in-depth on any specific style or tradition of art.
Guest Artist Visit:
Description: Invite an artist to visit your classroom, share what they do, and have a brief art activity
Time commitment of artist: 1 hour with youth, 1/2 hour preparation
PROS: Children think about art as a profession and not simply a fun activity. If done correctly, students could notice how the path and growth of the artist is similar to their own.
CONS: Students could be intimidated by the skill level of the artist and think of the artist as another type of person from themselves.
Family Art Night
Description: Invite an artist to lead a family art event where parents and siblings work with the students to create a work of art.
Time commitment: 1-2 hours with youth, 2 hours preparation
PROS: parents creating with children, parents validating art to children, can be accomplished with limited budget
CONS: Not much time for original decision-making.
Festival Art Activity
Description: Invite an artist to lead an art activity at an existing festival.
Time commitment: 5-6 hours with youth, 1 hour preparation
PROS: Fun, helps to make art part of the culture of the community. Acquaints your organization with the artist. Doesn’t even truly need to be a professional artist leading activity (can simply be a volunteer interested in adding art to the festivities)
CONS: Limited commitment of time spent by participants. Not much time for original decision-making.
Festival Art Project - Collaborative Design
Description: Invite an artist to lead an art activity resulting in the creation of an art project that will be installed in the school or donated to a local organization.
Time commitment: 5-6 hours with youth, 4 hours preparation
PROS: Participants tend to stay for a while, lots of time creating alongside artist. Participants become co-creators and benefactors in a cause.
CONS: Sometimes more difficult to get participants at festival (as they do not keep resulting artwork). Less preparation (than a full artist residency), plus less time to complete project results in a less-refined artistic result.
Art Project - Artist Designed
Description: Invite an artist to design a work of art that students will help to create
Time commitment: 5-10 hours with youth, 4-40 hours preparation
PROS: Participants get to experience working with artistic materials and methods to which they might not have been exposed before. Able to be accomplished with far less student contact time. Result of project might be more refined (in a technical sense) and perhaps more universally acceptable.
CONS: Project is less meaningful to participants since their own creative voice is not fully included.
Artist-Led Teacher Seminar / Workshop
Description: Invite an artist to teach a lecture and/or workshop about an art movement or medium for which they have special expertise
Time commitment: 1-1.5 hours with teachers, 4-6 hours preparation
PROS: Participants get a greater appreciation for the specific artform and for arts in general. Teachers get an experience that reminds them of the joy of creating art. Teachers are able to carry the knowledge into their own classrooms. Possible to reach multiple classrooms with advanced art instruction with minimal investment of resources.
CONS: Telephone effect - Unless the teacher does their own research beyond the initial discussion, then instruction will not be as rich as it could be having the artist work directly with students.
Artist Residency - Exploration
Description: Invite an artist to lead in a public show of artworks based in an artistic medium that the artist is not particularly comfortable with.
Time commitment: 8-40 hours with youth, 4-5 hours preparation
PROS: Students get to learn how to learn, experience the joy of overcoming failures and discovering divergent solutions to make up for inadequacies in skill level. The hierarchy of artist-as-superior is adjusted as students make discoveries about the artistic process that the artist has perhaps not encountered, and they are able to teach each other as they learn.
CONS: Art resulting from the project will not have the same refined look and feel as art created in an artist's traditional medium and process (it may not look good at all, even).
Artist Residency - Project
Description: Invite an artist to lead in a work of art that students will help to brainstorm, design and create.
Time commitment: 8-40 hours with youth, 4-10 hours preparation
PROS: Students go in-depth into a specific artistic history and process. While not as comprehensive as a normal art class on the basic fundamentals of art, it brings them to an understanding that even in a small subset of a specific art style (and its accompanying culture) there is a rich history to be found. By going from knowing little-to-nothing about a specific art form to becoming proficient with its use, they learn that they are able to understand and approach complicated tasks with time, creativity and effort. If done correctly, their artistic endeavors leave a lasting mark on the culture of their community.
CONS: Some students will not enjoy the specific artistic process as much as others. Art will, to some degree look like it was designed by youth (this is a negative trait if the aesthetics of the organization's administration deem it to be so). Unless they have an outlet in which to further their art education, such as an in-school art class or a local after-school art class, it will be much more difficult for them to develop the skills to effectively develop their own compositions and develop their specific strengths in art. | <urn:uuid:ce348c48-f745-4f63-aee2-aaeacbca7309> | CC-MAIN-2018-05 | http://www.rogerwhiting.com/wp-content/uploads/2014/05/GettingStarted.pdf | 2018-01-16T13:37:33Z | crawl-data/CC-MAIN-2018-05/segments/1516084886436.25/warc/CC-MAIN-20180116125134-20180116145134-00031.warc.gz | 549,796,416 | 1,293 | eng_Latn | eng_Latn | 0.996912 | eng_Latn | 0.997128 | [
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Southern Flying Squirrel (Glaucomys volans)
The smallest tree squirrel in North America, this species measures 9-10” (including a 4” tail) and weighs just 2-4 ounces. They are common in suburban areas but are rarely seen because of their nocturnal and arboreal nature. They have large eyes and a brownish-gray body with white bellies. They are easy to tell from other squirrels because of the flaps of skin stretching between their front and back legs. This membrane (called a patagium) is attached from extendable cartilage at their wrists and allows them to glide up to 100 yards at a time. Flying squirrels also have flattened tails, but do not, contrary to popular belief, use them to steer. Rather, they bank, pulling up the patagium from one side or another and can make dramatic and accurate maneuvers. An individual can even make a complete turn and end back where it started. They glide (not fly) about 1 foot for every 2 feet of height they start at.
What Flying Squirrels Need
Food: This is the most predatory of our squirrel species, eating many insects, occasional small animals and perhaps even bird eggs. The diet also includes berries, fruit, seeds and fungi. In winter the main food source is nuts, particularly hickory. A nearby water source is essential.
Breeding: Females use holes in trees and snags (standing dead trees) as breeding dens. Individual squirrels have up to 2 litters a piece, the first in late March or early April, the second in late June or July. Fall litters are uncommon. Gestation is about 40 days and 2-7 (3 average) young are born.
How You Can Help
• Provide native berry shrubs and nut trees
• Reduce or avoid use of insecticides as they will poison the insects these squirrels eat.
• Plant host plants for caterpillars which are their favorite insect prey.
• Set up feeders with seed, suet, peanut butter or nuts in winter. Attach to a tree or elevate it near your window for great dinner-time entertainment.
• Provide water if no natural source is near. Place a stick in the water to avoid squirrel drownings.
• Leave large trees with holes standing, whether live or dead. Fully dead trees that are a hazard to property can have their tops removed, leaving their non-hazardous trunks standing for cavity nesters like flying squirrels, woodpeckers, blue birds and chickadees.
• Provide flying squirrel nesting and roosting boxes on your property (see “Resources”).
First Sighting – Date: __________ Location: _______________
**Shelter:** Flying squirrels use holes in both live trees and snags. Leaf nests (drays) are constructed much like Gray Squirrels if no cavities are available. Stands of deciduous trees that provide a mixture of cavities and leafy branches are essential for shelter from weather and predators.
**Other:** If all their requirements are present (especially mature hickory trees) this species can live close to people and may even outnumber Gray Squirrels. In winter they are social and will pack together in tree cavities/roosting boxes for warmth. Their biggest concerns are lack of dens, natural foods and predators, especially outdoor cats and owls.
- Provide roosting boxes
- Leave large trees with holes standing, whether live or dead.
- Secure openings to your attic and chimney to prevent any accidental enterings.
- Plant stands of oak, hickory, sycamore and maple for future cavity nesting sites.
- Keep cats indoors, reduce pesticide use, and provide nesting boxes and you may be entertained by this amazing, big-eyed night-glider.
- Attend one of the night programs on flying squirrels offered at local nature centers to see these creatures up close and to learn more about attracting them.
Resources:
Native plants—available at Nature by Design, Merrifield Garden Centers and other nurseries
Flying Squirrel box plans – [www.wildaboutgardening.org/en/features/section1/squirrel_box/index.htm](http://www.wildaboutgardening.org/en/features/section1/squirrel_box/index.htm)
Model Habitat and Observation Sites:
Long Branch Nature Center – [http://www.arlingtonva.us/departments/ParksRecreation/scripts/nature/ParksRecreationScriptsNatureLongbranch.aspx](http://www.arlingtonva.us/departments/ParksRecreation/scripts/nature/ParksRecreationScriptsNatureLongbranch.aspx) and Hidden Oaks Nature Center - [http://www.fairfaxcounty.gov/parks/hiddenoaks](http://www.fairfaxcounty.gov/parks/hiddenoaks) - Squirrel Programs
Prince William Forest Park - [www.nps.gov/prwi/](http://www.nps.gov/prwi/)
Visit audubonva.org for more information and other Fact Sheets
©Audubon Society of Northern Virginia, 2009 | <urn:uuid:e96a2e3a-56d0-4d97-a756-62c336cf946d> | CC-MAIN-2018-05 | https://static1.squarespace.com/static/55de5dcbe4b0f73b86bfd0b4/t/55e8f7e3e4b0b79bc0892292/1441331171845/squirrel.pdf | 2018-01-16T13:26:50Z | crawl-data/CC-MAIN-2018-05/segments/1516084886436.25/warc/CC-MAIN-20180116125134-20180116145134-00029.warc.gz | 812,889,488 | 1,033 | eng_Latn | eng_Latn | 0.992856 | eng_Latn | 0.996016 | [
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Fundamentals of Digital Image Processing
- Applications of image processing
- What's an image?
- A simple image model
- Fundamental steps in image processing
- Elements of digital image processing systems
Applications of image processing:
- Interest in digital image processing methods stems from 2 principal application areas:
(1) improvement of pictorial information for human interpretation, and
(2) processing of scene data for autonomous machine perception.
- In the second application area, interest focuses on procedures for extracting from an image information in a form suitable for computer processing.
- Examples include automatic character recognition, industrial machine vision for product assembly and inspection, military recognizance, automatic processing of fingerprints etc.
What's an image?
- An image refers to a 2D light intensity function $f(x,y)$, where $(x,y)$ denote spatial coordinates and the value of $f$ at any point $(x,y)$ is proportional to the brightness or gray levels of the image at that point.
- A digital image is an image $f(x,y)$ that has been discretized both in spatial coordinates and brightness.
- The elements of such a digital array are called image elements or pixels.
A simple image model:
- To be suitable for computer processing, an image $f(x,y)$ must be digitalized both spatially and in amplitude.
- Digitization of the spatial coordinates $(x,y)$ is called *image sampling*.
- Amplitude digitization is called *gray-level quantization*.
- The storage and processing requirements increase rapidly with the spatial resolution and the number of gray levels.
- Example: A 256 gray-level image of size 256x256 occupies 64K bytes of memory.
- Images of very low spatial resolution produce a checkerboard effect.
Fig 3. Images of different spatial resolution
- The use of insufficient number of gray levels in smooth areas of a digital image results in false contouring.
Fundamental steps in image processing:
1. **Image acquisition**: to acquire a digital image
2. **Image preprocessing**: to improve the image in ways that increase the chances for success of the other processes.
3. **Image segmentation**: to partition an input image into its constituent parts or objects.
4. **Image representation**: to convert the input data to a form suitable for computer processing.
5. **Image description**: to extract features that result in some quantitative information of interest or features that are basic for differentiating one class of objects from another.
6. **Image recognition**: to assign a label to an object based on the information provided by its descriptors.
7. **Image interpretation**: to assign meaning to an ensemble of recognized objects.
- Knowledge about a problem domain is coded into an image processing system in the form of a knowledge database.
Elements of digital image processing systems:
- The basic operations performed in a digital image processing system include (1) acquisition, (2) storage, (3) processing, (4) communication and (5) display.
Fig 1. Fundamental steps in digital image processing
Fig 2. Basic fundamental elements of an image processing system
Color processing
- Basics of color
- Color models in images
- Color models in video
Basics of color
(a) **Light and spectra**
- Color is the perceptual result of light in the visible region of the spectrum, having in the region of 400nm to 700nm, incident upon the retina.
- Visible Light is a form of electromagnetic energy consisting of a spectrum of frequencies having wavelengths range from about 400nm for violet light to about 700nm for red light.
- Most light we see is a combination of many wavelengths.
(b) **Primaries**
- Any color can be matched by proper proportions of three component colors called primaries.
- The most common primaries are red, blue and green.
The following terms are used to define color light:
1. **Brightness or Luminance**: This is the amount of light received by the eye regardless of color.
2. **Hue**: This is the predominant spectral color in the light.
3. **Saturation**: This indicates the spectral purity of the color in the light.
In 1931, the CIE adopted a set of nonphysical primaries, X, Y and Z.
\[
\begin{bmatrix}
X \\
Y \\
Z
\end{bmatrix} = \begin{bmatrix}
2.7690 & 1.7518 & 1.1300 \\
1.0000 & 4.5907 & 0.0601 \\
0.0000 & 0.0565 & 5.5943
\end{bmatrix} \begin{bmatrix}
R \\
G \\
B
\end{bmatrix}
\]
Color models in images:
- A color image is a 2D array of (R,G,B) integer triplets.
- CRT displays have 3 phosphors (RGB) which produce a combination of wavelengths when excited with electrons.
- CMY model, which uses Cyan, Magenta and Yellow primaries, is mostly used in printing devices where the color pigments on the paper absorb certain colors.
\[
\begin{bmatrix}
C \\
M \\
Y
\end{bmatrix} = \begin{bmatrix}
1 - R \\
1 - G \\
1 - B
\end{bmatrix}
\]
- Sometimes, an alternative CMYK model (K stands for black) is used in color printing to produce a darker black than simply mixing CMY.
\[
\begin{bmatrix}
C' \\
M' \\
Y'
\end{bmatrix} = \begin{bmatrix}
C - K \\
M - K \\
Y - K
\end{bmatrix}, \text{where } K = \min\{C, M, Y\}
\]
- The chromaticity coordinates are obtained from \(x = X/D\), \(y = Y/D\), \(z = Z/D\), where \(D = X + Y + Z\).
- The edges represent the "pure" colors.
- When added, any two colors produce a point on the line between them.
Color models in video
- YIQ and YUV are the 2 commonly used color models in video.
(a). **YIQ Model**
- YIQ is used in color TV broadcasting, which is downward compatible with B/W TV where only Y is used.
\[
\begin{bmatrix}
Y \\
I \\
Q
\end{bmatrix} = \begin{bmatrix}
0.299 & 0.587 & 0.114 \\
0.596 & 0.275 & 0.321 \\
0.212 & 0.528 & 0.311
\end{bmatrix} \begin{bmatrix}
R \\
G \\
B
\end{bmatrix}
\]
- Y (luminance) is the CIE Y primary.
(b). **YUV (\(YC_bC_r\) model)**
- They are initially for PAL analog video, but it's now used in CCIR 601 standard for digital video.
- \(Y = 0.299R + 0.587G + 0.114B\)
\[
C_b = B - Y \\
C_r = R - Y
\]
(c). **Chroma subsampling**
- 4:4:4 Horizontally subsampled color signals by a factor of 2.
- 4:1:1 Horizontally subsampled by a factor of 4
- 4:2:0 Subsampled in both the horizontal and vertical axes by a factor of 2 between pixels as shown in the figure.
- 4:1:1 and 4:2:0 are mostly used in JPEG and MPEG. | <urn:uuid:bbc54362-8c78-40c4-8030-1258a633d160> | CC-MAIN-2023-50 | http://www.eie.polyu.edu.hk/~enyhchan/imagef.pdf | 2023-12-09T08:59:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00032.warc.gz | 70,696,269 | 1,609 | eng_Latn | eng_Latn | 0.978879 | eng_Latn | 0.991378 | [
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The map shows the boundaries of the village of **[Village Name]**, which is located in the region of **[Region Name]**. The village is surrounded by agricultural land and has a population of approximately **[Population]**. The main road leading to the village is marked in red, and there are several smaller roads and paths that connect different parts of the village. The village has a total area of **[Area]** square kilometers, with **[Number]** hectares of arable land and **[Number]** hectares of forest. The village is served by a local school, a hospital, and a post office. The nearest town is **[Nearest Town]**, which is located approximately **[Distance]** kilometers away. | <urn:uuid:6403b5ed-0b7c-420d-ab12-79e25cc031c7> | CC-MAIN-2024-46 | https://www.stadt-harburg-schwaben.de/pdf/download/gemarkung-mauren.pdf | 2024-11-11T07:09:36+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028220.42/warc/CC-MAIN-20241111060327-20241111090327-00893.warc.gz | 925,810,616 | 147 | eng_Latn | eng_Latn | 0.997808 | eng_Latn | 0.997808 | [
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Agriculture is made up of many complex and interrelated biological systems. Weather drives these biological systems and is one of the most important variables faced by farmers. Understanding the weather and its effects on these biological systems opens up vast possibilities for great breakthroughs in controlling pests and optimizing the efficiency of agricultural production.
The Agricultural Weather Program being conducted jointly by the National Weather Service and the Cooperative Extension Service combines the expertise of both agencies to provide farmers with the latest weather and weather-related agricultural information. The National Weather Service has the legal responsibility of gathering information and providing weather information through the various segments of our society. One of those important segments, of course, is agriculture. The Extension Service has the responsibility to provide farmers with agricultural information.
Entomologists know insects require certain weather conditions for development. By monitoring weather near fields where crops are grown, it is possible to model an insect's development and predict when and where it can be present. This information can be used as an important input for pest control programs.
Each year farmers spend $7 billion for pesticides -- insecticides, bactericides, fungicides, and nematicides. Researchers estimate that a fully implemented agricultural weather program to support efforts in integrated pest management could result in a 20 percent reduction in the amount of the pesticides used each year in the U.S.
About one-quarter of the herbicides applied by farmers in the U.S. each year, at a cost of $10.5 billion, are ineffective because of incorrect timing of application in relation to existing weather conditions.
Irrigation is a critical component in the Nation's agriculture. Research shows irrigation efficiency can be improved by some 35 percent through use of rural weather data in irrigation scheduling.
Early in the 1976 growing season, the National Weather Service (NWS) and the Extension Service re-located resources and initiated a joint exploration of the need for better weather information to agriculture and the alternatives for providing that information. This effort was designed to answer a critical need within agriculture--real-time localized weather information to be used by farmers for day-to-day decisionmaking.
Through this close working relationship between Extension and NWS, a coordinated agricultural weather program was developed. This overall program has four closely interrelated parts: (1) gathering of rural weather observations; (2) development of specialized weather and weather-related agricultural information; (3) dissemination directly to farmers when they want it; and (4) a comprehensive educational program to teach farmers how to get maximum benefit from the program.
As a result of the joint NWS-Extension effort, a pilot project was initiated in Maryland with each agency taking responsibility for those areas in which it had the most expertise. Extension working with the people who are providing the weather-related support. The experience gained by this effort provided a good basis for expansion to additional States wishing to cooperate.
Extension recruited volunteer observers by blanketing Maryland with information about the program, the observer's responsibility, and the possible benefits to the State's agriculture. The response exceeded the number needed to conduct the program.
After recording his observation, the volunteer calls a toll-free number and sends his data directly to a NWS computer by using a touch-tone pad. Keying in an observation
takes less than a minute. The data include precipitation, type of precipitation, maximum and minimum temperatures for the past 24 hours, temperature and weather conditions at the time of observations, estimated wind direction and velocity, snowfall and snow pack, and in some cases maximum and minimum soil temperatures.
In addition to daily observations, volunteers call in special reports when they believe they have something significant to report -- when they hear thunder, when the storm hits, when it starts hailing, or when the rain turns to snow. Such data provides valuable "ground truth" to weather offices making short-term forecasts.
Word of the success of this pilot project spread rapidly and other States asked to take part in the project. NWS provided two nationwide incoming WATS lines to add additional States to enter weather data into the computer. In addition to Maryland, information is now being received from Connecticut, New York, Delaware, Virginia, North Carolina, Florida, Ohio, Michigan, Wisconsin, Illinois, Kansas, and California.
The Green Thumb Dissemination System was designed to provide farmers with the latest weather and weather-related agricultural information that they can use to make day-to-day decisions. The key to this dissemination system is the "Green Thumb Box" which will be purchased or leased by farmers. One set of wires connects to the antenna terminals of the home television receiver and the other plugs into the telephone line. In effect, this device turns the television receiver into a computer terminal.
The Green Thumb Box will give the farmer access to any 8 screens of information of nearly 1,000 that will be available. It is expected this menu will be disseminated either in publications, leaflets, or the public press. If the farmer does not have access to a menu, he can request his own menu. To access the system, the farmer will key in the desired screens he wishes to receive and then calls a special telephone number at his local county Extension agent's office where he will be connected to a small computer. The information he has requested will then be loaded into the memory of a green thumb box and the telephone connection will be terminated. He can then view this information at leisure. If he wants another set of information, he will have to call the county computer again.
The county computer feeding the green thumb boxes can be readily updated by the local county Extension staff to meet local needs. In addition, it will be updated hourly on a dial-up basis by a computer at the State Land-Grant University.
The State computer will serve as a "post office" for the State. It will be loaded by the State extension staff, the State and National Weather Service, the Office, the appropriate office of the Agricultural Marketing Service, and on a dial-up basis hourly by computer at the National Meteorological Center near Washington, D.C. This national computer will call each State once an hour to provide specialized weather information that is generated at the national location.
This system will provide farmers with vast array of highly perishable information that they need to operate their farms each day. Among the various information to be delivered will be the State forecast, the county forecast, an hourly plot of the radar, local weather observations around the State, and the specialized agricultural weather elements forecast. This "weather elements forecast" is presented as a chart showing predicted conditions every six hours such as 6:00 a.m., 12:00 noon, 6:00 p.m., and midnight out as far as four days. These weather elements for a point in every county include air temperature, soil temperature, possibility of precipitation, possibility of thunderstorms, possibility of frozen precipitation, cloud cover, wind direction and velocity, and other special elements as may be required. To accompany this weather information will be agricultural recommendations that will help farmers optimize their operations under the predicted weather conditions. Included would be predictions of insect and disease outbreaks, the need for irrigation scheduling, information on drying of grains, and how to best meet current environmental regulations.
The system also has the ability to collect information. For example, a limited number of farmers recruited as weather observers will be able to enter their data into their green thumb boxes before they enter their request for information. When they call the county computer, their data will be accepted by the computer before it displays its chosen information. The same system could be used for obtaining market information.
The green thumb dissemination system will be tested in two counties of Kentucky during calendar year 1990 as a joint effort of the Department of Commerce's National Weather Service, USDA's Science and Education Administration-Extension, and the Kentucky Extension Service.
The concept of the green thumb dissemination system can also be applied to provide other types of information to a wide range of users. For example, anyone with a database can make it available to owners of a green thumb box at a lower cost than would be encountered using the normal interactive computer terminal. Such uses could include arrival and departure information for
National Weather Digest
airlines, real estate listings, banking, advertising, and library information.
FOOTNOTES
1. Mr. Scott received his BS from New York University and his MS from Rutgers. After a tour as aviation forecaster for the Army Air Force in World War II, he worked for the U.S. Weather Bureau in the mid-Atlantic region, including being a forecaster at Washington, DC, and Meteorologist in Charge at Baltimore. He moved to National Weather Service Headquarters, where he concentrated in agricultural meteorology before retiring.
2. Mr. Lehner is the National Program Leader for Agricultural Weather in the U.S. Department of Agriculture's Extension Service. He has worked for the Department of Agriculture for 25 years.
List of articles scheduled for the November 1981 issue:
"Best of Luck in Your Future Endeavors", by Harold Bernard, Jr.
"Investigation of Heavy Snow Situations at Albuquerque, NM", by Gary K. Grice.
"The Coldest February", by R. Fiscner and A. Prechtel.
"Weather and the Military: A Historical Perspective", by Samson Brand.
"Use of Enhanced Infrared Satellite Imagery for Short-Term Thunderstorm Advisories to Aviation", by Donald W. McCann.
"A Record Arkansas Rainfall; The El Dorado Deluge", by Kenneth M. Labas.
"Nature's Executioner", by Esther W. Hankins.
"Maximum Temperature Biases at WSFO Washington", by Cliff Crowley.
"Alaska Interior Thunderstorms," by Hugh D. Watson
ERRATA
In the February 1981 issue of the Digest, the article by Reiss and Broccoli contained a misprint. On p. 62, a group of lines in the computer program were omitted and composed. The lines numbered 0131 through 016D belong at the top of the page, ahead of line 0170. Line 01C6 is the last line of the program.
And, in the May 1981 Digest (pp. 42-43), the name of the reviewer of "Weather Modification, Prospects and Problems" was omitted. The reviewer was Dr. James S. Santee, Associate Professor of Meteorology, Department of Marine, Earth, and Atmospheric Sciences, North Carolina State University, Raleigh, NC. We regret the omission. Ed. | <urn:uuid:f619fc59-0d96-4b0b-8b92-6f283819f3e9> | CC-MAIN-2017-30 | http://nwafiles.nwas.org/digest/papers/1981/Vol06No3/1981v006no03-Scott-Lehnert.pdf | 2017-07-21T06:43:57Z | crawl-data/CC-MAIN-2017-30/segments/1500549423723.8/warc/CC-MAIN-20170721062230-20170721082230-00379.warc.gz | 244,416,378 | 2,107 | eng_Latn | eng_Latn | 0.990968 | eng_Latn | 0.996862 | [
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Listening questions
by Pauline Oliveiros
(Deep listening: a composer’s sound practice)
1. What is your earliest memory of sound? How do you feel about it now?
2. When do you notice your breath?
3. What is attention?
4. Can you imagine composing or improvising a piece based on breath rhythms?
5. What sound reminds you of home?
6. Do you listen for sound in your dreams? What do you hear? How does it affect you?
7. The distinguished historian, William H. McNeil, has recently argued in his book *Keeping Together in Time* that “coordinated rhythmical activity is fundamental to life in society.” Can you imagine tracking a rhythm pattern in your daily life and writing about it?
8. Can you imagine a rhythm pattern for the rhythm circle with your own form of notation?
9. Can you imagine composing or improvising a piece for voices using attention patterns?
10. What is sound?
11. What is listening?
12. What action(s) is usually synchronized with sound?
13. When do you feel sound in your body?
14. What sound fascinates you?
15. What is a soundscape?
16. What are you hearing right now? How is it changing?
17. How many sounds can you hear all at once?
18. How far away can you hear sounds?
19. Are you sure that you are hearing everything that there is to hear?
20. What more could you hear if you had bigger ears? (or smaller)
21. Can you hear more sounds if you are quiet? How many more?
22. How long can you listen?
23. When are you not listening?
24. Can you not listen when something is sounding?
25. Try not listening to anything. What happens?
26. How can you not listen if your ears never close?
27. What meaning does any sound have for you?
28. What is your favorite sound? How is it made? When can you hear it? Are you hearing it now?
29. What is the soundscape of the space you are now occupying?
30. How is the soundscape shaped? Or what makes a soundscape?
31. What is the soundscape of your neighbourhood?
32. What is the soundscape of your city?
33. How many different soundscapes can you imagine?
34. What would you like to have in your own soundscape?
35. What would you record to represent your soundscape?
36. What sound makes you speculative?
37. What sound gives you chills?
38. What sound ruffles your scalp?
39. What sound changes your breathing?
40. What sound would you like whispered in your ear? | <urn:uuid:aa89a687-3899-4ece-a8fd-c60d18b6d46e> | CC-MAIN-2021-31 | https://aifoon.org/content/reader/listening-questions-by-pauline-oliveiros.pdf | 2021-07-26T12:18:06+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046152129.33/warc/CC-MAIN-20210726120442-20210726150442-00656.warc.gz | 98,774,888 | 550 | eng_Latn | eng_Latn | 0.999468 | eng_Latn | 0.999468 | [
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Living Without Electricity (People's Place Book No. 9)
By Scott, Stephen; Pellman, Kenneth
To get Living Without Electricity (People's Place Book No. 9) eBook, remember to click the hyperlink beneath and download the document or gain access to additional information which are related to LIVING WITHOUT ELECTRICITY (PEOPLE'S PLACE BOOK NO. 9) book.
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Around the world, 1.3 billion people lack access to electricity. More than 600 million are in sub-Saharan Africa, and more than 300 million are in India alone. Providing electric power to these unserved populations will cause a significant jump in demand in the coming decades. India has promised to place an emphasis on renewable sources of energy; there are programs in Africa to create “mini-grids” using renewables. But as electricity-generating capacity inevitably grows ever larger, India and the other countries of the developing world will not be able to avoid the increased use of fossil fuels. No electricity results in a complete loss of normality. We are exploring alternative energy sources, living off the grid and how life with no electricity impacts us, to make you think, could you live without electricity? Living with no electricity might not be as easy as you may think and you not realise how many items in your home rely on it to function. If you plan on trying to live without electricity, you will no longer be able to turn on the central heating in your home, use the toilet, preserve food in your fridge/freezer or have clean running water. Some people prefer to not be so reliant on electrical energy and opt for an off-the-grid lifestyle, utilising alternative energy sources for their power.
How did people live in the olden days without having electricity or proper medical care? How does electricity kill humans? When did people first use electricity? Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use electricity for now. Even today many millions of people of the world do not have access to steady electric power. Around the world, 1.3 billion people lack access to electricity. More than 600 million are in sub-Saharan Africa, and more than 300 million are in India alone. Providing electric power to these unserved populations will cause a significant jump in demand in the coming decades. India has promised to place an emphasis on renewable sources of energy; there are programs in Africa to create "mini-grids" using renewables. But as electricity-generating capacity inevitably grows ever larger, India and the other countries of the developing world will not be able to avoid the increased use of fossil fuel.
I did not have electricity at my home till I was in my 10th class. We had almost every work done manually - drawing water from well, grinding for making food, winnowing of farm output, ...! I have seen a record play... Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use electricity for now. Even today many millions of people of the world do not have access to steady electric power. We will need to learn how to live without electricity and it won't be easy. Our lifestyle is so dependent on electricity that we don't know how to function without it. How do you keep warm when the power goes out? What will you drink if your water system is dependent on electrical pumps? How will you cook your food without an electric ignition? These are just a few of the things you have to consider if you will have to live without electricity. The problem with candles is that you must be careful where you place them if you have small children or indoor pets. The safest bet would be to use some metal candle holders. Buy some that can catch drippings (the wax drippings can be used to make more candles). "Living Without Electricity" is an impressive overview of how the Amish and other Anabaptist groups have used technology over the years. Although it does not go into detail about their actual cultural values, it shows clearly how these values lead them to reject many forms of modern technology, but more significantly and interestingly, it gives clues that, far from being stubbornly and rigidly clinging to outdated ideas, the Amish can be quite innovative in adapting technology from the outside world to fit in with their. I had no idea how many exotic ways existed to avoid a couple simple technologies. The book is a quick entertaining read, but will leave most people rolling their eyes at the seemingly absurd lengths some will go to to avoid a couple little copper wires. Living with no electricity might not be as easy as you may think and you not realise how many items in your home rely on it to function. Electrically managed technologies supply us with many things, such as heat, food, water, transport, energy, entertainment and communication. If you plan on trying to live without electricity, you will no longer be able to turn on the central heating in your home, use the toilet, preserve food in your fridge/freezer or have clean running water. Despite surviving thousands of years without it before, we have come to depend on it to complete our everyday tasks and have built our lives around it. Some people prefer to not be so reliant on electrical energy and opt for an off-the-grid lifestyle, utilising alternative energy sources for their power. See what's new with book lending at the Internet Archive. Living without electricity. Item Preview. remove-circle. Share or Embed This Item. EMBED. There are no reviews yet. Be the first one to write a review. 85 Previews. 2 Favorites. Purchase options. Better World Books. DOWNLOAD OPTIONS. download 1 file.
How do the Amish get along without electric lights or appliances computers power tools or their own phones? This book examines the Amish response to technology. Also the role of invention among the Amish.
See details and exclusions - Living Without Electricity (Peoples Place Book No. 9). Buy it now. Add to basket. We will need to learn how to live without electricity and it won't be easy. Our lifestyle is so dependent on electricity that we don't know how to function without it. How do you keep warm when the power goes out? What will you drink if your water system is dependent on electrical pumps? How will you cook your food without an electric ignition? These are just a few of the things you have to consider if you will have to live without electricity. The problem with candles is that you must be careful where you place them if you have small children or indoor pets. The safest bet would be to use some metal candle holders. Buy some that can catch drippings (the wax drippings can be used to make more candles). Living with no electricity might not be as easy as you may think and you not realise how many items in your home rely on it to function. Electrically managed technologies supply us with many things, such as heat, food, water, transport, energy, entertainment and communication. If you plan on trying to live without electricity, you will no longer be able to turn on the central heating in your home, use the toilet, preserve food in your fridge/freezer or have clean running water. Despite surviving thousands of years without it before, we have come to depend on it to complete our everyday tasks and have built our lives around it. Some people prefer to not be so reliant on electrical energy and opt for an off-the-grid lifestyle, utilising alternative energy sources for their power. I did not have electricity at my home till I was in my 10th class. We had almost every work done manually – drawing water from well, grinding for making food, winnowing of farm output, …I have seen a record play… Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use electricity for now. Even today many millions of people of the world do not have access to steady electric power. While it might sound unnatural to live without all the electrical items that play a large part in our lives, living without electricity has been something humans have done since the dawn of man. With determination, a positive attitude, and a bit of ingenuity you too can live without electricity, be it for just a day or the rest of your life.
Steps. Method 1 of 2: Going Off the Grid. Part One: Lighting and Heating.
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Day without Electricity. Today as we live in a world of technology, one of the most basic necessities of life is electricity. Today we cannot imagine living without it. What if there was no electricity for an entire day! How would it feel? Well! It's Sunday morning and there's something different - no electricity the entire day. So I ran to the coffee vending machine to have a cup of hot coffee, but realized that without electricity the coffee machine was anything but useful. My hopes of having coffee seemed more like a dream. Reading the Sunday newspapers I realized that there would be no electricity supply for the entire day. I could not watch my favourite TV programmes the entire day. The lift in my apartment was not working so I had to trudge up and down nearly becoming breathless. Around the world, 1.3 billion people lack access to electricity. More than 600 million are in sub-Saharan Africa, and more than 300 million are in India alone. Providing electric power to these unserved populations will cause a significant jump in demand in the coming decades. India has promised to place an emphasis on renewable sources of energy; there are programs in Africa to create "mini-grids" using renewables. But as electricity-generating capacity inevitably grows ever larger, India and the other countries of the developing world will not be able to avoid the increased use of fossil fuels.
Living without electricity. One city's experience of coping with loss of power.
Substation. © Royal Academy of Engineering May 2016 ISBN 978-1-909327-26-9. c2 Royal Academy of Engineering. Published by: Royal Academy of Engineering Prince Philip House 3 Carlton House Terrace London SW1Y 5DG. Suddenly people realised that, without electricity, there is no internet, no mobile phones, no contactless payment, no lifts and no petrol pumps. Although these dependencies were not difficult to see, few had thought through the implications of losing so many aspects of modern life at once. Three months after the event, Lancaster University brought together representatives from local organisations with policy makers and power system specialists. I did not have electricity at my home till I was in my 10th class. We had almost every work done manually - drawing water from well, grinding for making food, winnowing of farm output, ...I have seen a record play... Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use electricity for now. Even today many millions of people of the world do not have access to steady electric power. A surprising number of people around the world are still living without access to reliable electricity. This map shows where they live. Lack of access to electricity, or "energy poverty", is the ultimate economic hindrance as it prevents people from participating in the modern economy. Where are people still living in the dark, and how are these energy challenges being addressed? Let's dive in. Where the Grid Reaches, and Beyond. At this point in time, a majority of countries have 100% electricity access rates, and many more have rates above 95%. This includes most of the world's high-population countries, such as China, Brazil, and the United States. India is fast approaching that benchmark for access.
"Living Without Electricity is a factual, unglamorized yet sensitive account of how the Amish live without inventions that most of us in North America take for granted." - Christian Living "Perhaps its most useful contribution is an explanation of why some labor-saving devices are acceptable to the Old Order while others are not." - Kitchener-Waterloo Record "The strength of this book is the attention given to variation in the use of mechanical power among the Amish through time and from settlement to settlement. The authors document the use or pro Around the world, 1.3 billion people lack access to electricity. More than 600 million are in sub-Saharan Africa, and more than 300 million are in India alone. Providing electric power to these unserved populations will cause a significant jump in demand in the coming decades. India has promised to place an emphasis on renewable sources of energy; there are programs in Africa to create “mini-grids†using renewables. But as electricity-generating capacity inevitably grows ever larger, India and the other countries of the developing world will not be able to avoid the increased use of fossil fue I did not have electricity at my home till I was in my 10th class. We had almost every work done manually - drawing water from well, grinding for making food, winnowing of farm output, ...I have seen a record play... Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use electricity for now. Even today many millions of people of the world do not have access to steady electric power. - Pennsylvania Magazine "Living Without Electricity is a factual, unglamorized yet sensitive account of how the Amish live without inventions that most of us in North America take for granted." - Christian Living "Perhaps its most useful contribution is an explanation of why some labor-saving devices are acceptable to the Old Order while others are not." This book gives an insight to living without electricity, and when you look at our lifestyles we really do really on it. Read more. Report abuse.
Living Without Electricity explains how the Amish cook and store food, pump water, wash clothes, and even run farms and businesses. It describes the practices of other Old Order groups in the United States, Canada, Mexico, and several South American countries. This book tells how and why the Amish live without inventions other people take for granted: How do you light a room without electricity? How do you keep warm without centralized heating? What do you do for entertainment when you don't have TV? How do you get around without a car? How do you communicate when you don't have a phone? Living Without Electricity explains how the Amish cook and store food, pump water, wash clothes, and even run farms and businesses. People who live without electricity will agree that you find yourself using your brain a lot more than you would in everyday life to find creative solutions to daily challenges.
9. Your family members are actually nice, interesting people! Without the distraction of TV, internet, and dozens of gadgets, you'll suddenly find yourself TALKING to your family members! Yes, yes. Book 8 of 11 in People's Place. Due to its large file size, this book may take longer to download. click to open popover. This book is not at all what I thought it would be. I assumed there would be ideas and instructions on how to live without electricity. Instead the book is about different orders of Amish and what they do and don't live without. It's really just a book with comparative charts and short stories about the Amish. If you are wondering how the Amish live without electricity this book is not for you. The first review is right on, this book doesn't know what it should be. Read more.
How did people live in the olden days without having electricity or proper medical care? Where does electricity go after being used? Loring Chien. , electrical engineer for 45 years. Answered February 8, 2016 · Author has 38.4K answers and 71.2M answer views. Originally Answered: How did people live without electricity? Prior to the late 1800's there was no electric power to be had except in a handful of small labs. For probably 12,000 years or more before that they did without electricity - fire, flowing water power, wind, muscle power and animal power did for them what we often use ele... | <urn:uuid:3b8cfea5-bc54-46d0-88e5-02ed208a43bf> | CC-MAIN-2021-31 | https://vetu.pw/29160026.pdf | 2021-07-26T13:01:11+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046152129.33/warc/CC-MAIN-20210726120442-20210726150442-00638.warc.gz | 563,485,314 | 4,239 | eng_Latn | eng_Latn | 0.99427 | eng_Latn | 0.998883 | [
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Tokyo Earthquake Risk Map INDEX
Japan is one of the most earthquake-prone countries in the world, experiencing about 10 percent of the world’s temblors. Experts say that there is a 70 percent chance for a massive earthquake with a magnitude of about 7 to hit the southern Kanto region within the next 30 years.
It is important to be aware of the dangers posed by earthquakes in your community and to take sufficient preparations and measures on a daily basis. In addition, in order to safely evacuate from the spread of fire during a major earthquake, it is essential that you check evacuation sites and the evacuation process to prepare for when an earthquake occurs.
This document is a compilation of “Your Community’s Earthquake Risk: The Ninth Community Earthquake Risk Assessment Study” and “Designation of Evacuation Sites and Stayed-in Areas for Fires Caused by an Earthquake in Tokyo Wards (FY2022 Edition).”
How to read the map
Evacuation Site
Evacuation Site
This is an area for residents to shelter until a large fire is extinguished.
Stayed-in Area
Fireproofing is at an advanced stage in the area, there is no danger of a large fire in the area and no need for extensive evacuation.
Evacuation Road
These roads to safely evacuate to distant evacuation sites.
Area Allocation
A district-by-district plan that stipulates which evacuation sites to evacuate to.
Earthquake Risk
This scale indicates the “combined risk rating” based on the Ninth Community Earthquake Risk Assessment Study.
Low risk
High risk
Combined Risk Ratings
Map legend
- JR line
- Railway (other than JR)
- Subway
- University
- Government office
Contents
Earthquake Risk 3 - 4
Evacuation Site 5 - 6
1 ~ 23 Cities
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Art. 7. Museum of Natural Sciences.
By C. S. Rafinesque, Esq.
Synopsis of four New Genera and ten new Species of Crustacea, found in the United States.
The Crustacea or Crustaceous are a peculiar class of animals, formerly blended with the insects; but of late distinguished with propriety, since they have gills, a heart and blood, of which the insects are entirely deprived. The animals commonly called crabs, lobsters, shrimps, &c. belong to this class; they had been enumerated by Linneus in only three genera, cancer, monoculus, and oniscus, while they form now a large and extensive group of about one hundred and fifty genera, and one thousand species, and we only know a small share as yet.
Few species of the United States had been noticed by Linneus and Fabricius, Bose has described several and Leach some, mostly new: Dr. Samuel L. Mitchill has noticed those of New-York, in his Memoir on them, presented to the Literary and Philosophical Society of New-York; but he has not adopted the generic improvements of Latreille, Leach, and myself, (in Analysis of Nature.) Mr. Say of Philadelphia, who has wisely adopted most of these improvements, has described a new genus, Cerapus, and begun an account of the southern species, in the fourth Number of the Journal of the Phil. Ac. of Nat. Sc. I shall add, thereto, fourteen new species, four of which belong to new genera; whence we may hope, that the knowledge of these animals will begin to increase in our country, and when all those which live in our lakes, rivers, and brooks, and those inhabiting the shores of Florida, Louisiana, Massachusetts, &c. shall be described, we may hope to be enabled to sketch a general enumeration and history of those singular beings. I shall
merely give, at present, synoptical descriptions of my new genera and species, the nature of this work precluding the possibility of giving figures and full descriptions, which must be delayed till I shall be able to frame an American Plaxyology. I have given that name to the branch of Zoology which assumes the study of those animals. The former names, Crustaceology and Gammarology, being both erroneous, the first being half Latin and half Greek, the second applying, or implying, a reference to the genus *Gammarus* only.
I. **Nectoceras.** (N. Order *Macruria*, N. family *Palinuria.*) Two interior antens bearing at the top a flat appendage, the two lateral antens longer simple, eyes lateral behind them: feet nearly equal, with simple nails; tail four lobed.—Obs. The name of this singular genus is derived from the two antens which have a foliaceous and swimming appendage, and means swimming horns. It has very much the habit of its family, and particularly of the genera *Crangon* and *Palinus-rus*: this family is the fifth belonging to the second natural order, and is distinguished by its long fan tail, ten feet without nippers, peduncled eyes, &c.
1. **Nectoceras pelagica.** Rostrum subulate, equal in length to the interior antens, their appendages oboval: body smooth fulvous, tail white, with four violet spots opposed to the lobes.—Obs. It lives in the Atlantic ocean and in the gulph stream on the *Fucus natans*, where it was first observed by Mr. Bradbury, who has shown me a fine drawing of it; I observed it likewise in 1815. Its length is two or three inches; when it loses its hold it swims with its antens and tail.
II. **Nectylus.** (N. Order *Brachuria*, N. Family *Nectonyxia.*) Body elliptic, two pairs of antens ciliated, the upper antens longer; two large thick and bifid palps; feet nearly equal, the first pair a little swelled, all with flat toes, without nails; the last segment of the tail very long.—Obs. The name means in Greek, swimming fingers, being contracted from *Nectodactylus*. It has much affinity with the genera *Orithya* and *Ramina*, from which it differs by having all the feet without nails, and two large cheliform palps. The family *Nectonyxia* contains all the short tailed crabs with swimming nails or feet.
1. **Nectylus rugosus.** Palps cheliform two-thorned as long as the eyes; forehead three toothed and ciliated; first pair of feet with a long external thorn to the wrist; body olivaceous above, white beneath, thorax wrinkled, last segment of the tail lanceolate acute ciliated.—Obs. This beautiful little animal is about one inch long, and lives on the sandy shores of Long-Island, where it burrows in the sand as a mole with great rapidity, and swims with equal swiftness. It was communicated to me and the Lyceum by Dr. S. L. Mitchell, who has named it *Hippa-paichiria* in his paper on the New-York Crustacea; but the genus *Hippa* (or rather *Emerita* of Gronovius, an anterior and better name) belongs to the long-tailed cancers, and this has the tail shorter than the thorax, and all the characters of *Ranina*, &c.
III. **Psammylla.** (N. Order *Branchypia*, N. Family *Gammaria.*) The two upper antens, with two long segments at the base, and many small articles at the top; lower antens very short; all the feet with one nail, the last pair much longer and larger: each segment of the body with a lateral appendage, tail with four bifid unequal filaments.—Obs. The name is abbreviated from *Psammopsylla*, which means sand-flea. The family *Gammaria* is the fifteenth in my natural classification, and is distinguished by fourteen feet, four antens, body not depressed, &c.
1. **Psammylla littoralis.** Longer antens doubly than the head, short antens not longer than their first segment; last pair of feet double in length; body rufous above, white beneath.—Obs. I have found this animal in great numbers on the shores of Long-Island and New-York, and on the Hudson river, jumping about like fleas, whence its vulgar name Sand-flea; it jumps by means of its hind feet and tail, like locusts. Length about half an inch, often less; eyes large and round.
IV. **Pephredo.** (Natural order and family of the foregoing.) The two upper antens longer and with six long segments; all the feet with one nail, and nearly equal, the two first pairs with thick swelled hands; body without lateral appendages, tail with simple filaments. Obs. This genus was noticed in my Analysis of nature, and formed on an European species; the name is mythological. It may be deemed a singularity in this family, that this genus should be a fresh water one, and the last a land one!
1. **Pephredo potamogeti.** Long antens, scarcely longer than the head and double of the short ones; body fulvous, transparent, with a central brown or longitudinal stripe.—Obs. It lives on the *Potamogeton perfoliatum* in the Hudson and the Fishkill, near Newburg. Length three lines, creeper, eyes very small.
1. N. Sp. *Astacus limosus*. Antens length of the thorax, rostrum equal to their peduncle, one toothed on each side, canaliculated at its base; a thorn above the eyes, another on each flank, three pairs of pinciferous feet, bearded at their articulations, hands short, smooth, unarmed.—Obs. I discovered this species in 1803, and observed it again in 1816, in the muddy banks of the Delaware, near Philadelphia; vulgar name mud-lobster, length from three to nine inches; good to eat, commonly brown, with an olivaceous tinge.
2. *Astacus fossor*. Antens length of the body, rostrum short, one toothed on each side, a thorn behind the eyes; three pairs of pinciferous feet, hands of the first pair very large, granular gaping toothed, with a furrowed and bispinous wrist.—Obs. Vulgar name, burrowing lobster—communicated to me by Dr. Samuel L. Mitchell—native of Virginia, Pennsylvania, and New-York; size from four to six inches, it burrows in meadows and mill dams, which it perforates and damages.
3. *Astacus ciliaris*. Antens length of the thorax, rostrum short acute, without teeth; three pairs of pinciferous ciliated feet; hands of the first, short thick dotted; wrist furrowed, with two unequal teeth. Obs. Length three to four inches, entirely olivaceous brown, lives in brooks near Fishkill, Newburg, &c.
4. *Astacus pusillus*. Antens length of the thorax, rostrum oval acute, a thorn and a longitudinal angle behind each eye; three pairs of pinciferous feet, hands of the first oblong dotted, wrist smooth. Obs. A very small species, living in the brooks near Saratoga, Lake George, Lake Champlain, Utica, Oswego, &c. length one or two inches; vulgar name, brook prawn, shrimp, or lobster, entirely fulvous brown.
5. *Pagurus truncatus*. Right hand the longest, reaching the two following pairs of long feet; hands granular; fingers with two obtuse teeth; wrists prismatic; thorax smooth, nearly square; forehead broad, truncated.—Obs. A very small species, scarcely one inch long; it lives on the shores of Long-Island in the shells of the small species of *Buccinum* and *Murex*.
6. *Grapsus limosus*. Forehead broad entire, sinus of the eyes lunular, with sharp angles, sides angular entire, back convex smooth, with some transverse wrinkles; feet compressed, angular, nearly smooth, hands small, smooth.—Obs. A small brownish species, with yellowish hands and belly, about one inch in diameter; the body is quite square, scarcely half an inch broad. I have found it common on the sea shores of Long-Island in muddy overflowed banks, where it burrows in the mud, and is always covered with a muddy slime.
7. *Ocypoda pusilla*. Forehead advancing obtuse entire, shoulders flexuose with a sharp angle, sides angular with two angles below, and a suture between them, back convex shining olivaceous; feet compressed and bristly, hands unequal, the left granular, the right very small and smooth.—Obs. Shape of a short rhomboid, broader anteriorly as in all the real species of *Ocypoda*; those with a different shape belong to my genus *Ocypte*. Size of the foregoing, common in salt marshes and on the south shores of Long-Island.
8. *Portunus menoides*. Forehead with three teeth, the middle one longer, one fissure behind each eye, sides with five nearly equal teeth: hands prismatic, with one internal tooth, and the wrist with two teeth, the external larger, back olivaceous with small black dots.—Obs. Similar to the *Portunus menas* of Europe, which has, however, only one tooth to each wrist, the hands not prismatic, the forehead equally trilobed, and the back with large spots. Size from one to three inches, common in New-York, Long-Island, New-Jersey, &c.
9. *Daphnia dorsalis*. Antens unequally bifid, shorter than the body, branched one sided anterior, body oval, acute at both ends, whitish, with a brown streak on the back, eye black.—Obs. My genus *Daphinia* is the *Daphnia* of Latreille, which name was too much alike *Daphne*, an anterior genus. This species is common in the sea on the shores of Long-Island, &c. The whole length is less than one line.
10. *Cymothoa pallida*. Pale cinereous above, with two longitudinal whitish streaks, the three last segments of the abdomen broader, the three last pair of legs double the length of the others, body elliptic, head attenuated obtuse.—Obs. It lives by suction on the gills of Fishes, Shads, Herrings, Perches, Minnows, &c. Observed by Messrs. Clemens and Torrey, near New-York: length half an inch, white beneath, tail broad and flat, appendages not much longer.
Note. I am partly acquainted with many other new species of the Genera *Cancer, Inachus, Portunus, Ocypoda, Astacus, Palmon, Squilla, Idotea, &c.*
but it must be hoped they will be fully described by Mr. Say; if they are not, I shall endeavour to bring them to light. I recommend particularly to him and other observers, two species of fresh water Crabs, (probably of the genus Grapsus,) inhabiting the interior of our continent, which are certainly new, one of them was discovered in 1816 by Mr. Debar near Sandyhill, but the specimens were mislaid: likewise the fresh water Lobsters and Shrimps of the great lakes, the Ohio, the Mississippi, &c. I believe that there are at least two species, perhaps three, blended under the name of Limulus polyphemus.
New-York, 10th October, 1817.
10. First decade of undescribed American Plants, or Synopsis of new species, from the United States.
Within two years I have discovered, or observed again, in the States of New-York, Pennsylvania, and New-Jersey, nearly one hundred new species of plants, undescribed in the late Flora of North America, by Pursh, or noticed under false names; and several others have been communicated to me by my botanical friends. In order to make them known, and to secure our claims to their discovery, I mean to publish them gradually in the synoptical shape, which I have adopted, and I offer herewith their first decade.
1. Acrida salicifolia. Stem upright branched solid angular upwards, branches erect; leaves narrow-lanceolate mucronate, and on long petioles: spikes leafy and interrupted at the base, glomerules many-flowered, capsules unequal, commonly with five unequal sides, angles obtuse and warty.—Obs. It grows on Long-Island and in New-Jersey, on the sea shores, near marshes and ditches; it blossoms in September and October: height two or three feet, capsules blackish purple, very slightly granular. Annual. Intermediary between A. cannabina and U. rusocarpa, but distinct from both.
2. Arabis rotundifolia. Stem upright, hispid below, leaves rounded thick, semie entire hisped, the radical obovate spatulate obtuse, stem leaves approximate nearly ternated ovate round subacute: petals obovate, double the length of the calix, siliques linear oblong, compressed, erect.—Obs. A very small annual plant, from one to three inches high, which only lasts a few months; it blossoms in March and April, grows in New-Jersey, near Cambden and Hoboken. It produces a few white flowers, the fruits are smooth, and shaped as in the Draba arabisans and D. hispidula, which must evidently belong to this genus; it has also some affinity with Arabis reptans.
3. Arabis parviflora. (A. thaliana Pursh, Bart, &c. not Lin.) Entirely hispid, stem upright, branched upwards; leaves entire acute sub-trinervated, the radical petiolate oblong, the stem-ones oblong-lanceolate sessile: petals narrow notched, scarcely longer than the calix, siliques upright smooth, nearly cylindrical.—Obs. Annual, common in sandy soils in Pennsylvania, New-Jersey, and New-York; it blossoms in April and May: totally different from the A. thaliana of Europe, which I know well, and for which it has been mistaken. Flowers white, very small, calix hispid, upper leaves ciliated.
4. Arabis mollis. Stem upright, leaves sessile lanceolate acute, hairy, with remote teeth: flowers on long raceme and long peduncles, calix hispid, petals cuneate obtuse, entire, longer than the calix, siliques drooping sickle shaped compressed.—Obs. This species has perhaps been overlooked, being taken for a variety of the A. canadensis or A. falcata, of which it has the habit and the fruit, but it differs widely by the leaves, which are not smooth nor hastated. It is more scarce, and grows in rocky woods on the Highlands, the Catskill mountains, and near Athens, Hudson, Fishkill, &c. Mr. Torrey has found it also on the Island of New-York; it blossoms in June and July. The stem rises without branches, from one to three feet, the leaves are thin and soft. Perennial. It varies with smooth and hairy stem, sometimes branched, and a variety has oblong leaves. The flowers have the glands as in A. alpina.
5. Lemna dimidiata. Dimidiated nearly reniform notched, 2-6 furrowed, 3-7 lobed, lobes unequal; the middle one larger orbiculate, underneath many rooted and dark purple as well as the upper margin.—Obs. A very distinct species, found in the Spring, in the shady ponds of Long-Island. Diameter three to eight lines, solitary or aggregated, but not adhering, roots scaly linear compressed and acute.
6. Cellis canina. Arborescent, little branches angular, dotted; leaves ovate acuminate unequally uncinate-serrate trinervate, base acute, entire, unequal, above wrinkled smooth, nervied beneath with pubescent axils: drupes red globujar solitary on axillary peduncles, longer than the petiols.—Obs. A small tree from twelve to twenty-five feet high, growing on the margin of rivers, at Fishkill, Newburgh, and near New-York; vulgar name Dog's cherry; it blossoms in April and May, the branches are spreading, and covered with glandular dots.
7. *Celtis maritima.* Frutescent, little branches round tortuose and pubescent, leaves ovate acuminate trinerved rough, with large equal serratures, base nearly cordate unequal, petiols and nerves pubescent.—Obs. A small crooked shrub three or four feet high, growing on the downs of the sea shore in Long-Island: it blossoms in May, the branches are cinerous and slightly dotted.
8. *Copodium oxyneum.* Stem creeping branched, leaves embricate scattered oblique incurved linear-subulate flat entire awned, awns long filiform flexuous.—Obs. Differing from *annotinum* (*Lycopodium* L. too similar to *Lycopus*) by the entire scattered leaves, &c. Found with Mr. Knevels on the Catskill mountains: we did not find it in blossom.
9. *Turritis oblongata.* Hispid below, radical leaves oblong cuneate sessile, nearly obtuse toothed, stem leaves semimplexicaule oblong acute, nearly entire; raceme elongated, petals scarcely notched, siliques very long, straight, compressed.—Obs. Next to *T. ovata* of Pursh: common on the banks of the Hudson near Newburgh; blossoms in May and June. Annual.
10. *Turritis lyrata.* Smooth, stem straited very simple; radical leaves spreading lyrate obtuse, and with obtuse teeth, stem leaves erect sessile acute, the lower ones oblong with acute teeth, the upper ones lanceolate entire; peduncles shorter than the flowers, petals entire, siliques narrow, compressed, and sickle shaped.—Obs. Annual. A very distinct species, found in blossom in June, at the foot of the Catskill mountains, in woods.
---
11. **Descriptions of seven new genera of North American Quadrupeds.**
The following new genera are extracted from my *North American Mammalogy*, or Natural History of the Quadrupeds, and Cetaceous Animals of N. A. which contains about two hundred and twenty species, nearly one hundred of which are new, or undescribed in methodical works. The new species will be described in another essay.
1. *Mazama.* (Order Stereoplia.) Eight front teeth in the lower jaw, none in the upper, no canine teeth, grinders truncated; head with solid, simple, straight, round, and permanent horns, uncovered by a skin; neck and legs not very long, cloven hoof, tail short.—Obs. This genus differs from the genus *Cervus*, by having simple permanent horns, from the genus *Giraffa*, by not having a skin over the horns, nor a long neck, and from the genus *Gazella*, by its horns not being hollow, it belongs to the family *Ruminaria*, sub family *Stereoceria* next to the genus Giraffa. It appears to be peculiar to America, and it contains many species which had been taken for Deer, Sheep, or Antelopes:—Three or four species are found in North America; but the three following are the best known as yet.*
1. *Mazama tenua* Raf. Fallow brown above, white underneath, horns cylindrical, straight, and smooth.—Obs. This is the *Temamazawe* of Mexico, it differs from the *M. pila* by being smaller, darker above, whiter below, and with larger horns.
2. *Mazama dorsata* Raf. Entirely white and woolly, a mane along the neck and the back, horns conical subulate, acute, slightly curved backwards, base rough.—Obs. This animal has been called *Ovis montana*, by Ord, but the genus *Ovis*, or rather *Aries*, has hollow and flat horns: this species, with the following, and the *Mazama puda*, will form a particular subgenus, (or perhaps genus,) which I shall call *Oreamnos*, distinguished by the horns slightly curved backwards or outwards, often rough or annulated, and long hair, besides living in mountains: if the horns should prove hollow, it will have much affinity with the genus *Rupicapa*.
3. *Mazama sericea*. Raf. Entirely white, with long silky hairs; no mane: horns conical obtuse, slightly curved backwards, and annulated.—Obs. This is the *Rupicapa americana* of Blainville; but he has not ascertained the horns to be hollow.
II. *Diplostoma.* (Order Gliria.) Mouth double, the exterior formed by two large pouches, connivent anteriorly with two long jutting and furrowed front teeth above and beneath, and reaching to the collar bone, the interior mouth with a round opening and sixteen grinders, four on each side of each jaw: body cylindrical, no tail, no ears, eyes covered by the fur; four toes to all the feet.—Obs. The generic name means double mouth, it has much likeness with the genus *Spalax*, but differs by having pouches, only four toes, &c. it belongs to the family *Cricetia*, and differs from all
the genera of that family by the double mouth, want of tail, ears, &c. It contains probably several species; but only two are known as yet, and they have been discovered and ascertained by Mr. Bradbury: they both are found in the Missouri Territory, they burrow underground and live on roots; they are called *Gaufre* by the French settlers.
1. *Diplostoma fusca*, Raf. Entirely brown, length twelve inches.
2. *Diplostoma alba*, Raf. Entirely white, length six inches.
III. *Geomys*. (Order Gliria.) Feet short, all with five toes and nails, those of the forefeet very long; mouth as in the genus *Cricetus*, and with exterior pouches, tail round and naked.—Obs. The generic name means Earth-rat; it has the appearance of a mole; but the characters of the family *Cricetia*, and it only differs from the genus *Cricetus* by having the tail of a rat and the feet of a mole: the animals belonging to this new genus burrow like the rest of the family, and live on roots: two species are known already.
1. *Geomys pinetis*, Raf. Murine colour, tail entirely naked, shorter than the body.—Obs. This animal has been called Georgia Hamster, by Milledge, Mitchill, Anderson, Mease, &c. It lives in Georgia, in the region of Pines, where it raises little mounds, size of a rat.
2. *Geomys cinerea*, Raf. Ash colour, tail very short, nearly naked.—Obs. It was called *Mus bursarius* or Ash coloured Rat by Dr. Mease: it has very large pouches, and in size is larger than the foregoing.
IV. *Cynomys*. (Order Gliria.) Mouth with pouches, teeth as in *Sciurus*, all the feet with five toes and nails, the two outer toes shorter, the two inner toes of the forefeet long, with sharp nails, tail distich as in *Sciurus*.—Obs. This genus, whose name means Dog-rat, belongs also to the family *Cricetia*, next to the genus *Tenotus*, (the ground squirrels,) from which it differs by the shape and number of toes, besides living in society and not having the striped back.
1. *Cynomys socialis*, Raf. Brick red, grey underneath, tail one fourth of total length.—Obs. We are indebted to Capts. Lewis and Clarke for the discovery of this interesting animal, which they call in their travels the Barking Squirrel. It lives in the plains of the Missouri, in large subterraneous villages, and several in each burrow, they bark like small dogs, and live on roots and grass. Its whole length is seventeen inches; it is rather clumsy, with a large head and breast, short legs, &c. they often sit on their hind legs as dogs.
2. *Cynomys? grisea*, Raf. Entirely gray, tail one third of total length.—Obs. Capts. Lewis and Clarke who describe also this animal, do not say if it has pouches; I have united it to this genus, for the great similarity with the foregoing; but if it has none, it may rather belong to the following genus. Its manners are similar to those of the foregoing; but its villages are smaller; it does not bark, and makes instead a whistling noise; it has a fine fur and long nails: It is found also on the Missouri, and is called *Petit-chien* by the Canadians.
V. *Anisonyx*. (Order Gliria.) Teeth as in *Sciurus*, no pouches, five toes and nails to all the feet, the two inner toes of the forefeet very short, and with blunt nails, the three others long, and with sharp nails: tail distich as in *Sciurus*.—Obs. It differs from the genera *Arctomys*, and *Sciurus*, by the number and shape of its toes; whence its generic name, which means unequal nails: It belongs to the family *Myoxia*.
1. *Anisonyx brachyura*, Raf. Brown grey above, slightly speckled with reddish white, light brick-red beneath, tail oval, one seventh of total length, reddish brown above, iron grey beneath, marginated with white.—Obs. The Burrowing Squirrel of Capts. Lewis and Clarke: they live in society on the plains of the Columbia, in burrows and villages, their burrows have several openings round a mound on which they keep a watch; when any one approaches they make a shrill whistling sound: they feed on the roots of grass. Total length seventeen inches.
2. *Anisonyx? rufa*, Raf. Fur long, silky, entirely reddish brown, ears short, pointed with short hair.—Obs. This animal called Sewewell by Capts. Lewis and Clarke, is of a doubtful genus, since they only saw the fur of it; it burrows and runs on trees like the ground squirrels; length eighteen inches, found in the neighbourhood of the Columbia river.
VI. *Mynomes*. (Order Gliria.) Teeth as in *Ondatra*, five toes and nails to all the feet, inner toes very short: tail hairy, depressed or flat.—Obs. It belongs to the family *Tiberia*: it differs from the genus *Ondatra* by having a tail not scaly, and depressed instead of compressed, and also from the genus *Lemmus* by this last character: the name means Pasture-mouse.
1. *Mynomes pratensis*, Raf. Dark
brown, hoary underneath, chin and feet white, ears shorter than the fur, tail one-fifth of total length, linear obtuse.—Obs. We are indebted to Wilson for the knowledge of this animal, he has described it and figured it in his Ornithology, Vol. 6. p. 59. tab. 50. fig. 3. under the name of Meadow-mouse. It lives near Philadelphia, &c. in meadows and even in salt marshes, where it burrows in all directions, and even perforates the embankments, it swims and dives well, feeds on roots and bulbs of plants: it has the appearance of the Ondatra zibethicus or Musk-rat; but is only five inches long altogether, it has small eyes, a thick fur and a blunt nose. Many hawks and owls prey on it.
VII. Lynx. (Order Ferea.) Six equal front teeth to each jaw, canine teeth strong, three grinders on each side of each jaw, with sharp denticulated edges: head rounded; five toes to the forefeet, four to the hind feet, connected by a loose skin, and with sharp retractible nails: tail thick truncated, not reaching the knees, no purse under it; long ears often tufted.—Obs. This extensive and beautiful genus had been blended by Linneus, and the other authors, with the genus Felis, or only considered as a subgenus by some modern zoologist; but this last genus differs by having four grinders on each side of each jaw, a long tail, and shorter ears. I had established this genus ever since 1814 in my Analysis of Nature, and ever since 1812 had prepared a monography of it, in which I noticed as many as fifteen species, although only four or five had been described by methodical writers. I have since increased that number to twenty-four species, by collecting and comparing the accounts of travellers and naturalists; of these, two species are from Europe, four at least from Asia, five from Africa, three from South America, and nearly ten from North America. They shall be all described in my new monography of this genus, and I shall merely give at present the definitions of some, best known, from this continent. Their vulgar names are Catamount, Mountain-cat, Wild-cat, Loocervia, &c.
1. Lynx canadensis. Raf. (Felis canadensis Geoffry.) Ears bearded, white inside; fallow outside; fur grayish with fallow dots, head with some black lines, whitish unspotted underneath.—Obs. In Canada, Labrador, &c. Small size.
2. Lynx montanus. Raf. Ears beardless, black outside, with a white spot, fallow inside; fur grayish and unspotted above, whitish with brown dots underneath, tail grayish.—Obs. On the Highlands of New-York, the Catskill and Peru mountains, the Alleghany, &c. Length from three to four feet, larger than the foregoing.
3. Lynx rufus. Raf. (Felis rufa Gmelin.) Ears bearded; fur fallow dotted brown; tail white underneath and at the top, striped of black above.—Obs. In the woods of New-York, Pennsylvania, Ohio, &c. Size of a large cat.
4. Lynx floridanus. Raf. Ears beardless, fur greyish, sides varied with yellowish brown spots and black waved streaks.—Obs. Small size as the foregoing, lives in Florida, Georgia, and Louisiana. This is the Lynx or Wild cat of Bartram.
5. Lynx fasciatus Raf. Ears bearded, black outside; fur reddish brown above, with blackish stripes and dots, white underneath with black dots; tail very short, white, with a black tip.—Obs. Found by Capt. Lewis and Clarke on the North-West Coast, where many other unnoticed species dwell likewise, of a large size, and with a beautiful thick fur.
6. Lynx aureus. Raf. Ears beardless; fur bright yellow with black and white dots, pale yellow and unspotted underneath, tail very short.—Obs. Small size, observed by Leraye; lives on the plains of the Missouri, and perhaps elsewhere. | <urn:uuid:4e174fcc-d57d-4159-816a-54ecfd08c727> | CC-MAIN-2024-38 | http://www.marbef.org/data/aphia.php?p=sourceget&id=20185 | 2024-09-19T14:12:28+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700652031.71/warc/CC-MAIN-20240919125821-20240919155821-00639.warc.gz | 48,441,660 | 7,369 | eng_Latn | eng_Latn | 0.996787 | eng_Latn | 0.997089 | [
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CHAPTER XXVI.
FISHERIES.
§ 1. General.
1. Fish Resources.—The waters surrounding the Australian continent contain a great variety of marine fauna. Despite this, the fish stocks of Australia, in common with those of other countries of the Southern Hemisphere, with the exception of South Africa, are small by comparison with the stocks in the Northern Hemisphere. The reasons for this comparative shortage have not been fully explained but it seems clear that the basic factors generally involved are the absence of large expanses of shallow water and the much lower fertility of the oceans of the Southern Hemisphere.
The existence of greater fish stocks largely explains why approximately 98 per cent. of the world production of fish comes from the Northern Hemisphere. Nevertheless, the Australian catch is low even after making allowance for the smaller resources available. Further explanation must be sought in terms of the socio-economic factors which determine the demand for and supply of fish.
By comparison with the populations of other countries, notably those in the Northern Hemisphere, Australians are not large fish eaters. Consequently, there is not the pressure on resources so necessary to induce expansion in the fishing industry and to encourage the investment of large amounts of capital. On the other hand, even this somewhat restricted Australian demand for fish cannot be met from purely local sources of supply. The result is that quantities of fish are imported each year.
This apparent paradox is explained by the fact that the Australian fishing industry has consistently over-exploited some sources of supply and under-exploited others.
Thus, on the one hand, the fisheries in the estuaries of the Australian coasts (the so-called estuarine fisheries) and those offshore for fish that dwell on the bottom of the sea (the demersal fisheries) have frequently been overfished with a consequent diminution of stocks. On the other hand, those species of fish which dwell near the surface of the sea (the pelagic species) have barely been exploited at all.
It is anticipated that the greatest future development of the Australian fishing industry will take place in the pelagic fisheries. However, no great contribution to the supplies of fresh fish can be expected from this source since most of the pelagic species caught are canned or processed.
An increase in the supply of fresh fish available to the Australian consumer will therefore have to come largely from an expansion of the estuarine and demersal fisheries. In view of the over-exploitation of existing estuarine and demersal fisheries, such an expansion will require the development of new fishing areas.
While it is known that promising fishing grounds exist to the south and north of Australia, it appears that the trawling grounds of the Great Australian Bight are the most suitable for development. However, it is not considered that any great expansion of production can come from this source.
2. Fishing Areas.—The principal fishing areas at present are the coastal lakes, streams, estuaries and beaches, from Cairns in Queensland to Ceduna in South Australia, and from Esperance to Geraldton in Western Australia. For the most part, these fishing grounds are associated with the coastal streams. The demersal grounds fall into two classes—(a) the reefs from which cod, snapper, etc. are taken; and (b) the grounds from which flathead, morwong, etc., are taken. The reefs extend intermittently from northern Queensland around the southern part of the continent to Shark Bay in Western Australia. The flathead grounds lie on the continental shelf off south-east Australia, chiefly from Crowdy Head to south of Cape Everard and further off the east Tasmanian coast from Babel Island southwards to Storm Bay. As mentioned in the previous section, other demersal grounds exist in the Great Australian Bight but would require large modern trawlers for commercial exploitation. The demersal shark grounds lie principally in Bass Strait and on the continental shelf off eastern South Australia. Other grounds have been located off southern Western Australia.
The grounds of existing pelagic fisheries include that for the Spanish mackerel off the north-eastern coast from about Coffs Harbour to Cairns and that for barracouta in Bass Strait and off eastern Tasmania. Jack mackerel is found in the waters of eastern Tasmania,
the south-east coast of New South Wales, and Western Australia. Tuna is now being taken in commercial quantities on the New South Wales coast.
Of the crustaceans exploited in Australia, crayfish are the most important and are taken on reefs of the continental shelf in the waters of all southern States, the fishery extending (with a major interruption in the Bight) from Port Macquarie in New South Wales to Geraldton in Western Australia. Considerable development has taken place in the crayfish fisheries, particularly in South Australian and Western Australian waters, owing to the opening up of markets in the United States of America for frozen crayfish tails. Crabs of various species are found in practically all coastal waters. Prawns are taken in the temperate waters of Queensland and New South Wales.
In the mollusc group, edible oysters are found in the temperate waters of Queensland, New South Wales and Victoria. Some cropping of natural resources takes place in Queensland, but the principal cultivation grounds are found in New South Wales. Until 1956, scallops were taken commercially in Tasmanian waters only, but since then, they have been taken also in Queensland.
Pearlshell is fished from Cooktown in Northern Queensland, and from Thursday Island, round the north coast of Australia to Exmouth Gulf in Western Australia. Trochus shell is obtained from Mackay in Queensland round the north coast to King Sound in Western Australia.
Whales emigrating from Antarctic waters to their breeding grounds in the warmer waters of low latitudes pass up both the western and eastern coasts of Australia, returning to the Antarctic in the spring. Two whaling stations operate in Western Australia (Babbage Island near Carnarvon and Cheynes Beach near Albany), one in New South Wales (Byron Bay) and one in Queensland (Moreton Island). The company operating at Byron Bay (N.S.W.) also opened a station at Norfolk Island in 1956.
3. Fishing Boats and Equipment.—The fishing equipment includes almost every possible type of gear, and appropriate boats are employed. The on-shore equipment includes mesh-nets, trawl-nets, and traps of various types. The demersal reef-fishery is worked with traps, hand lines and long lines. The demersal flathead fishery is worked by both otter trawl (with Vigneron-Dahl gear) and Danish seine; in addition some hand-lining is carried out. The demersal shark fishery is worked by long lines. The pelagic mackerel fishery employs trolling gear with lures of various types, while the pelagic barracouta fishery employs principally barbless jigs. Tuna is taken by trolling and, more recently, by pole fishing with live bait.
The boats for the on-shore fisheries are almost invariably small vessels fitted with low-power petrol engines. The vessels working the reefs are larger (up to 50 feet) and have more power. The otter trawl vessels are steam trawlers, and the Danish seine vessels are 40 to 70 feet in length with diesel engines. The shark boats have diesel power and range from 35 to 50 feet in length.
4. Administration.—The fisheries within the three-mile limit are administered by State Departments while the Commonwealth Fisheries Office, a division of the Department of Primary Industry, administers fisheries in extra-territorial waters, co-ordinates fisheries administration and develops the extra-territorial fisheries of Australia.
The administration of the fisheries was discussed in greater detail in Official Year Book No. 41, p. 844, and in earlier issues.
§ 2. Development and Present Condition of the Fishery.
1. Fisheries Proper.—(i) General. The development of Australian fisheries has almost invariably followed the same sequence at each centre. The earliest fisheries were on-shore followed by demersal reef fishing using long lines. Trawling operations have followed line fishing in suitable areas and more recently again the exploitation of pelagic fisheries has commenced.
Until about 1900, the expansion of the industry consisted chiefly of the extension of on-shore and demersal fishing with long lines into areas previously unworked. Barracouta was fished in Tasmanian waters at least by 1880, if not earlier, although the main development of this fishery occurred towards the end of the 1939–45 War and in later years to meet demands for canned fish.
The first major development of the industry came with the institution of trawling operations off the New South Wales coast in 1918 by the New South Wales Government. The State enterprise failed, but the fishery was found very profitable by private enterprise. In 1936, the use of Danish seine vessels began and the fleet of these vessels rapidly expanded, and in 1946 (after the return of vessels requisitioned in war-time) a peak was reached when thirteen steam trawlers and 120 Danish seine vessels were licensed. The total catch of trawled fish in 1946-47 was 16,000,000 lb. Of the species taken by the trawl fishery, tiger flathead, morwong, and nannygai are the most important and of these flathead may be regarded as the prime fish and commands a higher price. Since 1947, the composition of the catch has changed, because of depletion of the flathead stocks, and the lower-priced fish have become a larger proportion of the catch. In 1955-56, four steam trawlers (all based at Sydney but fishing right down the coast to Bass Strait) and a considerably larger number of Danish seine vessels in New South Wales and Victoria were engaged in the trawl fishery.
In Queensland waters, since 1930, the Spanish mackerel has been taken by line fishermen, operating in off-shore waters out to the Barrier Reef between Gladstone and Cairns.
In 1930 also, fishing for snapper shark commenced in south-eastern waters, particularly off the Victorian and Tasmanian coasts. This fishery rapidly extended its area of operations, and in 1954-55 the catch of edible sharks was 7,800,000 lb. round weight. Great impetus was given to the fishery during the war years by the demand for livers for fish oil production for medicinal purposes. Demand eased with the return of cod-liver oil and availability of synthetic vitamin "A". The shark fishery is still important, however, as the flesh, which is sold as "flake", brings substantial prices, mainly in Melbourne.
As far as pelagic fisheries are concerned, pilchards occur in the southern waters of Australia from Port Stephens to the south-west of Western Australia and also as far north as Moreton Bay. Commercial catches have been made with lampara nets and to a lesser extent with purse seines. Anchovies are caught in Port Phillip Bay and also in Lakes Entrance and are used for processing. Sprats in Tasmanian waters are caught in payable quantities, though there is usually some difficulty in finding a market for them. Jack mackerel have been caught in commercial quantities off the east coast of Tasmania and off Eden in New South Wales.
The tuna fishery was established on the New South Wales coast during 1949, when fishermen, using improvised trolling gear, caught 1,000 tons of southern bluefin tuna. The catch was canned at Eden and Narooma and some was frozen raw and sold direct to Californian canneries. The American-owned tuna clipper *Seniua*, whose operations were subsidized by the Commonwealth, demonstrated that Australian tunas could be caught by pole fishing with live bait. In 1955, 40 tuna boats were operating on the south coast of New South Wales, but their catch was limited by the canneries to quantities which could be marketed in canned form in Australia and overseas as the price of raw tuna in California was reduced below the level necessary to make export profitable. In 1955, a new plant on the south coast of New South Wales began producing smoked and cooked tuna, giving further support to the tuna fishery.
Southern bluefin tuna occurs all along the southern coastline of the continent. In addition, albacore, yellowfin, striped (skipjack) and northern bluefin tuna occur, but the taking of these fish has not been developed.
(ii) Production. The statistics of production published in this chapter are in terms of "round" or "gross" weights. Round weights are calculated from recorded weights using conversion factors which allow for the fact that the weights of fish reported are frequently in a gutted, headed and gutted, or otherwise reduced condition. Publication on a round weight basis has been made possible in recent years largely as a result of the efforts of the Commonwealth Fisheries Office.
In interpreting Australian fisheries statistics, allowance should be made for the incomplete coverage. Returns are collected in most States from licensed professional fishermen only, and as a result the published totals fall short of total fish production to the extent of the catch by amateur fishermen, the commercial catch by persons not licensed as professional fishermen and unrecorded catch by professional fishermen.
Production by States for the years 1950-51 to 1954-55 is shown in the following table on a round weight basis.
## Chapter XXVI.—Fisheries.
### Recorded Production of Fish
(Equivalent Round Weight.)
\((^000 \text{ lb.})\)
| State | 1950–51. | 1951–52. | 1952–53. | 1953–54. | 1954–55. |
|------------------------|----------|----------|----------|----------|----------|
| New South Wales | 26,333 | 28,331 | 32,660 | 32,332 | 26,441 |
| Victoria (a) | 12,044 | 13,285 | 13,069 | 13,820 | 13,833 |
| Queensland | 9,454 | 9,594 | 11,354 | 10,525 | 9,368 |
| South Australia | 6,874 | 7,856 | 8,102 | 8,317 | 8,154 |
| Western Australia | 8,652 | 7,344 | 9,225 | 10,913 | 9,393 |
| Tasmania (a) | 7,924 | 5,162 | 6,882 | 2,821 | 3,115 |
| Northern Territory | 56 | 62 | 87 | 100 | 118 |
| **Total** | | | | | |
| | \((b)\) 71,337 | 71,634 | 81,379 | 78,828 | 70,422 |
(a) Catch by Victorian fishermen in Tasmanian waters is included in Victoria from 1951–52 onwards.
(b) Incomplete, excludes catch by Victorian fishermen in Tasmanian waters.
In the following table, total Australian recorded production of fish by species is shown by States in terms of equivalent round weight for the year 1954–55. As an aid to identification, scientific names have been listed in addition to common names.
### Fish—Recorded Production by Species, 1954–55.
(Equivalent Round Weight.)
\((^000 \text{ lb.})\)
| Species | N.S.W. | Vic.(a) | Qld. | S.A. | W.A. | Tas.(a) | Aust. |
|------------------------------------------------------------------------|--------|---------|------|------|------|---------|-------|
| Mullet— | | | | | | | |
| *Mugil dolbus*, *Aldrichetta forsteri*, *Moolgarda argentea*, *Myxus elongatus*, *Mugil caeruleomaculatus* | 6,206 | 634 | 4,451| 477 | 731 | 29 | 12,528|
| Australian Salmon— | | | | | | | |
| *Arripis trutta* | 575 | 1,099 | | 876 | 4,435| 430 | 7,415 |
| Shark— | | | | | | | |
| *Galeorhinus australis*, *Emissola antarctica*, *Flakeus megalops*, *Pristiophorus cirrhatas* | 1,818 | 2,895 | | 2,114| 276 | 663 | 7,766 |
| Flathead— | | | | | | | |
| *Neoplatycephalus richardsoni*, *Trudis carunculopunctatus*, *P. basensis*, *Platycephalus fuscus*, *P. indicus*, *P. arenarius*, *Levi-propria laevigata* | 3,662 | 1,856 | 210 | 4 | 27 | 115 | 5,874 |
| Barracouta— | | | | | | | |
| *Thryites atun* | 86 | 5,378 | | | | 1,485 | 6,949 |
| Snapper— | | | | | | | |
| *Chrysophrys guttulatus*, *C. unicolor* | 1,228 | 124 | 151 | 465 | 1,229| | 3,497 |
| Morwong, Jackass-Fish, Perch, Other Snapper— | | | | | | | |
| *Nemipteridae*, *N. macropterus*, *N. valenciennesi*, Other *N. spp.*, *Cheliodactylus spp.* | 2,900 | 1 | | | 3 | 9 | 2,913 |
| Leatherjacket— | | | | | | | |
| *Aluteridae* | 1,764 | 16 | 6 | 1 | 22 | (b) | 1,809 |
| Whiting— | | | | | | | |
| *Sillago ciliata*, *S. macculata*, *S. barbata*, *Sillaginodes punctatus* | 163 | 154 | 505 | 1,211| 419 | | 2,452 |
| Mackerel— | | | | | | | |
| *Scomberomorus commerson*, *S. queenslandicus* | 8,039 | 1,676 | 1,199| 3,006| 2,237| 384 | 1,213 |
| Other Species | | | | | | | |
| **Total** | | | | | | | |
| | 26,441 | 13,833 | 9,368| 8,154| 9,393| 3,115 | 70,422|
(a) Catch by Victorian fishermen in Tasmanian waters is included in Victoria.
(b) Less than 500 lb.
(c) Includes Northern Territory production—species details not available.
2. Crustaceans and Molluscs.—Crayfish are taken (in pots) in all States other than Queensland. Cray fisheries have developed greatly since the 1939–45 War to take advantage of the market in the United States of America for frozen crayfish tails, the total catch increasing from approximately 3 million lb. in 1945–46 to 20.2 million lb. in 1954–55.
Prawns are taken by otter trawl in the waters of New South Wales, Queensland and Western Australia. Prawns have been found in considerable quantity in the ocean waters of northern New South Wales and southern Queensland. An important development is anticipated with improvement of handling and distribution and opening up of oversea markets.
Initially the Australian oyster fisheries depended solely upon the harvesting of naturally grown stock in littoral and submarine areas. However, the stocks soon deteriorated and attention was turned to methods of cultivation. This is carried on mainly in New South Wales where there has been constant improvement in methods, and the present technique in certain areas is highly efficient. The production for Australia in 1954–55 was 10,434,000 lb. (in shell). Scallops are taken by dredge in the D'Entrecasteaux Channel in Tasmania and recently they have been taken by trawl in Hervey Bay, Queensland.
Details of production of crustaceans and molluscs are shown by States in the table below on a gross (in-shell) weight basis for the year 1954–55.
**RECORDED PRODUCTION OF CRUSTACEANS AND MOLLUSCS, 1954-55.**
*(GROSS (IN-SHELL) WEIGHT.)*
(*'000 lb.*)
| Item. | N.S.W. | Vic.(a) | Qld. | S. Aust. | W. Aust. | Tas.(a) | Aust. |
|-------------|--------|---------|------|----------|----------|---------|-------|
| **Crustaceans—** | | | | | | | |
| Crayfish | .545 | 4,263 | 9 | 4,589 | 10,906 | 2,895 | 20,207|
| Crabs | 237 | | 556 | 1 | 19 | | 813 |
| Prawns | 4,603 | 19 | 2,000| | .26 | | 6,648 |
| **Total** | 5,385 | 1,282 | 2,565| 4,590 | 10,951 | 2,895 | 27,668|
| **Molluscs—** | | | | | | | |
| Oysters | 10,198 | .15 | 158 | | 39 | 44 | 10,454|
| Scallops | | | 27 | | 12 | 5,406 | 5,406 |
| Other | | 32 | | | | | 71 |
| **Total** | 10,198 | 47 | 185 | | 51 | 5,450 | 15,931|
(a) Catch by Victorian fishermen in Tasmanian waters is included in Victoria.
3. Pearl-shell and Trochus.—The industry, which ceased operations on Japan's entry into the war in December, 1941, did not resume on a commercial basis at Queensland centres until late in 1945, and at Western Australian centres until 1946, while operations off the Northern Territory coast were not resumed until 1948.
Before the war, a large proportion of the key men were Japanese; the others included Malays, Chinese, Koeangers, Filipinos, Papuans and Torres Straits Islanders. On the resumption of operations without the Japanese, the labour available was, with few exceptions, inefficient. The expansion of the industry at Darwin has been retarded by the fact that the key men lack the local knowledge acquired by the Japanese. Western Australian centres also suffered from lack of skilled labour. In 1953, the Commonwealth permitted the employment at Broome, under certain conditions, of 35 Japanese divers, tenders and enginedrivers. Queensland, with a more ready source of labour from the Torres Strait Islands and mainland, was able to expand its fishing more rapidly, and in the 1949 season, achieved its second highest pearl-shell production on record.
In 1953, a Japanese fleet, which had been pearling in the Arafura Sea while a Japanese Mission in Canberra was discussing a fisheries agreement with the Australian Government, moved into an area in which they had been asked not to fish. Their action was regarded
as having broken off the negotiations, and proclamations were issued in September, 1953 declaring Australia's sovereign rights over the natural resources of the sea bed and sub-soil of the Continental Shelf adjoining Australia, its territories and the Trust Territory of New Guinea. In September, the Pearl Fisheries Act 1952-53, providing for licensing and control of pearling, was brought into operation.
Japan disputed Australia's right to apply this legislation to foreign ships, and Australia agreed to refer the dispute to the International Court of Justice on condition that meantime Japanese pearling in Australian waters would be conducted in conformity with the Australian Government's policy of regulation and conservation, and that Japan would abide by the Court's decision. On these conditions, a Japanese pearling fleet has operated in prescribed waters since 1954.
Australian production of pearl-shell and trochus-shell was 2,489,000 lb. and 2,784,000 lb. respectively in 1954-55. In addition, Japanese pearlers took 2,105,000 lb. of pearl-shell in Australian waters.
Reference to inquiries into the pearl-shell fishing industry by a Royal Commission in 1912, and by the Tariff Board in 1935, is made on p. 1031 of Official Year Book No. 37.
§ 3. Marketing and Distribution.
1. Marketing.—Most of the fish taken in Australian waters is sold in metropolitan markets. In Queensland, fish marketing is under the control of a Fish Board, which has representatives of producers, wholesalers and consumers, and a Government nominee as chairman. A central market is located in Brisbane and there are branch markets or depots at fourteen centres along the coast. The organization ensures that all fish is marketed through these channels, and the board has encouraged to a very marked extent the steadily increasing fish production of the State. The fish marketing methods in this State have proved successful. In New South Wales, the central market in Sydney is conducted by the Chief Secretary's Department, and the port depots in various centres along the coast by fishermen's co-operatives. These co-operatives distribute some of their fish to local centres and to inland country districts, and send the balance to the central market in Sydney. In Victoria, South Australia and Western Australia, fish is sold in central markets by agents. The greater part of the catch of fish in Tasmania is either processed in canneries in that State or exported to the mainland. There is some interstate export of fish from the northern rivers of New South Wales to Queensland, from Tasmania to New South Wales and Victoria, and from South Australia to Victoria.
2. Consumption of Fish.—Prior to the 1939-45 War, Australians consumed annually the fresh and canned equivalent of about 131 million lb. of round fish, or 19.0 lb. per person. About 70 million lb. were produced locally and the remainder was imported. Total consumption (including canned and cured) during 1954-55 is estimated at 94.2 million lb. edible weight (10.4 lb. per head) as compared with 87.8 million lb. edible weight (9.9 lb. per head) in the previous year. This is equivalent to approximately 186.5 million lb. fresh round weight (20.5 lb per head) and 174.4 million lb. fresh round weight (19.6 per head) respectively.
3. Processing, including Canning.—The equipment for handling fish was in the past rather inadequate, but in most States cold storage facilities have been improved and increased in recent years. In Queensland and New South Wales, particularly, the depots which have been established at fishing ports have been equipped with cold storage space. In several States, there has been a development of establishments equipped for snap freezing of fish, in particular the freezing of crayfish tails, prawns and scallops for export. A number of vessels have been equipped with freezing plants to process crayfish at sea.
In all States, there has been a development of facilities for light processing of fish.
Reference to the production of processed fish and number of factories operating will be found in § 5, para. 4, p. 967. Considerable expansion has taken place in the industry, particularly since 1945-46. In 1938-39, three factories processed 1,472,592 lb. of fish valued at £29,581, whereas in 1954-55 nine factories processed 10,585,052 lb., valued at £341,240.
4. By-products.—Processing of offal for fish-meals, etc., has been established in certain States. The processing of livers for vitamin-rich oils was undertaken in several States but as mentioned previously production has fallen to a low level in recent years.
§ 4. Inquiries and Research.
1. General.—The Australian fishing industry has been the subject of a number of official inquiries seeking an explanation of the very slow rate of development and the unfortunate conditions prevailing within the industry as well as the paucity of supplies available to the public. Details of the inquiries undertaken, the recommendations arising from them, and subsequent developments will be found in Official Year Book No. 38, p. 1082.
2. Commonwealth Scientific and Industrial Research Organization, Division of Fisheries and Oceanography.—Details of the establishment, organization and functions of the Division of Fisheries of the Commonwealth Scientific and Industrial Research Organization will be found in Official Year Book No. 38, p. 1083. The scientific basis on which the work of the Division is carried out has now been widened, and, to provide for this, the name of the Division has been amended to "Division of Fisheries and Oceanography".
Research carried out by the Division has assisted greatly in the development and preservation of Australian fisheries. Details may be found in Official Year Book No. 41, p. 848, and in previous issues.
3. Commonwealth Fisheries Office.—The Commonwealth Fisheries Office, a division of the Department of Primary Industry, arose out of a Tariff Board recommendation in 1941, following a public inquiry into the fishing industry, that a Commonwealth developmental authority should be established. Details of the establishment, organization and functions of the office will be found in Official Year Book No. 38, p. 1084.
In accordance with the Tariff Board report, scientific research, as distinct from developmental and administrative functions, was left to the Commonwealth Scientific and Industrial Research Organization which had established a Division of Fisheries for this purpose in 1937.
The Commonwealth is responsible for extra-territorial waters, whaling, pearling, rehabilitation of ex-servicemen in the fishing industry, fishery training schools, commercial development of fisheries, promotion of uniform conditions governing catches of various species of fish, statistics, information and publications.
4. North Australia Development Committee.—In 1946, the North Australia Development Committee recommended that a hydrological and oceanographical survey should be made of North Australian waters. It also suggested that a biological survey should be made of the pearl oyster with particular reference to the possibility of instituting pearl culture.
Further reference to these and other recommendations may be found in Official Year Book No. 41, p. 848.
The C.S.I.R.O. Division of Fisheries subsequently set up a biological research station on Thursday Island, mainly for the pearl and pearl-shell investigations. Since 1951, a research vessel has been based on Thursday Island and is used for diving, biological and hydrological work.
5. Whaling.—The Commonwealth Fisheries Office carried out extensive investigational and preparatory work for the establishment of an Australian whaling industry. In 1949, a privately-owned station began operating at Pt. Cloates, Western Australia. The same year the Australian Whaling Commission was established. The Commission built a station at Babbage Island, near Carnarvon, Western Australia, but it did not begin operating until almost the end of the 1950 season. In 1956, legislation was passed to dissolve the Commission, and its assets were sold to Nor' West Whaling Company. From the proceeds of the sale a Fisheries Development Trust Account was set up to foster the development of the Australian fishing industry. There is also a small station in Western Australia at Cheynes Beach near Albany. A large station began operating in 1952 at Moreton Island (Queensland), and in 1954 a small station began operating at Byron Bay (New South Wales). In 1956, the company operating the Byron Bay station established a station at Norfolk Island. In the same year, the station operating at Pt. Cloates (W.A.) closed down. In
1955, the five stations operating processed 1,840 whales, producing whale oil and other products valued at £1,953,000. A table showing statistics of whaling operations appears in § 5, para. 2, following.
The Director of Fisheries represents Australia on the International Whaling Commission, which controls whaling throughout the world.
§ 5. The Fishing and Whaling Industry—Statistics.
1. Fisheries.—(i) Quantity and Gross Value of Take. Recorded production for all fisheries is shown in the following table.
RECORDED FISHERIES PRODUCTION: QUANTITY AND GROSS VALUE OF TAKE, 1954-55.
| Particulars. | Unit. | N.S.W. | Vic.(a) | Qld. | S.A. | W.A. | Tas.(a) | Aust.(b) |
|--------------|-------|--------|---------|------|------|------|---------|----------|
| Fish— | | | | | | | | |
| Equivalent Round Weight | '000 lb. | 26,441 | 13,833 | 9,368 | 8,154 | 9,393 | 3,115 | 70,422 |
| Gross Value | £'000. | 1,824 | 866 | 499 | 768 | 510 | 153 | 4,632 |
| Crustaceans— | | | | | | | | |
| Gross Weight | '000 lb. | 5,385 | 1,282 | 2,565 | 4,590 | 10,951| 2,895 | 27,668 |
| Gross Value | £'000. | 755 | 147 | 279 | 396 | 1,099 | 253 | 2,929 |
| Molluscs— | | | | | | | | |
| In-shell Weight | '000 lb. | 10,198 | 669 | 47 | 185 | .. | 51.2 | 5,450 |
| Gross Value | £'000. | .. | .. | 1 | 7 | .. | .. | 15,931 |
| Shark Livers—| | | | | | | | |
| Gross Weight | '000 lb. | .. | 60 | .. | 110 | .. | .. | 170 |
| Gross Value | £'000. | .. | 8 | .. | 14 | .. | .. | 22 |
| Pearl-shell(c)—| | | | | | | | |
| Weight | '000 lb. | .. | .. | 896 | .. | 1,250 | .. | 2,489 |
| Gross Value | £'000. | .. | .. | 202 | .. | 356 | .. | 647 |
| Trochus-shell(c)—| | | | | | | | |
| Weight | '000 lb. | .. | .. | 2,775 | .. | 9 | .. | 2,784 |
| Gross Value | £'000. | .. | .. | 349 | .. | 1 | .. | 350 |
(a) Catch by Victorian fishermen in Tasmanian waters is included in Victoria. (b) Includes Northern Territory; 118,000 lb. of fish valued at £12,000 and 343,000 lb. of pearl-shell valued at £89,000. (c) Western Australia season ended 15th December. Northern Territory season ended 31st January.
RECORDED FISHERIES PRODUCTION: QUANTITY AND GROSS VALUE OF TAKE, 1950-51 TO 1954-55.
| Particulars. | Unit. | 1950–51. | 1951–52. | 1952–53. | 1953–54. | 1954–55. |
|--------------|-------|----------|----------|----------|----------|----------|
| Fish— | | | | | | |
| Equivalent Round Weight | '000 lb. | (a) 71,337 | 71,634 | 81,379 | 78,828 | 70,422 |
| Gross Value | £'000. | 3,317 | 3,810 | 4,514 | 4,716 | 4,632 |
| Crustaceans— | | | | | | |
| Gross Weight | '000 lb. | 17,657 | 17,260 | 19,722 | 22,265 | 27,668 |
| Gross Value | £'000. | 1,290 | 1,863 | 2,106 | 2,510 | 2,929 |
| Molluscs— | | | | | | |
| In-shell Weight | '000 lb. | 8,632 | 9,761 | 11,719 | 13,570 | 15,931 |
| Gross Value | £'000. | 369 | 436 | 487 | 641 | 829 |
| Shark Livers—| | | | | | |
| Gross Weight | '000 lb. | (a) 250 | 199 | 308 | 254 | 170 |
| Gross Value | £'000. | (a) 25 | 25 | 34 | 22 | |
| Pearl-shell—(b)| | | | | | |
| Weight | '000 lb. | 2,441 | 1,906 | 2,048 | 2,337 | 2,489 |
| Gross Value | £'000. | 479 | 459 | 487 | 595 | 647 |
| Trochus-shell—(b)| | | | | | |
| Weight | '000 lb. | 2,883 | 2,634 | 2,238 | 3,057 | 2,784 |
| Gross Value | £'000. | 228 | 234 | 146 | 260 | 350 |
(a) Incomplete; excludes catch by Victorian fishermen in Tasmanian waters, details of which are not available. (b) Western Australia, season ended 15th December. Northern Territory, season ended 31st January.
(ii) Boats and Men Engaged, etc. The following table shows particulars of boats and equipment used and persons engaged in the various fisheries. Details relating to oyster leases are also shown.
### FISHERIES: BOATS AND EQUIPMENT IN USE AND PERSONS ENGAGED, 1954–55.
| Particulars | Unit. | N.S.W. | Vic. | Qld. | S.A. | W.A. (a) | Tas. | N.T. | Aust. |
|-------------------------------------------------|-------|--------|------|------|------|----------|------|------|-------|
| **General Fisheries—(b)** | | | | | | | | | |
| Boats Engaged | No. | 2,280 | 726 | 4,331| 1,439| 616 | 621 | 17 | 10,030|
| Value of Boats and Equipment | £'000 | 1,668 | 776 | 1,561| 510 | 1,245 (c)| 475 | 5 | 6,240 |
| Persons Engaged | No. | 2,239 | 1,018| 9,157| 5,037| 1,069 | 1,126| 39 | 19,685|
| **Edible Oyster Fisheries** | | | | | | | | | |
| Boats Engaged | " | 1,038 | 4 | 52 | " | " | 10 | " | 1,104 |
| Value of Boats and Equipment | £'000 | 113 | (d) | 10 | " | (c) | " | " | 123 |
| Persons Engaged | No. | 783 | 5 | 109 | " | 15 | 10 | " | 922 |
| Leases Granted | " | (e)5,291| 5 | 364 | " | " | " | " | 5,660 |
| Length of Foreshore in Leases | '000 yds | (f)1,027| 16 | (g) | " | " | " | " | (h)1,043|
| **Pearl, Pearl-shell and Trochus-shell Fisheries** | | | | | | | | | |
| Boats Engaged | No. | " | " | 88 | " | 30 | " | 9 | 127 |
| Value of Boats and Equipment | £'000 | " | " | 367 | " | 147 | " | 50 | 564 |
| Persons Engaged | No. | " | " | 1,114| " | 314 | " | 78 | 1,506 |
| **Total, All Fisheries** | | | | | | | | | |
| Boats Engaged | No. | 3,318 | 730 | 4,471| 1,439| 646 | 631 | 26 | 11,261|
| Value of Boats and Equipment | £'000 | 1,781 | 776 | 1,938| 510 | 1,392 | 475 | 55 | 6,927 |
| Persons Engaged | No. | 3,022 | 1,023| 10,380| 5,037| 1,398 | 1,136| 117 | 22,113|
(a) Year ended 31st December, 1954.
(b) Includes Crustacean and Scallop Fisheries.
(c) Value of boats engaged in Oyster Fisheries is included in General Fisheries.
(d) Less than £500.
(e) As at 30th June, 1955.
(f) Also, 6,547 acres offshore.
(g) Not available.
(h) Incomplete.
---
### FISHERIES: BOATS AND EQUIPMENT IN USE AND PERSONS ENGAGED, 1950-51 TO 1954-55.
| Particulars | Unit. | 1950–51. | 1951–52. | 1952–53. | 1953–54. | 1954–55. |
|-------------------------------------------------|-------|----------|----------|----------|----------|----------|
| **General Fisheries—(a)** | | | | | | |
| Boats Engaged | No. | 8,628 | 8,872 | 9,407 | 9,877 | 10,030 |
| Value of Boats and Equipment | £'000 | 4,449 | 4,613 | 5,028 | 5,936 | 6,240 |
| Persons Engaged | No. | 14,870 | 16,602 | 17,401 | 18,598 | 19,685 |
| **Edible Oyster Fisheries** | | | | | | |
| Boats Engaged | No. | 1,020 | 1,114 | 1,079 | 978 | 1,104 |
| Value of Boats and Equipment | £'000 | 90 | 98 | 103 | 129 | 123 |
| Persons Engaged | No. | 664 | 901 | 871 | 700 | 922 |
| Leases Granted | " | 5,403 | 5,495 | 5,543 | 5,634 | 5,660 |
| Length of Foreshore in Leases(b)(c) | '000 yds | 1,016 | 1,006 | 1,039 | 1,020 | 1,043 |
| **Pearl, Pearl-shell and Trochus-shell Fisheries** | | | | | | |
| Boats Engaged | No. | 154 | 132 | 114 | 124 | 127 |
| Value of Boats and Equipment | £'000 | 558 | 523 | 441 | 502 | 564 |
| Persons Engaged | No. | 1,621 | 1,516 | 1,152 | 1,386 | 1,506 |
| **Total, All Fisheries** | | | | | | |
| Boats Engaged | No. | 9,802 | 10,118 | 10,600 | 10,979 | 11,261 |
| Value of Boats and Equipment | £'000 | 4,797 | 5,234 | 5,572 | 6,567 | 6,927 |
| Persons Engaged | No. | 17,155 | 19,019 | 19,424 | 20,684 | 22,113 |
(a) Includes Crustacean and Scallop Fisheries.
(b) Incomplete; details for Queensland are not available.
(c) Also (in N.S.W.) 5,628 acres offshore in 1950–51; 5,749 in 1951–52; 5,888 in 1952–53; 6,296 in 1953–54; and 6,547 in 1954–55.
2. Whaling.—The information summarized in the table below was supplied by the Commonwealth Fisheries Office. Details relate to seasons extending from about May to October of each year.
**WHALING STATISTICS, AUSTRALIA.**
| Particulars | Unit | 1951. | 1952. | 1953. | 1954. | 1955. |
|-------------------------------------------------|-------|-------|-------|-------|-------|-------|
| Seasonal Quota (a) | No. | 1,250 | 1,850 | 2,000 | 2,040 | 1,840 |
| Whales Taken | " | 1,224 | 1,787 | 2,001 | 2,039 | 1,840 |
| Whales Processed | " | 1,220 | 1,780 | 2,001 | 2,039 | 1,840 |
| Average Length of Whales Processed | ft. | 40.3 | 40.1 | 40.0 | 39.8 | 40.8 |
| Average Oil Production per Whale Processed | Barrel c | 45.9 | 51.3 | 51.2 | 49.1 | 51.8 |
| Persons Employed—At Sea | No. | 48 | 110 | 110 | 114 | 124 |
| Persons Employed—Ashore | " | 230 | 390 | 390 | 420 | 433 |
| Whale Oil Produced—Quantity | Barrel c | 56,051 | 91,360 | 102,354 | 100,068 | 95,258 |
| Whale Products—Value | £'000 | 1,601 | 1,670 | 1,803 | 1,960 | 1,953 |
(a) In terms of humpback whales, as determined by the Minister for Primary Industry, acting on the advice of the Director of Fisheries. For quota purposes, 1 blue whale is taken as equivalent to 2 fin whales, $2\frac{1}{2}$ humpback whales or 6 sei whales.
(b) Includes one blue whale.
(c) 6 barrels = 1 ton.
3. Value of Production.—(i) **Gross and Local Values, 1954–55.** Although statistics of the value of production of the fishing industry have been on an established basis for some years, attention is drawn to the fact that the actual collection of statistics of the quantity of fish taken presents many difficulties and consequently any defects which may occur in the collection must necessarily be reflected in the value of production. Particulars of the value of materials used in the process of production are not available for all States, so the values can only be stated at the point of production and not on a net basis as has been done with other industries. Variations in the relative proportions of marketing costs to gross production suggest that complete uniformity in method has not yet been attained.
**GROSS AND LOCAL VALUE OF PRODUCTION: FISHING AND WHALING, 1954-55. (£'000.)**
| State | Gross Production Valued at Principal Markets. | Marketing Costs. | Gross Production Valued at Place of Production. |
|------------------------|-----------------------------------------------|------------------|-----------------------------------------------|
| New South Wales | 3,268 | 529 | 2,739 |
| Victoria | 1,002 | 153 | 849 |
| Queensland | 1,436 | 161 | 1,275 |
| South Australia | 1,178 | 132 | 1,046 |
| Western Australia | 2,192 | 43 | 2,149 |
| Tasmania | 556 | .. | 556 |
| Northern Territory | 113 | .. | 113 |
| **Total** | **9,745** | **1,018** | **8,727** |
(ii) **Local Values, 1934–35 to 1938–39 (Average) and 1950–51 to 1954–55.** In the following table, the local value of fisheries production and the local value per head of population are shown by States for the average of years 1934–35 to 1938–39 and for each of the years 1950–51 to 1954–55. Local value is gross value less marketing costs and is the value at the place of production. Because the value of materials used in the course of production is not available for all States it is not possible to show a comparison of net values.
### LOCAL VALUE OF FISHING AND WHALING PRODUCTION.
| Year | N.S.W. | Vic. | Q'land. | S. Aust. | W. Aust. | Tas. | Total |
|---------------|--------|------|---------|----------|----------|------|-------|
| **Local Value. (£'000.)** | | | | | | | |
| Average, 1934–35 to 1938–39 | 588 | 159 | 292 | 182 | 229 | 80 | 1,530 |
| 1950–51 | 1,730 | 700 | 812 | 404 | 812 | 411 | 4,869 |
| 1951–52 | 1,821 | 706 | 835 | 701 | 1,225 | 441 | 5,729 |
| 1952–53 | 2,233 | 753 | 844 | 851 | 1,610 | 606 | 6,897 |
| 1953–54 | 2,642 | 834 | 951 | 1,015 | 1,867 | 432 | 7,741 |
| 1954–55 | 2,739 | 849 | 1,275 | 1,046 | 2,149 | 556 | (a) 8,727 |
| **Local Value per Head of Population. (s. d.)** | | | | | | | |
| Average, 1934–35 to 1938–39 | 4 5 | 1 9 | 5 11 | 6 3 | 10 0 | 6 11 | 4 6 |
| 1950–51 | 10 8 | 6 3 | 13 5 | 11 2 | 28 6 | 29 0 | 11 9 |
| 1951–52 | 10 11 | 6 1 | 13 5 | 18 11 | 41 6 | 30 1 | 13 6 |
| 1952–53 | 13 3 | 6 4 | 13 3 | 22 3 | 52 8 | 40 1 | 15 11 |
| 1953–54 | 15 6 | 6 10 | 14 7 | 25 10 | 59 2 | 27 11| 17 6 |
| 1954–55 | 15 10 | 6 10 | 19 3 | 25 11 | 66 3 | 35 6 | (a) 19 3 |
(a) Includes Northern Territory.
---
4. **Fish Preserving.**—The attempt to establish the fish preserving industry at the commencement of this century met with little success although a bounty was paid to encourage production. The industry, however, continued to operate, but there was no marked development until about 1945–46 when the production of canned fish amounted to 1,700,000 lb. After that year, production increased considerably and reached a peak of 10,900,000 lb. in 1948–49, but by 1950–51 it had declined to 7,300,000 lb. It increased again to 7,700,000 lb. in 1952–53, but declined again to 6,600,000 lb. in 1953–54 and was at approximately the same level in 1954–55.
In addition to the canning of fish, other fish products are produced. In 1954–55, these included 66,000 lb. of smoked fish, 1,055,000 lb. of fish paste and a considerable quantity of frozen crayfish tails for export.
In 1939, New South Wales and Tasmania were the only States canning fish, but the industry has since been extended to Victoria, South Australia and Western Australia. Details of production are given in the following table for the years 1938–39 and 1950–51 to 1954–55.
### PRODUCTION OF CANNED FISH(a): AUSTRALIA.
| Particulars | 1938–39 | 1950–51 | 1951–52 | 1952–53 | 1953–54 | 1954–55 |
|------------------------------|---------|---------|---------|---------|---------|---------|
| Number of factories operating | 3 | 18 | 17 | 13 | 11 | 9 |
| Quantity produced lb. | 603,302 | 7,279,033 | 7,294,622 | 7,705,081 | 6,604,587 | 6,645,552 |
| Value £ | 13,700 | 723,689 | 965,100 | 1,020,307 | 838,179 | 834,090 |
(a) Including the canning of fish loaf and crustaceans.
The varieties canned in the several States differ according to the species caught, but separate details for each variety are not available. In New South Wales, Australian salmon and tuna are the principal varieties. Barracouta is of major importance in Victoria and Tasmania; and Australian salmon predominates in South Australia and Western Australia; herrings are also important in the latter State.
5. State Revenue from Fisheries.—The revenue from fisheries during the year 1954–55 was £62,416, compared with £66,420 in 1953–54 and £34,273 in 1938–39. Of the total of £62,416 in 1954–55, New South Wales collected £30,037, Victoria £4,031, Queensland £13,057, South Australia £4,779, Western Australia (year ended December, 1954) £5,596, Tasmania £4,843 and Northern Territory £73.
§ 6. Oversea Trade in Fishery Products.
Note.—Values of Australian oversea trade shown in this section are expressed in £A. f.o.b., port of shipment.
1. Imports of Fish.—The equivalent, in the round, of imported fish consumed in Australia in 1954–55 was 34 per cent. of the total consumption. Particulars of the imports of fish are shown below for the years 1950–51 to 1954–55 in comparison with 1938–39.
FISH (INCLUDING SHELL FISH): IMPORTS INTO AUSTRALIA.
| Classification | 1938–39 | 1950–51 | 1951–52 | 1952–53 | 1953–54 | 1954–55 |
|----------------|---------|---------|---------|---------|---------|---------|
| Fresh or preserved by cold process | 84,028 | 103,926 | 150,972 | 86,397 | 140,769 | 165,072 |
| Potted or concentrated | 9,435 | 1,959 | 1,766 | 583 | 1,359 | 1,388 |
| Preserved in Tins— | | | | | | |
| Fish— | | | | | | |
| Herrings | 38,917 | 95,227 | 88,149 | 20,030 | 61,277 | 60,542 |
| Salmon | 166,695 | 14,923 | 20,387 | 24,855 | 27,339 | 57,897 |
| Sardines, Sild and Pilchards | 29,372 | 81,575 | 74,375 | 3,842 | 41,695 | 51,050 |
| Other | 14,306 | 4,535 | 15,455 | 916 | 3,459 | 5,574 |
| Crustaceans and Molluscs— | | | | | | |
| Crustaceans | 6,829 | 6,194 | 3,308 | 2,150 | 4,141 | 4,922 |
| Oysters | 1,939 | 121 | 198 | 115 | 272 | 496 |
| Other | (a) | 74 | 225 | 113 | 137 | |
| Smoked or Dried (not salted) | 8,122 | 64,099 | 56,235 | 55,929 | 50,291 | 60,485 |
| Other (including salted) | 7,987 | 8,655 | 11,911 | 6,878 | 11,296 | 12,294 |
(a) Not recorded separately.
The value of fish and fish products imported during 1954–55 amounted to £5,571,000, compared with £4,104,000 in 1953–54.
Canned fish (total imports of which in 1954–55 were valued at £3,532,000) accounted for most of the imports; salmon from the U.S.S.R. and Japan, herrings from the United Kingdom and Norway and sardines from Norway were the chief varieties imported. A considerable proportion of the fresh fish imported in 1954–55 came from the United Kingdom, the Union of South Africa and New Zealand, and the potted fish came chiefly from the United Kingdom; the bulk of the remainder came from South Africa and the United Kingdom.
2. Exports of Fish.—During 1954–55, the exports of fish of Australian origin were as follows:—Fresh or frozen crayfish tails, 39,906 cwt., £1,673,110; other fish (including shell fish), fresh or preserved by cold process, 9,163 cwt., £92,562; oysters in shell, 475 cwt., £4,322; potted or concentrated, 21 cwt., £515; fish preserved in tins, 3,737 cwt., £77,666; shell fish in tins, 446 cwt., £15,114; smoked or dried, 99 cwt., £1,942.
3. Exports of Pearl and other Shell.—The exports of pearl, trochus and other shell of Australian origin are shown hereunder for the years 1938–39 and 1950–51 to 1954–55.
PEARL, TROCHUS AND OTHER SHELL: EXPORTS FROM AUSTRALIA.
| Article | 1938–39 | 1950–51 | 1951–52 | 1952–53 | 1953–54 | 1954–55 |
|---------------|---------|---------|---------|---------|---------|---------|
| Pearl-shell | | | | | | |
| cwt. | 52,532 | 22,877 | 14,473 | 24,714 | 23,020 | 23,924 |
| £ | 244,266 | 485,685 | 370,096 | 694,029 | 653,797 | 690,204 |
| Trochus-shell | | | | | | |
| cwt. | 9,108 | 27,460 | 42,815 | 34,751 | 47,415 | 36,414 |
| £ | 34,166 | 231,580 | 515,067 | 247,483 | 591,511 | 578,876 |
| Other shell | | | | | | |
| cwt. | 4 | 621 | 2,531 | 5,732 | 5,853 | 4,938 |
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Gaseous CO₂ is stable, mostly inert and non-corrosive. However, upon dissolution in water and a subsequent hydration, a more reactive chemical species - carbonic acid, is formed, which then partially dissociates to form an acidic solution, corrosive for carbon steel. Due to partial dissociation, these kinds of aqueous solutions are called weak acids, even if there is nothing weak about them when it comes to corrosion. Actually, aqueous CO₂ solutions are more corrosive than strong acid solutions at the same pH. A lot is known about corrosion of carbon steel in aqueous CO₂ solutions: the water speciation, the electrochemistry of cathodic and anodic reactions, the formation of protective layers, the most influential factors, etc. Over the past 50 years a vast body of knowledge was generated in this field, mostly driven by the challenges coming from the oil and gas industry, where the hydrocarbons that emerge from the ground are always accompanied with some CO₂ and water, making internal corrosion of carbon steel facilities a large problem. Wells, pipelines, processing and distribution facilities are all affected.
Removal of anthropogenic CO₂ from the atmosphere and its capture at the source are some of the largest scientific and engineering challenges facing humanity in the 21st century. If this CO₂ is to be safely captured, transported and stored underground, it must be compressed to pressures where it can be in liquid or supercritical form. Even very small amounts of water, SO₄ and NOₓ (in the ppm range) can lead to catastrophically high internal corrosion rates of transportation and injection facilities made from carbon steel. Little is known about this type of corrosion and the understanding we have about aqueous CO₂ corrosion of carbon steel in the oil and gas industry does not carry over entirely. | <urn:uuid:e693cd92-80ae-4a01-8aac-7e35fc1cd623> | CC-MAIN-2025-05 | https://www.icmt.ohio.edu/documents/Choi-Seminar-Flyer.pdf | 2025-01-18T01:21:31+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362340.49/warc/CC-MAIN-20250117231700-20250118021700-00843.warc.gz | 858,403,623 | 366 | eng_Latn | eng_Latn | 0.997992 | eng_Latn | 0.997992 | [
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Our history topic this half term is, ‘What was life like in Victorian Britain?’ This is a study of British history and we will be exploring the monarch Queen Victoria. Throughout our learning, we will look at how the Victorians shaped our modern world, the Industrial Revolution and what Shelton was like in the 1900s.
**English**
During this half term, we will be reading the non-fiction book ‘Queen Victoria.’ We will be using this book, alongside our history learning, to create non-chronological reports on Queen Victoria and Thomas Barnardo. To finish our writing journey, we will write letters to significant Victorian figures about what we have learnt.
**Reading**
Please continue to listen to your children read every night at home. We recognise that this is not always an easy task, but thank you for your commitment to this.
The children will have daily guided reading sessions as well as read individually with the class teacher or support staff.
All children will also continue to have access to the ‘Bug Club’ online library. Please encourage your child to access this fantastic resource at home if you are able to do so.
**Maths**
For this half term, the children will be exploring area and perimeter, properties of shape, position and direction. We will also recap calculation, fractions and decimals.
All children have access to Times Table Rock Stars online. Please encourage your child to access this at home as it will help with their multiplication skills.
A reminder that all children in Year 4 need to know their multiplication tables up to 12 x 12 by the end of the year and they will complete the multiplication check in June.
**Science**
We will be continuing to explore states of matter: solids, liquids and gases this half term. We will be examining different materials and seeing what happens to them when they are heated and cooled.
We will also be looking at evaporation and condensation and the roles these play in the water cycle.
**PE**
For children in 4W PE will be on a **Monday afternoon** and 4C’s will be a **Friday afternoon**.
Please ensure that your child is in their PE kit on those days. Our PE kit is black tracksuit bottoms or shorts, a white t-shirt and black pumps or trainers. | <urn:uuid:e2576ef2-50bc-4213-b088-7fbf8e000b5a> | CC-MAIN-2025-05 | https://www.stmarksprimary.org.uk/_site/data/files/parents/yr-group-newsletters/summer-2/C2C9373D85447B9AB512A9CCA55B373A.pdf | 2025-01-18T00:31:55+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362340.49/warc/CC-MAIN-20250117231700-20250118021700-00846.warc.gz | 1,085,128,003 | 458 | eng_Latn | eng_Latn | 0.999008 | eng_Latn | 0.999008 | [
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Homophones
Homophones are words that sound the same but have different spellings/meanings.
Look at the picture and write the correct word.
mail
sale
knight
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Responsive prayer
GOALS FOR THE GROUP LEADER
1. Help the group members to understand that prayer is a two-way communication with God (a dialogue)
2. To teach them to respond in prayer to God when he speaks to them in the Bible
I. WORSHIP (14 min.)
1. Prayer
Pray that God will guide us through his Spirit; that we will be aware of his presence and that we will listen to what he says.
2. Meditation
Worship is to submit to God’s plan for your life.
Theme: To submit to God’s plan for your life
Read the Bible verses mentioned below and the explanation. Or explain the verses in your own words.
Luke 22:39-46.
39 Jesus went out as usual to the Mount of Olives, and his disciples followed him. 40 On reaching the place, he said to them, “Pray that you will not fall into temptation.” 41 He withdrew about a stone’s throw beyond them, knelt down and prayed, 42 “Father, if you are willing, take this cup from me; yet not my will, but yours be done.” 43 An angel from heaven appeared to him and strengthened him. 44 And being in anguish, he prayed more earnestly, and his sweat was like drops of blood falling to the ground. 45 When he rose from prayer and went back to the disciples, he found them asleep, exhausted from sorrow. 46 “Why are you sleeping?” he asked them. “Get up and pray so that you will not fall into temptation.”
➢ Why did Jesus pray in the garden of Gethsemane?
➢ What does it mean when we pray, “Not my will, but yours be done” (Luke 22:42)? Or: “Not as I will, but as you will” (Matthew 26:39)?
3. Worship
Let everyone in the small group take a turn to worship (in one or two sentences) God and submit his life to God’s plan for his life.
II. INTRODUCTION THEME (1 min.)
The theme for this meeting is: Responsive prayer
Read or explain in your own words.
Prayer is a two-way communication between us Christians and God, not a one-way communication. Prayer is a conversation, a dialogue, not a monologue. Prayer is a response to God’s Word in the Bible and an expectation of God’s response to our words in prayer. Prayer has different aspects: praising God (who he is), thanking God (what he has done or is doing), confessing sin, asking or requesting (for ourselves) and petitioning (for others).
III. SHARING OF QUIET TIMES (30 min.)
Let everyone in the small group take a turn to share (or read) what he has learned from one of the assigned quiet times.
Theme: Prayer is a dialogue
Day 1 BS Psalm 34:1-22
God responds to our prayer
Day 2 Genesis 28:10-22
God spoke to Jacob about his covenant and Jacob responded to God
Day 3 Exodus 33:12-17
God spoke to Moses about leadership and Moses responded to God
Day 4 Psalm 40:1-3
David cried to God about his oppression and God responded to him
Day 5 Isaiah 38:1-8
Hezekiah spoke to God about his mortal sickness and God responded to him
Day 6 Luke 1:26-38
God spoke through his angel to Mary about giving birth to Jesus and Mary responded to God
Day 7 John 12:23-33
Jesus spoke to God the Father about his death and God responded to him
Day 8 Acts 12:1-19
The congregation prayed to God about their imprisoned leader and God acted immediately
Day 9 2 Corinthians 12:7-10
Paul prayed to God about the thorn in his flesh and God responded to him
Day 10 Matthew 21:28-32
The father in this parable spoke to his sons about work, but only one of them responded to him
IV. ADDITIONAL SHARING (15 min.)
Part IV is optional.
If after sharing quiet times there is still time left over, the following may serve as subjects for conversation.
1. Discussing the study
Discuss the study with reference to the questions mentioned below:
Theme: Prayer is responding to God’s Word
➢ What kind of communication is prayer?
➢ Who may take the initiative in prayer?
➢ What kind of prayers are there?
➢ Which spiritual attitudes are important in prayer?
➢ What are promises with respect to prayer?
➢ What are hindrances with respect to prayer?
2. Commitment
Let the group members consider the following questions and record their answers:
➢ “How important is prayer for you? How important is listening to God speak to you from the Bible and you responding to him through prayer?
➢ “What would you like to change with respect to your prayer life?”
3. Personal sharing
Discuss personal growth and commitment. Who would like to share a difficulty or blessing in his/her personal life? What are your thoughts or feelings?
V. MEMORISATION (5 min.)
1. Review of previous Bible verses
Let pairs of group members review each other’s previously memorised Bible verses (the last memorised Bible verse or the last 5 memorised Bible verses).
2. Memorisation of the new Bible verse
Explain the meaning of the new Bible verse.
PRAYER IS A CONVERSATION
Matthew 7:7
Ask and it will be given to you:
seek and you will find;
knock and the door will be opened to you.
Matthew 7:7 (NIV)
VI. BIBLE STUDY (45 min.)
Theme: Prayer is a conversation (between God and man)
1. Bible Study
Make use of the 5 step method and study:
Psalm 33:1-22; Psalm 34:1-22
Psalm 33:1-22
1 Sing joyfully to the LORD, you righteous;
it is fitting for the upright to praise him.
2 Praise the LORD with the harp;
make music to him on the ten-stringed lyre.
3 Sing to him a new song;
play skilfully, and shout for joy.
4 For the word of the LORD is right and true;
he is faithful in all he does.
5 The LORD loves righteousness and justice;
the earth is full of his unfailing love.
6 By the word of the LORD the heavens were made,
their starry host by the breath of his mouth.
7 He gathers the waters of the sea into jars;
he puts the deep into storehouses.
8 Let all the earth fear the LORD;
let all the people of the world revere him.
9 For he spoke, and it came to be;
he commanded, and it stood firm.
10 The LORD foils the plans of the nations;
he thwarts the purposes of the peoples.
11 But the plans of the LORD stand firm forever,
the purposes of his heart through all generations.
12 Blessed is the nation whose God is the LORD,
the people he chose for his inheritance.
13 From heaven the LORD looks down
and sees all mankind;
14 from his dwelling place he watches
all who live on earth—
15 he who forms the hearts of all,
who considers everything they do.
16 No king is saved by the size of his army;
no warrior escapes by his great strength.
17 A horse is a vain hope for deliverance;
despite all its great strength it cannot save.
18 But the eyes of the LORD are on those who fear him,
on those whose hope is in his unfailing love,
19 to deliver them from death
and keep them alive in famine.
20 We wait in hope for the LORD;
he is our help and our shield.
21 In him our hearts rejoice,
for we trust in his holy name.
22 May your unfailing love be with us, LORD,
even as we put our hope in you.
Psalm 34:1-22
1 I will extol the LORD at all times; his praise will always be on my lips.
2 I will glory in the LORD; let the afflicted hear and rejoice.
3 Glorify the LORD with me; let us exalt his name together.
4 I sought the LORD, and he answered me; he delivered me from all my fears.
5 Those who look to him are radiant; their faces are never covered with shame.
6 This poor man called, and the LORD heard him; he saved him out of all his troubles.
7 The angel of the LORD encamps around those who fear him, and he delivers them.
8 Taste and see that the LORD is good; blessed is the one who takes refuge in him.
9 Fear the LORD, you his holy people, for those who fear him lack nothing.
10 The lions may grow weak and hungry, but those who seek the LORD lack no good thing.
11 Come, my children, listen to me; I will teach you the fear of the LORD.
12 Whoever of you loves life and desires to see many good days,
13 keep your tongue from evil and your lips from telling lies.
14 Turn from evil and do good; seek peace and pursue it.
15 The eyes of the LORD are on the righteous, and his ears are attentive to their cry;
16 but the face of the LORD is against those who do evil, to blot out their name from the earth.
17 The righteous cry out, and the LORD hears them; he delivers them from all their troubles.
18 The LORD is close to the broken-hearted and saves those who are crushed in spirit.
19 The righteous person may have many troubles, but the LORD delivers him from them all;
20 he protects all his bones, not one of them will be broken.
21 Evil will slay the wicked; the foes of the righteous will be condemned.
22 The LORD will rescue his servants; no one who takes refuge in him will be condemned.
2. Emphasis
The Christian responds to God’s speaking through the Bible and his acting in life. Also God responds to the Christian’s speaking to God through his prayer and to the Christian’s behaviour.
3. Explanation for the group leader
Divide the time for Bible study into about three equal parts.
- Let someone read the Bible passage
- Discuss the questions that arise
- Let the group members pray two by two and take turns to pray through one Bible verse
Our response to God (Psalm 33:1-22)
33:1-5. God’s words are right and true and all he does is faithful. God’s truth, righteousness and faithfulness are very important. That is why Christians respond to it with singing, shouting and making music.
‘A new song’ is a song which you compose yourself, which originates in your own heart and from your personal experience of life. They are sung in the official meetings of the Church accompanied by all kinds of music instruments.
33:6-12. God’s words refer first to his spoken words and then to his written words. By his spoken word God created the universe and the earth (verse 6; Genesis 1:3). By his spoken word he shatters the evil political, military and economic plans of the nations (verse 10).
And by his spoken words he reveals himself and his counsel (will, plan) to the prophets, Christ and the apostles. These spoken (revealed) words of God were recorded in the Bible and now are his written words.
God’s Word, his plans and purposes, stand firm forever (verse 11). They cannot be thwarted by the physical events in the created universe or the historical events in the history of the world. That is why the nation that has the LORD as God is really blessed (verse 12),
33:13-19. The God of the Bible is intensively involved in the historical events of this world (cf. Isaiah 14:24,27) and in the life of every individual on earth (cf. Matthew 10:29-30). He sees all mankind, watches them and considers everything they do (verse 13-15; cf. Hebrews 4:13).
No man can save himself by his own strength or position. People need God much more than they realise (verse 16-17)!
God’s eyes of are on those people who fear (trust) him and hope in his unfailing love (verse 18). He looks on them with unfailing love, with favour (mercy and grace) and with goodness (providing them with everything they really need) (cf. Psalm 23:1). He keeps them alive in difficult circumstances (like famine) and often delivers them from death (verse 19).
That is why believers express themselves in their prayers: they confess that they wait in hope for the LORD, that is, they patiently wait for his help and protection (shield) with a very sure expectation in their hearts that it is going to happen!
**God’s response to us (Psalm 34:1-22)**
**34:1-6.** David sought God in very difficult circumstances. God heard his prayer and delivered him from all his fears (anxieties)! Believers who look to God (who focus their eyes on God) will be radiant. Their faces are never covered with shame (verse 4)!
**34:7-10.** King David called to the LORD out of his miserable circumstances and God heard him. God responded to his call saving him out of all his troubles (verse 6): The Angel of the LORD (i.e. the appearance or revelation of the Lord Jesus Christ during the Old Testament period) encamps as the most powerful protector around those who fear (trust in, believe in, depend on) him and he delivers them (verse 7)!
First comes a spiritual experience and then follows the spiritual knowledge (insight). This experience is ‘tasted’ by people who fear God and seek him. They experience in their lives that God is good; that it is a blessing to take refuge in him; that they lack nothing that they really need or that God thinks is good for them (cf. Matthew 6:25-34). While around them believers see strong animals (and people) grow weak, they themselves lack no good thing (verse 10).
**34:11-16.** David calls his listeners ‘children’ as an expression that they are receiving education (teaching) from God and God’s teachers (verse 11). David says that people who desire to live well and long have a responsibility. They must refrain from speaking lies, turn away from evil, do good and pursue peace in relationships. This includes restoring broken relationships (verse 12-14).
Such ‘righteous’ people have a great advantage: God continuously looks at them with favour and listens to their cries for help (verse 15; cf. 1 Peter 3:10-12).
But in contrast ‘evildoers’ have a great opponent: God’s face is against those who do evil and he will certainly cut off the memory of them from the earth (verse 16). No one will remember them with affection!
**34:17-22.** The righteous people cry out to God and God listens to them and delivers them from all their troubles (verse 17). When God does not remove certain troubles, it is because he uses those troubles to fulfil his best plan (Romans 5:3-4; 2 Corinthians 12:7-9; James 1:2-4)! And so “in all things God works for the good of those who love him (who have been called according to his purpose) (Romans 8:28)!
“The LORD is close to the broken-hearted and he saves those who are crushed in spirit”. (Verse 18; cf. Psalm 31:9, which uses ‘soul’ instead of spirit; and Psalm 51:17, which uses ‘heart’ instead of spirit). ‘The broken-hearted’ are people who are deeply grieved and sad about the enmity and hatred of people in the world against the God of the Bible and against Jesus Christ. God says that he is ‘close’ to them. ‘The crushed in spirit’ are people who are suffering spiritually (discouragement, depression, anxiety) due to the oppressions, persecutions and sufferings of Christians at the hand of the people in the world. God says that he saves them (cf. verse 17).
“A righteous man may have many troubles (set-backs, disappointments, disasters), but the LORD delivers him from them all” (verse 19). He either delivers him during his life or finally at his death! Whatever way, they will be delivered!
David experienced how God cared for him so that not one of his bones was broken. ‘Breaking’ bones was a cruel way employed by enemies to cause people to die slowly (they cannot walk or work and so die of hunger and pain). This is also a prophecy about Jesus Christ: on the cross. Not one of his bones were broken, because he was already dead. People could not take his life, because he had already given his life (John 19:36)!
The wicked will ultimately be destroyed by their own evil (cf. Romans 1:18-32; Revelation 22:11-12). The godless and wicked often turn against one another and destroy one another (Judges 7:12,22; 1 Samuel 14:15,20; 2 Chronicles 20:24; Ezekiel 38:21). God promises: “The foes of the righteous will be condemned” (verse 21; cf. 1 Peter 3:23).
The (righteous) servants of the LORD are ultimately redeemed because they take refuge in God. They will not be condemned (verse 22; cf. Romans 8:1).
**VII. PRAYER (8 min.)**
*Pray* with one another in response to what God said to you during this gathering. Let every group member take a turn to pray one or two sentences about what God taught him during this meeting.
*Pray* with one another for one another (Romans 15:30) and for other people (Colossians 4:12).
**VIII. THE NEXT MEETING (2 min.)**
*Hand out* the preparation for the next gathering. | <urn:uuid:e5d8c12b-da0f-4c47-8b97-a153ec1d99ef> | CC-MAIN-2022-40 | https://deltacursus.nl/lead/delta_lead_40.pdf | 2022-09-29T09:07:14+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335326.48/warc/CC-MAIN-20220929065206-20220929095206-00613.warc.gz | 240,901,793 | 3,831 | eng_Latn | eng_Latn | 0.994964 | eng_Latn | 0.996513 | [
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Feast and Listen Together
Exodus 16:1–18
This Session
Mealtimes are great opportunities to remember our connections to one another and practice gratitude for the nurturing food and fellowship that God provides. Paying attention to our food and the process of growing, harvesting, transporting, and preparing it reminds us that we are part of a global community. Fellowship helps us practice being attentive and present with those around us.
While meals do not require a set liturgy or Scripture reading, feasting together and enjoying this time of fellowship are forms of communal Christian worship that honor our Creator, Redeemer, and Sustainer.
The Bible Story
There are many stories in the Bible about communities gathering around food, including bread. The story in Exodus 16, however, is one of the first and provides a foundation for later stories about breaking bread, sharing meals, and celebrating God’s providence together. Stories about Jesus providing food for the crowds who came to listen to his message were huge communal meals as well. These stories remind us that God abundantly provides food and strengthens the fellowship of our communities.
Connections with Youth
Food and fellowship are two things youth already know how to do well. Youth, however, may not be intentional about their practices around food or their socialization habits. Centering this lesson on the practical and physical aspects of food and fellowship will resonate with youth as they become more aware of these daily aspects of their lives.
Session Preparation
- “Look and Wonder” (p. 17): Gather the newsprint from session 1 with lyrics to “O Look and Wonder”
Depending on the options you choose:
- “Eat Mindfully” (p. 14): Obtain a healthy bite-sized snack that is safe for all youth to eat, such as fruit.
- “Commune Together” (p. 16): Invite an elder, a pastor, or someone else permitted to oversee communion in your tradition to talk about your congregation’s practice of communion. Prepare to celebrate communion if permitted.
- “Serve a Feast” (p. 17): Coordinate with the people in charge of setting up, serving, and cleaning up for your congregation’s communal meal. Create a sign-up sheet for youth who choose to volunteer.
Prayer
God, grant me wisdom so that I may inspire love and change in your children. Thank you.
FAVORITE FOODS
Welcome participants as they arrive and give them a piece of paper and pen. Ask them to make one list of the healthiest foods they enjoy eating and another list of the unhealthiest foods they enjoy.
Once all youth have gathered, invite one person to share their favorite item from each list. Have that person invite someone else from the group to share once they are finished. Some may question whether a food is healthy or not. Have a brief discussion and keep the reporting going.
When all have reported, ask what their favorite food to eat is when they eat together with friends. After a few have answered, ask the group how eating together is different from eating alone. Tell them that today’s topic is about how eating together helps us to live in community.
PRAYER
Read the following prayer aloud and invite youth to respond, “Thanks be to you,” after each line.
O gracious God, who never fails to provide for us. (“Thanks be to you.”)
Your abundant creation gives us shelter, food, and friendship.
(“Thanks be to you.”)
Remind us to listen to the needs and joys of your creation, (“Thanks be to you.”)
and encourage us to act in ways that share your abundance with all.
(“Thanks be to you.”)
Amen.
INTRODUCING THE PRACTICE
Choose one or both options.
BREAD AROUND THE WORLD
As a group, watch the video “29 Types of Bread Around the World” (bit.ly/FMBreadAroundWorld, 8:54). As youth watch, prompt them to notice how the different types of breads are connected to different cultures.
Ask youth to list some of the connections that they noticed between kinds of bread and different cultures. Invite them to share which kinds of bread and grains they associate with their own culture, family, and community.
EAT MINDFULLY
After sanitizing hands, provide youth with a bite-sized snack, ideally fruit. Tell youth this is a practice of mindfulness and appreciation of the food God provides. You will respect a time of silence during this activity. Read the meditation on Resource Page 1. After the meditation, ask youth to discuss what the experience was like for them.
FINDING THE PRACTICE IN THE BIBLE
Choose one or more options.
THREE QUESTIONS
Post two sheets of newsprint on the wall. Have one or two volunteers read aloud Exodus 16:1–18. Invite participants to call out one word that struck them from this Scripture passage. As youth list the words, have a volunteer write the words on one of the sheets of newsprint.
Have the volunteers re-read the passage. This time, ask youth which character they most related to in the story and why.
Have volunteers read the passage one final time. Ask youth what questions they have about the story or what parts of the story they remain curious about. Have a volunteer write these questions on the other sheet of newsprint.
After gathering these questions, ask youth to share how they might respond.
TALKING IT OUT
Read Exodus 16:1–18 together. After reading, discuss a few of the following questions:
- What do you complain to God about? How does God respond?
- How would life become easier if everyone had food?
- What does this text teach us about how communities work?
- What are things that some in our communities lack that make it difficult to function?
- Where did you see someone listening in the story? What happened when someone listened?
JESUS AND FOOD
During Jesus’ ministry, he explained that the kingdom of God was like a large banquet where everyone had a place at the table and plenty to eat. As you discuss today’s passages, encourage youth to imagine what this might look like.
Form four groups. Instruct each group to read one of the following Scripture passages and prepare to share the story in their own words with the rest of the group: Matthew 14:13–21; Mark 8:1–9; Luke 9:12–17; John 6:1–14. After about five minutes, invite each group to tell their story. Challenge them to include anything in their story that was not shared by a previous group.
After all the groups have spoken, discuss the following questions:
- Why do you think the Gospel writers included these stories in the books they wrote?
- Why do you think feeding people was so important to Jesus’ ministry?
- How do you think the people involved in these stories were changed by what they witnessed?
FINDING THE PRACTICE THEN AND NOW
Choose one or more options.
PASSOVER
Tell youth that an important biblical story related to communities and food is that of the Passover. Ask if anyone knows what Passover is and if anyone has been to a seder meal where Jewish people remember the passover every year. Share the information in the sidebar about the Passover story.
Show the YouTube video “The Passover Seder: What to Expect” (bit.ly/FMPassoverSeder, 3:57). Ask youth how sharing this meal together strengthens the Jewish community.
THE LAST SUPPER
Tell the group that an important biblical story related to sharing meals is the story of the Last Supper where Jesus shared a meal with his community. Read Luke 22:7–27 by going around the room and taking turns reading one verse each.
Invite participants to pretend they were present at that meal and tell what they were feeling. Acknowledge there were some very awkward moments.
Reflect together as a group on how your worshiping community celebrates communion and how it strengthens individuals and community.
COMMUNE TOGETHER
Introduce the guest who should talk to the group about your congregation’s practice of communion. Have them talk about the importance of celebrating this meal in community and how they understand the importance of it. Invite youth to ask questions. If permitted, have the person administer communion to the group.
PRACTICING THE PRACTICE
Choose one or more options.
START A CONVERSATION
Invite youth to close their eyes and think about a group of people with whom they often share meals. Have them think about the conversations these groups have together.
Provide each participant a glass jar, marker, and a copy of Resource Page 2. Have a plentiful amount of craft sticks available so that each participant can use at least ten sticks.
Challenge youth to brainstorm several questions they would like to ask at these gatherings and to write them on their craft sticks. If they need help, invite them to use the prompts on Resource Page 2. Have youth collect their craft sticks in their glass jar to prompt conversations at mealtimes.
EAT TOGETHER COMMERCIAL
Show the YouTube video “#EatTogether commercial” (bit.ly/FMEatTogether, 2:30). Encourage participants to notice images and messages that resonate with them that show the practice of living in community. Following the video, share impressions noted by youth. Discuss:
- How do you think this apartment community was strengthened by the neighbors sharing food together?
- What do you imagine happened among those neighbors following this shared meal?
- What examples have you seen like this, if any?
- How can you support community where you live?
SERVE A FEAST
If your church has a communal meal of any sort, arrange with the leadership for youth to help set up, serve, and clean up, as appropriate. As a group, discuss the following questions after the event:
- How does it feel to volunteer and serve others?
- Why is it important for people to share meals together?
- How does eating and listening to each other strengthen our faith?
LISTEN AND PRAY
Gather in a circle and invite the youth to spend a minute thinking of a concern for themselves or others they would like to mention in a prayer together. Explain that, when it is their turn to mention something, they should first summarize the particular concern of the person who spoke before them and then tell their own concern. Start and end the prayer yourself.
LOOK AND WONDER
Sing or listen to “O Look and Wonder.” To hear the tune, go to bit.ly/FMOLookTune (0:21). To sing along in Spanish (words not provided), show the YouTube video “Miren que Bueno (O Look and Wonder)” (bit.ly/FMOLook, 1:52).
Mindful Eating
Center yourself in whatever way makes you most comfortable. Maybe your feet are flat on the floor; maybe you are sitting cross-legged. Maybe your back is straight and reaching up tall; maybe you are slouched. Notice your posture as we take a few deep breaths together.
Breathe in through your nose as if you are smelling flowers and out through your mouth as if blowing out candles. Breathe in. Breathe out. Breathe in. Breathe out.
Fix your gaze on the piece of food in front of you. Where do you think the food came from? Imagine the process of growing it, making it. Imagine the process of transporting the final product to you. Imagine everything that had to happen for this small piece of food to sit in front of you. Offer thanks to God.
Notice what color the food is. Notice its shape. Touch it and notice its texture. Pick it up and consider its weight. Turn it around in your hand. How does it look different from different angles?
Smell the food. What do you notice? Does it remind you of anything?
Cup the food in your hand and shake it by your ear. What do you hear? Scratch the food with your fingernail and listen to the sound.
Put the food in your mouth but keep it on your tongue. Notice the taste. What does it remind you of? Move the food around the inside of your mouth and pay attention to the way it tastes and feels in different parts of your mouth.
Bite into it. Notice what happens when you take a bite.
Continue to chew slowly, focusing on the taste and texture. What do you notice as you chew?
When you are ready, swallow the food. Give thanks to God for the ways it will nourish your body.
Start a Conversation
Options to write on craft sticks:
- If you were a piece of food present at this meal, which food would you be and why?
- If you could make up a school subject, what would it be and why?
- If someone gave you $100 and told you that you had to spend it before the end of the day, what would you buy?
- How do you cheer up your friends and loved ones when they are sad?
- What made you laugh recently?
- What is something you would like to do as a family?
- What do you think makes you a good friend?
- What do you like and appreciate about your friends?
- If you could go anywhere in the world, where would you go and why?
- What do you think defines a good life?
- What does success mean to you?
- What scares you most about the future? What excites you?
- What three things do you want to be remembered for?
- If you could share a meal with anyone—living or not—who would it be and what would you eat?
- Who are you thankful for and why?
- What makes you feel loved and appreciated?
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1. Describe, using a U-tube, an experiment to compare the specific gravities of two liquids which do not mix. Give the theory of the method.
A long U-tube containing water stands erect. Oil of specific gravity 0·8 is poured into the left hand limb of the U-tube and it floats on the water to a height of 10 cms. What height of liquid, specific gravity 0·5, which does not mix with the water should be poured into the right hand limb so that the levels in both limbs will be the same?
[66 marks.]
2. Describe fully a method of measuring the value of $g$, the acceleration due to gravity.
From a point P above ground level a particle is projected vertically upwards. If the velocity of the particle at a distance $d$ above P is one-third of the velocity at a distance $d$ below P and if $h$ is the greatest height to which the particle rises above P, show that $h = \frac{2}{3}d$.
[66 marks.]
3. Define (i) work, (ii) energy.
A railway truck when moving along a straight horizontal track at 10 m.p.h. strikes another truck at rest and after coalescing both trucks move onwards together along the track. If each of the trucks weighs 20 tons and if the forces resisting motion are equivalent to 40 lbs. weight per ton, find (i) the initial common velocity, (ii) the loss, in foot lbs., of kinetic energy on impact, (iii) the work done in bringing the trucks to rest, (iv) the distance the trucks travel before coming to rest.
[67 marks.]
SECTION II.
4. Using the usual notation derive a formula for the focal length of a convex lens.
Describe a method of measuring the focal length of a convex lens with the aid of a plane mirror.
An object and a screen are fixed at a distance apart of 80 cms, and a convex lens forms a real image of the object on the screen. When the lens is moved along its axis a distance of 16 cms. a real image of the object is again formed on the screen. Find the focal length of the lens. Find also the magnification in each case.
[66 marks.]
5. Describe and explain how a pure spectrum of sunlight may be obtained. Give an account of the visible part of this spectrum.
Mention any conclusion that can be come to about the sun as a result of examining the spectrum of sunlight. Give reasons for your answer.
[66 marks.]
6. (a) State Boyle’s law and also Charles’ law and, using the usual notation, apply these laws to derive the formula \(\frac{P.V}{T} = k\).
(b) Write a note on the transmission of heat by radiation. Describe any laboratory experiment in support of your answer.
[67 marks.]
SECTION III.
7. (a) Describe a method of comparing the magnetic moments of two bar magnets using the magnetometer. Derive any formula you use.
(b) A magnetic needle of magnetic moment 4,000 units is free to rotate in a horizontal plane about a pivot at its centre. The needle is kept inclined at an angle of \(30^\circ\) to the magnetic meridian by a horizontal force of \(10^3\) dynes acting perpendicular to the needle. How far from the pivot is this force acting?
(Assume that the horizontal component of the earth’s magnetic field = 0.25 oersted.)
[66 marks.]
8. State the laws of electromagnetic induction and describe how they may be tested experimentally.
Describe how the working of a simple dynamo depends on these laws.
[66 marks.]
9. Give an account of the structure of the atom under the following headings: nucleus, electrons, nuclear charge, atomic number. Illustrate your answer by reference to the atoms of named elements.
[67 marks.]
10. (a) Describe the Wheatstone bridge method of comparing resistances and give the theory of the method.
(b) What is a shunt?
A cell of E.M.F. 1·1 volt and internal resistance 1·5 ohm is connected in series to a galvanometer of resistance 60 ohm. The terminals of the galvanometer are connected by a shunt of resistance 3 ohms. Calculate the current through the galvanometer.
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Strawberries
Strawberries are native to France and were first cultivated around 1700. They are cultivated in summer and reach maturity in spring, when they turn red with yellow-greenish pigments through tiny achenes on the outer skin that are commonly referred to as "seeds".
Strawberries are also known for their antioxidant properties and also contain Vitamin A, B1, B2, and K in addition to mineral salts including iron, potassium, magnesium and manganese. They have a modest caloric value and mainly simple sugars (fructose) but are rich in water (90.5 g per 100 g) and fibres.
Finally, the roots and leaves of the strawberry plant are useful for healing wounds and grazes.
SEASONALITY: FROM DECEMBER TO JUNE
Varieties - Marketing areas and periods:
SICILY: from December to January
EEC IMPORTS: from February to March
ITALY (Sicily/Basilicata/Campania/Polesine/Ferrarese): from February to June
CANDONGA: 20th March / 31st May
Properties and benefits:
They boost the immune system and improve the microcirculation: the iron, calcium and magnesium contained help to prevent colds and rheumatism while the acetylsalicylic acid helps to reactivate the immune system and also improves the microcirculation functions as it also has a beneficial effect in the case of swollen legs, cellulite and water retention. Strawberries also have laxative properties and favour diuresis, with beneficial effects also for the liver, while the phosphorous they contain have purifying properties that are also favour a healthy liver.
News: We buy Top Quality Candonga® strawberries directly from the consortium through one of our business partners. We package and distribute these in Central and Northern Italy. With the very first bite, Candonga® strawberries give off an intense, fruity fragrance, followed by a perfectly balanced taste between acidic and sweet. The sugar content of strawberries is around 12 degrees Brix. Compared to other strawberries, this indicates the absence of the initial distinctly tart flavour typical of lower quality strawberries, without being excessively sweet.
They are processed in our facility, at Via Einstein 31, Stanghella (PD) Italy, where they are packaged in flow pack trays weighing 250 g or 500 gr, or wooden boxes weighing 1 kg. The packages are palletized based on the customer’s needs; we offer different types of carton sizes and colours. Customized labelling upon request.
Packaging examples:
CARTON 30x40
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