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Data insights
Students' views on their mental health
A key finding in the inaugural Speaking Out Survey conducted with 4,912 WA students in 2019 was that mental health issues are a great concern for children and young people. The following data provides further analysis of this significant result.
from any source in the last 12 months with the exception of bullying.
Indices of mental health
There is a wide range of mental health indicators including stress and depression, happiness and life satisfaction, and level of resilience.
Stress and depression
The percentage of students who reported stress was substantial and widespread across several sources.
The majority of students in Years 9 to 12 also reported having felt depressed, sad or blue for two weeks or more in a row during the past year (60%). There were differences between students from metropolitan (60%) and regional schools (60%) compared to remote schools (50%).
Happiness and life satisfaction
For students in Years 4 to 6, 92 per cent agreed or strongly agreed with the statement "I am happy with myself."
In contrast, high school students reported significantly lower happiness scores, including more than three times as many students who disagreed or strongly disagreed with the statement (28% compared to 8%).
Female students in high school disagreed or strongly disagreed with the statement more than twice as much as their male peers (38% compared to 17%).
The life satisfaction of students followed the same trend. Almost 80 per cent of students in Years 4 to 6 reported a high life satisfaction (7 to 10 out of 10), while for high school students this figure was 62 per cent.
Low life satisfaction (0 to 4 out of 10) was reported by eight per cent of Year 4 to 6 students compared to 14 per cent of high school students.
Female high school students were significantly more likely to score low life satisfaction (17%) compared to their male counterparts (11%).
Resilience
Resilience is the ability to cope and thrive in the face of negative events, challenges or adversity. The majority of high school students agreed or strongly agreed with the questions:
"I can deal with things that happen in my life." (70%)
"I can achieve my goals even if it is hard." (65%)
Female students reported a significantly lower proportion of affirmative responses (agree or strongly agree) than male students across both these indicators of resilience.
Protective and risk factors
A range of protective and risk factors can help or hinder mental health and wellbeing outcomes, including supportive relationships and connectedness, knowledge and access to support, as well as physical and emotional safety.
Supportive relationships and connectedness
About 7 in 10 (72%) of all Year 4 to 12 students feel their dad and 8 in 10 (83%) feel their mum cares about them a lot.
Among high school students, 11 per cent said they do not live with a parent or adult they can talk to about their problems.
For female students, 25 per cent said they do not live with a parent who will listen to them if they have something to say, and nine per cent say their family gets along badly.
Supportive relationships with parents and whether one's family gets along were strongly associated with mental health outcomes. More parental support (particularly from the father) and family harmony were related to substantially higher happiness and life satisfaction and fewer cases of prolonged sadness or depression or stress.
Among Year 10 to 12 students, 18 per cent feel they do not have enough friends.
The desire to stay connected increased between primary and high school, with 26 per cent of primary school students and 36 per cent of high school students being bothered when they could not use the internet.
In high school, about 12 per cent of students are regularly going without eating or sleeping because of the internet or games, while 15 per cent are going without due to mobile phone use.
Knowledge and access to support
Many high school students were unaware or not sure about the availability of mental health resources locally (49%) or online (37%).
One in four students report not being able to access health support when required (27%).
Female students report less awareness of available health resources and are twice as likely to have difficulties accessing support when required (35%) compared to male students (18%).
Note: Questions about health access refer to the last 12 months only.
Physical and emotional safety
Feeling safe and secure is a critical foundation for young people's healthy development both physically and mentally. This not only includes physical safety (the absence of harm or injury by any person) but emotional and psychological safety as well, whereby children and young people are provided dependable and supportive environments, are safe to express how they feel, and are free from bullying and intimidation.
Physical safety
Many students do not always feel safe in the home, school and the community. This is true of almost 4 in 10 (37%) students in the home, nearly 7 in 10 (62%) at school, more than 7 in 10 (72%) in the community and over 8 in 10 (82%) of those who have used public transport.
Not feeling safe in these environments was associated with lower resilience, happiness and wellbeing.
Students not feeling safe in the home were more likely to be one of the 30 per cent of students who have stayed away from home overnight because of a problem.
Note: Columns do not all add up to 100% as responses "I'd prefer not to say" and "Do not apply" were omitted from this figure
Bullying and harm
One-half of all students (53%) reported they had not been bullied or cyberbullied by students from their school.
For those students who have experienced bullying, this was associated with prolonged periods of sadness/depression, decreased happiness and school absences, especially in females.
Female students in high school experience about twice as much cyberbullying and combined bullying and cyberbullying (21%), compared to their male classmates (12%).
In high school, absences were twice as prevalent (and more frequent) among females (21%) due to being afraid of bullying, compared to their male classmates (11%).
At least one occurrence of being physically harmed was associated with lower happiness scores. Students who reported being bullied by students from their school were twice as likely to disagree with being happy with themselves (36%), compared to those who have never been bullied (19%).
Family worry
The safety and wellbeing of parents and family is also an essential part of providing a dependable and supportive environment for children and young people. Worrying about family safety and conflict can have significant adverse impacts on the mental wellbeing of children and young people.
Body image and diet
School students reported significantly lower happiness scores if they considered themselves to be slightly or very overweight compared to those who reported as slightly or very underweight.
One-half (50%) of all students reported worrying a little or a lot about their weight.
Seventy per cent of female students in high school worried about their weight compared to 37 per cent of male students.
Worrying about weight was associated with lower resilience, life satisfaction, happiness, higher stress and skipping meals.
Figure 7: Body self-perception and happiness, Years 7 to 12
About 1 in 5 of all students were at least somewhat worried about family fighting (23%), moving away (19%), and hurting themselves (22%) or others (18%). Female students were more likely to worry about family.
Family worry was related to decreased life satisfaction and feeling less safe at home. Worry about family fighting was also associated with increased stress and decreased happiness and resilience, highlighting family conflict as particularly impactful.
The associations between family worry and mental health were also stronger in female students compared to their male classmates.
The full Speaking Out Survey report and Indicators of Wellbeing data are available at ccyp.wa.gov.au | <urn:uuid:b191daad-40a6-4cef-ba33-d251745a2cbc> | CC-MAIN-2021-31 | https://dbx7s3nv1ebpc.cloudfront.net/resource/report-research/speaking-out-survey-2019.pdf | 2021-08-01T13:47:59+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154214.36/warc/CC-MAIN-20210801123745-20210801153745-00115.warc.gz | 218,615,705 | 1,605 | eng_Latn | eng_Latn | 0.998985 | eng_Latn | 0.999257 | [
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As part of the 5th annual See Us, Support Us month, the New York Initiative for Children of Incarcerated Parents (NYCIP) convened New York’s first ever Youth Listening Session focusing on parental incarceration in New York City on October 30, 2019. At this groundbreaking event, eight brave young people ranging in ages from 15 to 23 shared their experiences navigating their parents’ incarceration with an audience that included more than 80 decision-makers representing 14 local and state government agencies, as well as New York State Senators and Assemblymembers. The youth panel was moderated by Emani Davis, a long-time advocate for children with incarcerated parents whose own father was incarcerated for more than 20 years. The findings of a 2018 report on the impact of incarceration on families by FWD.us entitled Every Second were presented by Olivia Elder, herself directly affected by parental incarceration.
This document summarizes the issues discussed and the recommendations offered by these courageous young leaders.
The event began with a land acknowledgment, led by one of the youth who is a citizen of the Mvskoke (Creek) Nation, to honor the history of our original ancestors from the land where we gathered that is now known as lower Manhattan and the resiliency of...
indigenous people. She asked us to consider the legacies of violence, displacement, migration, and settlement. Another youth read the *Children of Incarcerated Parents’ Bill of Rights* which served as a framework for the afternoon’s discussion. The young people shared their experiences related to each of the eight rights, and offered recommendations for how best to support children from the moment of a parent’s arrest through reentry in order to prevent others from experiencing some of the pain, hurdles, and challenges they faced.
Throughout the discussion, youth spoke about what helped them and identified sources of support. They emphasized the importance of peer support, highlighting after school programs that provide affirming spaces and connections with other youth with incarcerated parents while learning life and leadership skills (many of them participate in programs at the Osborne Association and Hour Children). Most were able to identify an adult who they felt understood them including a school safety officer, school counselor, therapist, and facilitators for after school programs specifically for children of incarcerated parents. In spite of this, they overwhelmingly felt judged by most adults in their life who they feel didn’t and don’t understand them. Many shared how important it was for them to maintain a connection with their incarcerated parent, with two youth sharing that their moms are their best friends. Several highlighted the systemic barriers to maintaining this relationship including distance and costs related to visits and phone calls.
As youth described difficult times—including time spent in foster care for some, the pain of separation, and stigma—they also spoke about their talents and the interests that fuel them, reminding the audience that having an incarcerated parent does not define who they are nor limit who they can become. Creative arts such as music, dancing, drawing, writing, photography, and film help them to cope with the incarceration and to better
More than 80 people representing diverse agencies and organizations listened as youth speakers shared their experiences and their recommendations.
express themselves. The talented group were comprised of a filmmaker and actor, a field and track star, a multi-instrumentalist, a boy scout, a poet, an artist, and a rapper, and many are advocates working to enact the changes in the world they wish to see.
The youth put forth numerous recommendations during the discussion and in their preparatory meetings which can be found here. The youth’s top recommendations include the following:
1. We call on everyone to see us as children full of promise, rather than “at risk.” We are not defined by our parent’s mistakes and we thrive and succeed when we are supported.
“We’re gonna reach the bar high if you set it high. If you set it low, that’s what’s going to happen unfortunately. People tend to feel like you’re going to follow in your parent’s footsteps and be bad. It’s just not true. The statistics that you hear are skewed.”
2. We call on adults to ask us for our input. We understand our recommendations may not always be possible, but we should at least be asked, considered, feel heard, and respected, and informed no matter what.
“I do not feel like my voice was heard. I was placed in foster care and wasn’t able to live with my siblings. I could have lived with my godmother. That’s where I wanted to be but nobody asked me.”
3. We call on everyone to use humanizing language and refer to our parents as “parents” or “incarcerated people” rather than inmate, criminal, offender, or felon. We ask everyone to say “visit” rather than “visitation,” which is a term that systems that separate families use. Words Matter!
“I want us to stray from using that terminology because we visit a parent, just like everybody else does. The setting might be different, but it’s still a visit. Don’t make us feel further institutionalized by the words you use.”
We call on parents, caregivers, and caseworkers to tell children an age-appropriate truth about a parent's incarceration. We need to know a truth that can be built on so that we can trust our caregivers and try to make sense of our parent’s absence and begin to heal.
“Nobody told us where our mom was for months. My little brother thought she was dead.”
We call on law enforcement—and anyone with the authority to make an arrest—to implement a written protocol to safeguard children of arrested parents and train officers on strategies to minimize trauma to children who are present during a parent or family member's arrest. Treating us and our parents with respect and dignity can contribute to positive police-community relations now and into the future.
“When my mom was arrested, they separated us and took us to our home where they ransacked the house in front of us. The experience was very traumatic and there are so many things that could have been done differently. NYC passed a bill, and I ask for people who can make these changes to be sure the NYPD is accountable because this isn’t something any child should have to witness ever.”
We call on criminal courts to use Family Responsibility Statements so that our needs are considered when sentencing decisions are made about our parents. We ask for more alternatives to incarceration options so that our parents can remain in the community with us.
We need better access to our incarcerated parents. We call on NYS DOCCS to place parents in prisons closer to their children, to let us know when our parent is transferred to a new facility, and to provide our parents with free phone calls so that we can speak with our parents regularly. We call on New York to restore the Family Visiting Buses to make it easier for us to visit our parents who are incarcerated in NY State prisons.
“We and my father’s relationship is inconsistent because he is 8 hours away. So, I don’t really have much of a father figure. It is hard for us to get there because we have to rent a car, pay for gas and tolls. It is stressful for my mom to make sure that the experience I have going all the way up there is remembered in a good way.”
We ask that corrections officers who interact with visitors are trained on child-friendly practices and for corrections to include child-friendly visiting areas in all prisons and jails. We call on jails to provide contact visits for children who are visiting a parent. No child should be separated from their mom or dad by a glass barrier or partition.
“Searching toddlers and children in a way that is like a game would be less scary for kids.”
We call on Departments of Education, charter, and private schools to train and support staff to respond supportively, without judgment, when they learn about our parent’s incarceration, including guidance about how to create affirming spaces for us. We ask that our incarcerated parents be allowed to participate in parent-teacher conferences by phone, and that they are sent progress reports when our families support their involvement.
“When my teacher learned I had an incarcerated parent she said, ‘Wow, are you really the child of an incarcerated parent? You don’t seem like the type, you don’t act like it.’ So in my head I’m like, ‘What do you mean I don’t act like it? Am I supposed to be violent? Am I supposed to act out in school and have bad grades?’ I guess she didn’t understand, but I was offended. Her response should have been much different.”
We call on the Office of Children and Family Services, the NYC Administration for Children’s Services, and the NYC Department for the Aging to provide supportive services for our relatives and grandparents so they are better able to care for us.
We call on NYC (and other jurisdictions) to train mental health providers about how to support us and our parents without judgment. We ask that ThriveNYC initiatives include parental incarceration.
“I was so embarrassed to talk about it. I would lie and tell people I was going on vacation because that was easier than saying I was going to do a prison visit. And when people are forced to lie about their situation or they’re forced into the shadows because of stigma, if they’re in the middle of a health crisis, how can they ask for help?”
We call for funding for after-school programs specifically for children of incarcerated parents and training about parental incarceration for all afterschool program staff.
“I’m part of the Youth Action Council and I love it. It’s one of the best things that ever happened to me.”
13 We ask for our parents to have access to rehabilitative and educational programming while incarcerated and reentry support, especially housing, upon release. What happens to our parents directly affects us: we are supported when our parents succeed, and harmed when they face systemic barriers and discrimination.
“It’s so important that skills are being taught while they’re in prison so it won’t seem like a waste of time to us. You know, like you’re taking my dad to do what? To just be punished. If they are improving as people and members of society, then that helps everyone. And it helps us with our connections to them and it helps us when they get out.”
14 We ask that the parole decision takes into account the impact on us of continued incarceration, considers the harm we have experienced from not having our parents physically present in our lives, and considers our parents’ contributions to our positive development.
15 We ask for probation and parole departments to take us into account and develop supervision and reporting requirements that allow our caregivers to fulfill their parenting responsibilities (i.e., child-related appointments and emergencies, caring for us when we are ill, being there for important events).
16 We ask for the creation of both a City and State-level interagency task force to ensure our needs are considered and addressed by government agencies, and services are coordinated so that we and our parents are not required to complete repetitive or competing services.
To learn more, please see A Call to Action: Safeguarding New York’s Children of Incarcerated Parents bit.ly/CALLTOACTION20 and visit the See Us, Support Us Resource Toolkit bit.ly/SUSUTOOLKIT2019
We wish to acknowledge and thank Echoes of Incarceration for photographing the event, Gibney Dance Center for generously donating the space, and FWD.us for supporting the event and See Us, Support Us month.
Children of Incarcerated Parents’ Bill of Rights*
1. I have the right to be kept safe and informed at the time of my parent’s arrest.
2. I have the right to be heard when decisions are made about me.
3. I have the right to be considered when decisions are made about my parent.
4. I have the right to be well cared for in my parent’s absence.
5. I have the right to speak with, see, and touch my parent.
6. I have the right to support as I face my parent’s incarceration.
7. I have the right not to be judged, blamed, or labeled because my parent is incarcerated.
8. I have the right to a lifelong relationship with my parent.
* Developed by the San Francisco Children of Incarcerated Parents Partnership in 2005; www.sfcipp.org
SEE US, SUPPORT US
www.osborneny.org email@example.com /NYCIP @OsborneNY | c353fd90-c422-49df-a7d5-39be0031e152 | CC-MAIN-2024-22 | https://www.susu-osborne.org/_files/ugd/e17be8_14d49ceb35254d168aed9b7878ad6586.pdf | 2024-05-27T08:41:37+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059039.52/warc/CC-MAIN-20240527083011-20240527113011-00287.warc.gz | 873,526,106 | 2,522 | eng_Latn | eng_Latn | 0.99772 | eng_Latn | 0.998241 | [
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# Contents
**Preface** xi
## UNIT 1: THE BIG PICTURE
### Overview Chapter 1:
**Introducing Microsoft Office and Using Common Features**
- Introduction to Microsoft Office 2
- What Devices Will Microsoft Office Work With?
- What Storage Does Microsoft Office Provide?
- Which Microsoft Office Should I Use?
- What Are the Microsoft Office Apps?
- Microsoft Accounts
- Common Features in Microsoft Office Apps 4
- The Ribbon
- The Quick Access Toolbar
- Common Features on the File Tab
- Common Features on the Home Tab
- Common Features on the Review Tab
- Other Common Features
## UNIT 2: MICROSOFT WORD
### Word Chapter 1:
**Creating and Editing Business Documents**
- Elements of a Professional Business Letter 20
- Navigating in a Document 21
- Navigating with the Scroll Bar
- Keyboard Navigation Tips
- Entering Text 23
- Using the Enter Key
- Showing and Hiding Formatting Marks
- Selecting Text 24
- Using Numbered and Bulleted Lists 26
- Editing Text 28
- Working with Views 30
- Saving Your Work in a Different Format 31
- Document Files
- PDF Files
- Saving a Document for ATS Analysis
- Reinforce Your Skills 33
- Apply Your Skills 39
- Extend Your Skills 43
### Word Chapter 2:
**Creating a Résumé in a Table**
- Introducing Tables 46
- Creating New Tables
- Navigating and Selecting Data in a Table
- Modifying a Table 48
- Inserting Rows and Columns
- Merging/Splitting Cells and Aligning Data
- Sizing Columns and Rows
- Formatting with Borders, Shading, and Styles 54
- Sorting Data in a Table 56
- Working with Print and Print Preview 57
- Reinforce Your Skills 59
- Apply Your Skills 64
- Project Grader 67
- Extend Your Skills 71
### Word Chapter 3:
**Creating Reports**
- Creating a Business Report 74
- Setting Margins 74
- Indenting Text 74
- Setting Custom Tab Stops 76
- Using the Ruler to Set Custom Tabs 76
- Using the Tabs Dialog Box to Set Custom Tabs 77
- Formatting Text and Using Styles 79
- Spacing in Letters 79
- Aligning Text Horizontally and Vertically 81
- Types of Styles 83
- Collapsing Heading Topics 83
- Inserting Headers/Footers, Comments, and Page Breaks 84
- Arranging Text in Multiple Columns 86
- Column Breaks and Section Breaks 87
- Writing a Research Paper 88
- Working with Footnotes, Endnotes, and Citations 88
- Editing and Formatting Footnotes and Citations 92
- Working with Bibliographies 94
- Inserting Captions and a Table of Figures 96
- Inserting a Table of Figures 98
- Using Track Changes 99
- Reviewing Tracked Changes 99
- Reinforce Your Skills 100
- Apply Your Skills 110
- Project Grader 117
- Extend Your Skills 121
## UNIT 3: MICROSOFT EXCEL
### Excel Chapter 1:
**Tracking Customer Data**
| Topic | Page |
|----------------------------------------------------------------------|------|
| Introducing Excel | 192 |
| What Is a Worksheet? | 192 |
| Cell Ranges | 193 |
| Cell Selection and the Mouse Pointer | 193 |
| Entering and Editing Data | 194 |
| Completing Cell Entries | 194 |
| Navigating Around a Worksheet | 195 |
| Using AutoComplete to Enter Data | 196 |
| Rearranging Data in Excel | 196 |
| Adjusting Column Width and Row Height | 198 |
| Formatting Cells | 200 |
| Borders and Fill | 200 |
| Cell Alignment | 202 |
| Clear Formatting and Clear All | 202 |
| Working with Numbers and Dates | 203 |
| Negative Numbers | 204 |
| Date Entries | 204 |
| Entering a Series Using AutoFill | 205 |
| Printing Worksheets | 208 |
| Zoom Tools | 209 |
| Other Navigation Methods | 210 |
| Find | 210 |
| Go To or the Name Box | 212 |
| Reinforce Your Skills | 214 |
| Apply Your Skills | 217 |
| Project Grader | 220 |
| Extend Your Skills | 222 |
### Excel Chapter 2:
**Calculating Student Grades Using Formulas**
| Topic | Page |
|----------------------------------------------------------------------|------|
| Creating Formulas | 224 |
| Mathematical Operators | 224 |
| Cell References | 224 |
| Order of Operations | 225 |
| Rearranging Data | 226 |
| Insert and Delete Rows, Columns, and Cells | 227 |
| Hide and Unhide Rows and Columns | 228 |
| Sort Data by Column | 228 |
| Managing Multiple Worksheets | 229 |
| Insert and Delete Worksheets | 230 |
| Rename Worksheets | 230 |
| Move Worksheets | 231 |
| Change Worksheet Tab Colors | 231 |
| Hide Worksheets | 232 |
| Create Cell References to Other Worksheets | 232 |
| Create a Copy of a Worksheet | 234 |
| Edit Multiple Sheets at One Time | 234 |
## Excel Chapter 3:
### Performing Calculations Using Functions
| Topic | Page |
|----------------------------------------------------------------------|------|
| Using Functions in Formulas | 248 |
| The AutoSum Feature | 249 |
| SUM, AVERAGE, COUNT, MAX, and MIN | 249 |
| Insert Function | 250 |
| Using Relative and Absolute Cell References | 251 |
| Absolute Cell References | 252 |
| Mixed Cell References | 252 |
| Display and Print Formulas | 252 |
| Creating Names for Cells and Ranges | 254 |
| Using Cell Names in Formulas | 255 |
| Reinforce Your Skills | 258 |
| Apply Your Skills | 261 |
| Project Grader | 263 |
| Extend Your Skills | 266 |
## Excel Chapter 4:
### Data Visualization and Images
| Topic | Page |
|----------------------------------------------------------------------|------|
| Create Charts to Compare Data | 268 |
| Chart Types | 268 |
| Selecting Chart Data | 270 |
| Chart Elements | 271 |
| Chart Tools | 272 |
| Chart Design Tools | 273 |
| Chart Format Tools | 275 |
| Move and Size Charts | 277 |
| Edit Chart Data | 279 |
| Adding Images | 280 |
| Conditional Formatting | 282 |
| Reinforce Your Skills | 285 |
| Apply Your Skills | 288 |
| Project Grader | 290 |
| Extend Your Skills | 292 |
## Excel Chapter 5:
### Organizing Large Worksheets
| Topic | Page |
|----------------------------------------------------------------------|------|
| Starting with a Template | 294 |
| Adjusting View Options | 296 |
| Freeze Panes | 296 |
| Split a Window | 297 |
| Change the Workbook View | 297 |
| Organizing Data with Sorts and Filters | 298 |
| Custom Sorts | 299 |
| Filters | 299 |
| The IF Function | 302 |
| Example: IF Function in Practice | 302 |
| Controlling Data Entry with Data Validation | 305 |
| Printing Options | 308 |
| Headers and Footers | 308 |
| Excel Tables | 311 |
| Reinforce Your Skills | 313 |
| Apply Your Skills | 316 |
| Project Grader | 318 |
| Extend Your Skills | 320 |
## UNIT 4: MICROSOFT POWERPOINT
### PowerPoint Chapter 1:
### Creating and Delivering a Presentation
| Topic | Page |
|----------------------------------------------------------------------|------|
| Getting Started with PowerPoint | 322 |
| Navigating the PowerPoint Window | 322 |
| Inserting Text | 322 |
| Using Document Themes | 323 |
| Choosing a Theme | 323 |
| Choosing Slide Sizes | 325 |
| Creating a Basic Presentation | 326 |
| Adding Slides | 327 |
| Bulleted Lists | 327 |
| Choosing the Slide Layout | 330 |
| Aligning Text | 330 |
| Delivering the Slide Show | 332 |
| Navigating Through a Slide Show | 333 |
| Hide and Unhide Slides | 335 |
| Presenter View | 335 |
| Creating a Presentation from a Template | 336 |
| Searching for Templates | 336 |
| Downloading and Applying a Template | 336 |
| Reinforce Your Skills | 338 |
| Apply Your Skills | 342 |
| Project Grader | 345 |
| Extend Your Skills | 347 |
## PowerPoint Chapter 2: Designing and Printing the Presentation
| Topic | Page |
|----------------------------------------------------------------------|------|
| Working with Slides | 350 |
| Copying Text and Objects | 350 |
| Working with Outlines | 351 |
| The Outline Panel | 351 |
| Collapsing and Expanding Slides | 353 |
| Deleting Slides | 355 |
| Working with Word Integration | 356 |
| Creating a Presentation Outline in Word | 356 |
| Formatting Your Presentation | 359 |
| Formatting Text | 359 |
| Setting Line Spacing | 361 |
| Setting Paragraph Alignment | 362 |
| Using the Slide Sorter | 363 |
| Organizing with Sections | 364 |
| Managing Sections | 364 |
| Printing Your Presentation | 366 |
| The Print Shortcut | 366 |
| Printing Handouts | 367 |
| Handout Masters | 368 |
| Handout Headers and Footers | 369 |
| Slide Footers | 370 |
| Printing Transparencies | 371 |
| Reinforce Your Skills | 372 |
| Apply Your Skills | 377 |
| Project Grader | 382 |
| Extend Your Skills | 386 |
## PowerPoint Chapter 3: Adding Graphics, Animation, and Sound
| Topic | Page |
|----------------------------------------------------------------------|------|
| Working with Online Pictures | 388 |
| Using Text and Object Layouts | 389 |
| Deleting Placeholder Text | 389 |
| Searching for Pictures with the Online Pictures Search Window | 391 |
| Moving, Sizing, and Rotating Objects | 392 |
| Ordering Objects | 396 |
| Align Objects | 397 |
| Group Objects | 398 |
| Formatting Graphics | 399 |
| Adding Other Graphics | 401 |
| Removing a Background | 401 |
| Artistic Effects | 404 |
| Inserting a Screenshot | 405 |
| Shapes | 405 |
| Working with Slide Transitions | 408 |
| Creating Transitions in Slide Sorter View | 409 |
| Using Slide Animation | 410 |
| Animation Options | 411 |
| The Animation Pane | 412 |
| 3D Animations | 416 |
| Motion Paths | 416 |
| Adding Sound Effects | 418 |
| Reinforce Your Skills | 420 |
| Apply Your Skills | 427 |
| Project Grader | 430 |
| Extend Your Skills | 435 |
## PowerPoint Chapter 4: Adding Multimedia to Presentations
| Topic | Page |
|----------------------------------------------------------------------|------|
| Working with Multimedia | 438 |
| Types of Multimedia | 438 |
| Linked Media Files | 438 |
| Organizing Media with Subfolders | 439 |
| Using Audio in Presentations | 440 |
| Audio File Types | 440 |
| Adding Audio to a Presentation | 440 |
| Inserting and Linking | 441 |
| Acquiring More Audio | 442 |
| Choosing an Audio File Format | 442 |
| Configuring Audio Options | 443 |
| Configuring Audio Styles | 443 |
| Linking Audio | 444 |
| Creating Slide Show Timings | 446 |
| Determining Slide Timings | 447 |
| Rehearsing Timings | 447 |
| Using Video in Presentations | 448 |
| Using Online Videos | 449 |
| Using Video from Your Computer | 449 |
| Using Screen Recordings | 449 |
| Video File Formats | 450 |
| Codecs | 450 |
| Setting Video Start and Stop Times | 451 |
| Applying Video Effects | 452 |
| Adjusting the Media Window Size | 452 |
| Setting Video Options | 454 |
| Reinforce Your Skills | 456 |
| Apply Your Skills | 462 |
| Project Grader | 465 |
| Extend Your Skills | 468 |
## UNIT 5: MICROSOFT ACCESS
### Access Chapter 1:
#### Getting Started with Tables
| Topic | Page |
|----------------------------------------------------------------------|------|
| Introducing Databases | 470 |
| Types of Databases | 471 |
| Open and Save an Access Database | 471 |
| Database Objects and the Access Window | 472 |
| Introducing Tables | 475 |
| Table Features | 475 |
| Field Data Types | 475 |
| Primary Key Fields | 475 |
| Creating a Table in a New Database | 476 |
| Creating Tables in Design View | 477 |
| Field Properties | 477 |
| Sorting and Filtering Table Data | 480 |
| Importing Data Sources | 481 |
| Relational Databases | 482 |
| Referential Integrity | 482 |
| Data Normalization | 482 |
| Reinforce Your Skills | 484 |
| Apply Your Skills | 488 |
| Project Grader | 490 |
| Extend Your Skills | 492 |
### Access Chapter 2:
#### Working with Forms
| Topic | Page |
|----------------------------------------------------------------------|------|
| Creating Forms | 494 |
| Record Sources | 494 |
| Creating and Using Basic Forms | 495 |
| Creating Forms with the Form Wizard | 495 |
| Changing Forms in Layout View | 496 |
| Changing Forms in Design View | 499 |
| Modifying Form Header and Footer Sections | 499 |
| Tab Order | 501 |
| Themes | 502 |
| Creating Other Types of Forms | 503 |
| Creating Multiple Item Forms | 504 |
| Creating Split Forms | 505 |
| Sorting and Filtering Records by Form Field | 505 |
| Filtering a Form | 505 |
| Reinforce Your Skills | 508 |
| Apply Your Skills | 512 |
| Project Grader | 516 |
| Extend Your Skills | 520 |
### Access Chapter 3:
#### Querying a Database
| Topic | Page |
|----------------------------------------------------------------------|------|
| Select Queries | 522 |
| Creating a Select Query Using Query Design View | 524 |
| Designing a Query Using Multiple Tables | 526 |
| Choosing Fields to Include in a Query | 526 |
| Selecting a Field That Appears in Multiple Tables | 526 |
| Using Criteria in Queries | 527 |
| Wildcard Characters | 528 |
| AND and OR Criteria | 529 |
| Date Criteria | 530 |
| Sorting, Showing, and Limiting Results | 531 |
| Limiting the Number of Results Displayed | 531 |
| Calculated Fields | 533 |
| Identifying Parts of a Calculated Field | 533 |
| Calculated Field Properties | 534 |
| Reinforce Your Skills | 536 |
| Apply Your Skills | 542 |
| Project Grader | 546 |
| Extend Your Skills | 548 |
### Access Chapter 4:
#### Using Reports to Display Information
| Topic | Page |
|----------------------------------------------------------------------|------|
| Introducing Reports | 550 |
| Basic Reports | 550 |
| Report Organization and Structure | 551 |
| Sections | 551 |
| Grouping and Sorting | 553 |
| The Report Wizard | 553 |
| Modifying Reports | 554 |
| Controls | 555 |
| Adding Fields to a Report | 555 |
| Header and Footer Objects | 559 |
| Formatting Controls | 561 |
| Themes | 564 |
| Backgrounds | 564 |
| Reinforce Your Skills | 565 |
| Apply Your Skills | 572 |
| Project Grader | 576 |
| Extend Your Skills | 580 |
## UNIT 6: MULTITASKING WITH OFFICE APPS
### Integration Chapter 1:
#### Office: Designed for Integration
| Topic | Page |
|----------------------------------------------------------------------|------|
| Getting Organized | 582 |
| Copying Data from Access to Excel | 582 |
| Sorting and Charting Data in Excel | 584 |
| Copying Data from Word to Excel | 586 |
| Creating the PowerPoint Presentation | 589 |
| Sending the Presentation with Outlook | 592 |
Glossary | 593 |
Index | 601 |
# Table of Contents
Preface v
## Chapter 1: Hardware Essentials
| Topic | Page |
|----------------------------------------------------------------------|------|
| The Purpose of Hardware | 2 |
| Internal and External Hardware | 2 |
| Inputting Data | 3 |
| Core Input Devices | 3 |
| Other Input Devices | 3 |
| Outputting Information | 5 |
| Visual Output | 5 |
| Projectors | 7 |
| Printers | 7 |
| Common Technologies | 7 |
| Other Technologies | 9 |
| Dual Function | 9 |
| Processing Data | 10 |
| Processing Hardware | 10 |
| Processor Types | 11 |
| Storing Data | 12 |
| Permanent Storage | 12 |
| Temporary Storage | 14 |
| Hard Drive Characteristics | 15 |
| Identifying Permanent Storage Devices on a Computer | 15 |
| Network Storage | 17 |
| Cloud Storage | 17 |
| Purchasing Technology Wisely | 18 |
| Permanent Storage | 18 |
| Memory | 18 |
| CPU | 18 |
| Display | 19 |
| Drivers | 19 |
| Learn More | 21 |
## Chapter 2: Computer Software
| Topic | Page |
|----------------------------------------------------------------------|------|
| Using Computer Software | 24 |
| Operating Systems | 24 |
| Staying Up to Date | 24 |
| Using Programs | 26 |
| Program Types | 26 |
| Managing Software | 26 |
| Installing Software | 27 |
| Updating Software | 27 |
| Repairing Software | 27 |
| Uninstalling Software | 27 |
| Customizing Software | 27 |
| Personal Computer Interfaces | 28 |
| Desktop | 28 |
| Starting Programs | 28 |
| Controlling Program and Folder Windows | 29 |
| Hiding, Showing, and Closing Windows | 29 |
| Sizing and Moving Windows | 30 |
| Learn More | 32 |
## Chapter 3: Networking and the Internet
| Topic | Page |
|----------------------------------------------------------------------|------|
| Our Networked World | 40 |
| Types of Networks | 40 |
| The Internet | 41 |
| The World Wide Web | 41 |
| Other Services on the Internet | 41 |
| Browsers and Other Internet Tools | 41 |
| Domains | 42 |
| How to Connect | 44 |
| Web Browser Features | 44 |
| Address Bar | 44 |
| Tabbed Windows | 45 |
| Bookmarks and Favorites | 46 |
| Forms | 48 |
| Troubleshooting | 50 |
| Hardware vs. Software | 50 |
| Verify Your IP Address | 51 |
| Verify Your Internet Connection | 51 |
| Determine Your Connection Speed | 52 |
| Network Security | 53 |
| Digital Citizen: Performing Effective Online Searches | 53 |
| Learn More | 54 |
# Chapter 4: Organizing Information
| Topic | Page |
|----------------------------------------------------------------------|------|
| Organizing Information on Your Computer | 60 |
| Files, Folders, and Subfolders | 60 |
| Folders for Information Organization | 60 |
| Naming Files and Folders | 60 |
| Naming Conventions for Files and Folders | 60 |
| Good Practices for Naming Files and Folders | 60 |
| Symbols to Avoid in Filenames | 62 |
| Digital Citizen: Following Naming Conventions at School or Work | 62 |
| File Types and Extensions | 63 |
| Overview of File Extensions | 63 |
| Viewing File Extensions | 64 |
| File Types and Their Association with Programs | 64 |
| Viewing Information | 66 |
| The File Explorer Window | 66 |
| Controlling the View | 67 |
| The Navigation Pane | 71 |
| The Information Path | 72 |
| Common Storage Locations for Files | 74 |
| Default Storage Locations in Windows | 74 |
| Digital Citizen: Respecting Other People’s Files | 76 |
| Learn More | 77 |
# Chapter 5: Files and Folder Management
| Topic | Page |
|----------------------------------------------------------------------|------|
| Working with Folders | 82 |
| Creating and Naming Folders | 82 |
| Copying and Moving Folders | 83 |
| Working with Files | 84 |
| Where to Store Files | 84 |
| Protecting Information | 85 |
| The Save As Dialog Box | 87 |
| Opening and Closing Files | 88 |
| Downloading Files | 91 |
| Organizing Files | 93 |
| Compressing Files and Folders | 98 |
| Archives | 98 |
| Compressed Archives | 98 |
| Compressed Formats | 98 |
| Decompressing Archives | 99 |
| Learn More | 101 |
# Chapter 6: Locating Information
| Topic | Page |
|----------------------------------------------------------------------|------|
| Searching for Files and Applications | 106 |
| Integrated Search Feature | 106 |
| Searching from a Folder | 106 |
| Searching for Information Online | 108 |
| Common Search Engines | 109 |
| Effective Search Strings | 109 |
| Google Search Returns | 109 |
| Intellectual Property | 110 |
| Intellectual Property Protections | 110 |
| Plagiarism | 111 |
| Copyrighted Material | 111 |
| Free to Use | 111 |
| Learn More | 113 |
# Chapter 7: Cloud Storage
| Topic | Page |
|----------------------------------------------------------------------|------|
| Backing Up Information | 116 |
| What Is a Backup? | 116 |
| Backup Solutions | 116 |
| Backup Software | 118 |
| Recovery | 118 |
| Cloud Storage | 119 |
| Benefits and Drawbacks of Cloud Storage Software | 119 |
| OneDrive | 120 |
| Learn More | 124 |
Glossary | 127 |
Index | 131 | | 4c309438-f3db-489d-8d3a-5b942f49b1f8 | CC-MAIN-2021-17 | https://labpub.com/pdfs/BAF19-YDF-TOC.pdf | 2021-04-18T08:06:04+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038469494.59/warc/CC-MAIN-20210418073623-20210418103623-00266.warc.gz | 469,096,415 | 5,684 | eng_Latn | eng_Latn | 0.512463 | eng_Latn | 0.756185 | [
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**Seabirds**
Nest in colonies varying in size from a few individuals to several hundred pairs. Colonies are typically conspicuous since seabirds nest on more open beach, and adults are very defensive around the nest. Nests are shallow scrapes in the sand, and eggs/nestlings are sand-colored with dark speckling. Colonies are very sensitive to disturbance.
**LEAST TERN.** *Sternula antillarum*
21–23 cm
State listed–Threatened. Smallest tern and only tern with a yellow, black-tipped bill. Common–most likely species of seabird to be encountered. Nests April-August. Photos: (left) adult on nest, (right) adult in breeding plumage (loses cap towards the end of the breeding season).
**BLACK SKIMMER.** *Rynchops niger*
40–50 cm
State Listed–Species of Special Concern. Distinctive, boldly patterned with lower bill much longer than upper bill. Fairly common–more so on the Gulf coast. Nests May-August. Photos: (left) adult in breeding plumage, (right) adult close-up.
**ROYAL TERN.** *Thalasseus maximus*
45–50 cm
Large tern with orange bill. Fairly common–however, nests in large colonies that are few and very localized. Nests April-August. Photos: (left) adult with chick, (right) adult close-up (acquires full black cap early in the breeding season).
**SANDWICH TERN.** *Thalasseus sandvicensis*
34–45 cm
Medium-sized tern and only tern with a black yellow-tipped bill. Uncommon–often nests with Royal Terns in large colonies that are few and very localized. Nests April-August. Photos: Photos: (left) adult with chick, (right) adult close-up (note: adults have a full black cap early in the breeding season).
---
**Shorebirds**
Non-colonial species, occasionally nesting in loose groups. Shorebirds nest on open beach and within dune vegetation. Nests are typically shallow scrapes lined with shell fragments and other debris, and are difficult to find since shorebirds rely on concealment as a primary defense. Birds/eggs are well-camouflaged and remain still when approached.
**AMERICAN OYSTERCATCHER.** *Haematopus palliatus*
40–44 cm
State Listed–Species of Special Concern. Large shorebird with distinctive color pattern and stout red bill. Fairly common–nests in wrack line and dune vegetation. Nests April-August. Photos: (left) adult close-up, (right) adult.
**SNOWY PLOVER.** *Charadrius alexandrinus*
15–17 cm
State listed–Threatened. Small shorebird with thin bill and grayish legs (compare with Wilson’s Plover). Uncommon–found only along Gulf coast, nests on open beach. Nests February-August. Photos: (left) adult on nest, (right) nest with eggs.
**WILSON’S PLOVER.** *Charadrius wilsonia*
16–20 cm
Similar to Snowy Plover with larger bill and pinkish legs. Common–nests within dune vegetation. Nests March-August. Photos: (left) adult close-up in non-breeding plumage, (right) adult in non-breeding plumage (note: forehead and neck black in breeding plumage).
**WILLET.** *Tringa semipalmata*
33–41 cm
Large shorebird with long bill and grayish legs. Fairly common–nests within marsh and dune vegetation. Nests April-August. Photos: (left) adult close-up in breeding plumage, (right) adult in breeding plumage.
Photo credits: Jack Rogers (Least Tern–R, Black Skimmer–both, Royal Tern–both, Sandwich Tern–both, American Oystercatcher–both, Wilson’s Plover–both, Willet–both); Alex Kropp (Least Tern–L), Jeff Gore (Snowy Plover–L); Margo Zdravkovic (Snowy Plover–R).
Species in Trouble
Many of Florida’s beach-nesting shorebirds and seabirds have experienced declines as a result of habitat loss and excessive disturbance at nests and colonies. In response, FWC and a growing network of partners are working to improve protection and management of important nesting locations throughout Florida, and the following are ways you can help our effort.
1. MINIMIZE NEST DISTURBANCE
- Please respect posted areas for beach-nesting birds and set an example for beach-goers around you. Contact your respective FWC Regional Biologist if access into a posted area is necessary.
- Many nests are not posted. When surveying, please pay careful attention where you step in order to avoid stepping on a nest. Agitated adults are an indication a nest may be near.
- Operate vehicles as close to the water as safely possible. Nests can be located anywhere on the upper beach, and the hard-to-see eggs and chicks can easily get run over.
- Report acts of vandalism at posted sites to the Wildlife Alert Hotline (1-888-404-3922) and notify your respective FWC Regional Biologist.
2. WATCH OUT FOR CHICKS
- Operate vehicles at a low rate of speed, slow enough for the driver to recognize and avoid chicks in the vehicle’s path. Young birds often feed near the water’s edge, and will hunker down or seek shelter in ruts or depressions when approached.
- Avoid walking or driving in or near the wrack line or areas with dense seaweed and debris since these areas are frequently used by chicks as foraging habitat and shelter.
- Chicks are very mobile soon after hatching and can be found well outside posted areas. As with nests, agitated adults (e.g. dive-bombing, broken-wing display) may signify a chick is nearby, proceed carefully.
- If you find a chick without an adult nearby, do not assume it has been abandoned and try to pick it up - chicks are fairly independent.
3. REPORT YOUR OBSERVATIONS
- Contribute to our expanding knowledge of shorebirds and seabirds. Similar to the data collected on sea turtle nests, we are trying to gain a better understanding of where, when, and how well shorebirds and seabirds are nesting in Florida. Report your observations of nests and/or chicks to the following email: email@example.com
- When submitting an observation please include the following information: 1) Date and time; 2) Species; 3) Number of nests; 4) Location (GPS coordinates preferred, if not possible, please provide a description of the site with map names and distances); 5) Is the site posted?
- In addition to nest/chick observations, please notify us at the same email if a posted site needs maintenance (symbolic fencing on the ground, posts and signs falling down, etc.)
We appreciate your assistance, if you have any questions, contact us at firstname.lastname@example.org
FWC Regional Phone Numbers
Northwest 850-265-3676
North Central 386-758-0525
Northeast 352-732-1225
Southwest 863-648-3200
South 561-625-5122
Florida Fish and Wildlife Conservation Commission
MyFWC.com
Photo credits: Jack Rogers (American Oystercatcher- chick); Chris Burney (Sign, Least Tern- chick, Snowy Plover-nest, Volunteer). | f2c9bcc6-a25b-4e98-b2c9-2a259695450f | CC-MAIN-2023-14 | https://sarasota.wateratlas.usf.edu/upload/documents/FWCBeachNestingBirdsReferenceGuide.pdf | 2023-03-21T07:57:39+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00186.warc.gz | 572,022,557 | 1,628 | eng_Latn | eng_Latn | 0.994381 | eng_Latn | 0.995485 | [
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Timber, firewood, wildlife, clean water…We can have our forest and cut it too! There are ways of managing forests to assure that they remain ecologically sound while also meeting the needs of our society. The way we do this is through the application of the science of forestry. Many woodland owners take pride in managing their property while at the same time allowing the forest to retain its diversity and beauty.
Forestry that incorporates the full complement of environmental benefits is known as “ecosystem management.” This means managing forests to meet human needs while maintaining healthy, diverse ecological conditions. This approach reflects an understanding of how forests function, and the recognition of the growing importance landowners and society place on non-timber values. The goal of ecosystem management is to maintain complexity, mimic natural disturbance, and work at a landscape scale.
Renewable Forest Resources
Wood is a renewable resource and wood products are often environmentally superior to alternatives, such as steel and concrete, which require far more fossil-fuel energy to produce than lumber. Rhode Islanders, like all Americans, are large consumers of wood products. Americans consume 25 percent of all the wood products produced in the world! Yet, while Rhode Islanders consume more and more wood products, our own forest production declines – not because our forests are depleted – but because we choose to import all we can. Some imports come from as far away as British Columbia and the rainforests of Indonesia.
Rhode Island forests can grow superb timber. However, they are currently producing far less than their potential capacity. Furthermore, few Rhode Island woodlands are being managed to grow the best wood.
Currently, we are only harvesting 12% of our annual growth. Of this amount, tree harvesting associated with commercial forestry operations represents less than one-fifth of the timber being removed in the state. The remaining four-fifths of timber removals are on land that is being converted to some use other than timberland, such as land cleared for development or restricted from timber harvesting. If the state were to maintain the current acreage of timberland and manage it sustainably – harvesting by best management practices and taking no greater volume of wood than grows each year – Rhode Island could increase both annual net growth of trees and production of wood products several times over.
Sustainable Harvesting
Managing the forest for forest products and managing for biodiversity are compatible goals. We can have our forest and cut it too! The reason for this is simple: both quality wood products and ecological health require a mature, diverse forest. Timber harvesting traps carbon for decades (or even centuries) in the form of boards, while back in the woods new trees go on absorbing carbon dioxide, an important step in combating global warming.
There are two parts to managing for quality timber products: intermediate thinnings and regeneration harvests
Improvement Thinning
Young trees grow in dense stands or groups, filling the gaps created in the forest after some type of disturbance (fire, harvesting, insects, storms). Most trees gradually die out of the stand through competition over time. Forestry practices known as improvement thinnings present an opportunity to periodically thin the stand, removing some trees so that others can grow better. Growth can be concentrated on those remaining
Low Impact Logging
Next to commercial fishing, commercial logging is the most dangerous occupation in this country. Logging is a physically and financially rough and risky business, and a logging operation is a disruptive operation even under the best of conditions. Introduce adverse weather, difficult site conditions, and poor planning; and the disruptions are compounded. Most landowners think of logging as muddy and ugly. Research reveals that many woodland owners are reluctant to harvest their timber for fear of destroying the natural beauty, recreational opportunities, aesthetic values, and wildlife habitat of their forest.
The four elements of timber harvesting that cause the most impact are trucking roads, landings, skid trails and tree felling. A landing is a cleared area where logs or trees are brought from the woods, usually by a piece of heavy equipment. The wood is cut up into various products, then sorted and stored here until they are loaded onto trucks and hauled to market. A skid trail is a temporary road in the forest that provides access for a machine (not trucks or cars) to drag felled trees or logs from the stump to a central landing area. Finally, a trucking road, which is often unpaved, connects the landing with publicly maintained roads.
In most cases, these activities should be planned and supervised by a professional forester, but they are ultimately under the direct control of the logger or the landowner. It is, therefore, important that the logger as well as the landowner understand the concerns and their solutions.
Logging can be a dangerous and disruptive affair but has come a long way. Licensing and training programs for loggers, such as the Southern New England Logger Education Program have improved safety in the woods as well the quality of the work that the logger performs. Refer to the list of contacts and resources at the end of this factsheet for more information.
There is more than one way to harvest a forest
Effective natural replacement in the forest requires an orderly succession of trees growing to take the place of those that die or are harvested. The way in which trees are harvested helps determine how quickly the forest regenerates and what kinds of trees will grow in succession.
To make informed land management decisions, landowners need information about the effects of different harvesting techniques. Having a range of options available means landowners can choose a technique that meets their objectives and preserves Rhode Island’s beautiful landscape.
The following are some commonly applied regeneration harvests for Rhode Island’s forests: Diameter Limit Harvest; Group Selection Method; Shelterwood Harvest; Commercial Clearcut; Silvicultural Clearcut; and Coppice with Standards. Depending on the tree species you wish to encourage, the type of timber products you wish to produce, and the degree to which you also wish to incorporate other forest activities such as enhancing wildlife habitat, one of these tree harvesting methods may best suit your plans and goals. Contact a state service forester and/or a consulting forester for more information and assistance. Refer to the list of contacts and resources at the end of this factsheet.
Regeneration Harvests
After trees have been allowed to grow and produce more valuable wood, it is time to think about harvesting the timber and regenerating the next forest. Much of Rhode Island’s forest is approaching this point. Since it is not desirable, practical, nor economical to regenerate all the forest at the same time, it is better to proceed gradually, diversifying the forest into a variety of tree species and ages. Because of the abundance of natural regeneration in our region, it is not necessary to plant new trees. The new forest that emerges is determined by:
- The seedlings (the types of existing trees) that are on hand
- How vigorously the tree stumps develop sprouts (known as coppice)
- The amount of sunlight now reaching the forest floor in that area
The ability of a tree to reproduce, grow and compete (survive) is a function of the amount of light that it requires. The amount of light that is produced in the forest is determined by the size of the gap that is opened in the overlying forest canopy--either through natural disturbance or artificially through cutting.
What are some marketable wood products and tree species that I can grow?
Think Quality
While red oak and white pine are the two most commonly grown and marketable tree species for Rhode Island forestland production, it is important to remember that tree quality is just as important--if not more important--than tree species.
Timber (Sawlogs)
The production of wood products measured in board feet—also known as sawlogs. These products are usually higher in value, such as veneer and large sawlogs. For board-foot volume production, the value per foot differs greatly with species, tree size, and tree quality. Thus, focusing on volume production alone without considering the characteristics of individual trees is not the same as focusing on the value of the products. Board-foot volume production involves treatments that focus available resources on trees that have the greatest potential value. To determine the right number of trees per given area to grow, foresters identify the tree species and then measure the tree stand density, the basal area, the number of trees per acre, and the size of the trees. Ideally, you want enough trees growing to make use of the available space and other resources without causing “overcrowding” which reduces both quality and growth rates.
The tree species most commonly marketed as sawlogs in Rhode Island include: Red Oak, White Oak, and White Pine. Other species also sold as sawlogs but to a lesser degree include Black Oak, Scarlet Oak, Maple, Birch, Hickory, Red Pine, and Hemlock. Red Oak is the most valuable species sold.
Firewood
Fuelwood is produced from lower quality trees that are poorly formed or crooked, or it may come from the tops of trees harvested as sawlogs. Lack of management, past history of land use, and fire have resulted in an overabundance of crooked, diseased and otherwise undesirable trees. In most RI woodlots, crop trees or straight trees of a species that are desirable for sawlogs, are far outnumbered by undesirable cull trees (poorly formed or damaged trees that have no marketable timber value). Proper fuelwood production can, therefore, make use of these cull trees while at the same time improving your woodlot by giving desirable crop trees room to grow (improvement thinning).
Fuelwood can be of any species but species such as hickory, red oak, white oak, ash, sugar maple, yellow and black birch and American beech tend to have high heat value while species such as white pine, hemlock, red pine, pitch pine, red cedar, aspen, poplar, black cherry, and red maple tend to have low heat value.
Pulpwood
In some areas of the country, there is the opportunity to grow trees to provide a steady supply of wood to a pulp mill, chipboard plant, or wood burning energy plant. Usually, treatments aim to grow as many trees, or as much volume, in as short a period of time as possible, rather than focusing on growing large, high quality trees. Short rotations and only a few, if any, improvement thinning treatments are recommended. Income is earned through the steady supply of pulpwood. The income from pulpwood production may be enough to pay your ownership costs, as well as earn a profit.
The pulpwood market in Rhode Island is limited and fluctuates dramatically. Species commonly sold for pulpwood include most of the hardwoods and softwoods depending on market demand. Most of the pulpwood sold in RI is shipped to mills in northern New England. Prices for pulpwood tend to be very low.
Miscellaneous Products (Poles, Custom Sawn Wood)
There are some specialty markets that may occasionally be available to the woodland owner. Poles are trees that meet certain manufacturers specifications for use as utility poles, piling, and log cabin stock. Individual trees that meet these rigorous specifications can be of more value to the landowner. Red pine is especially suited for use as poles.
There is a market for trees that can be custom sawn and used to construct such things as post and beam homes, furniture, boat building and restoration, etc. This market generally requires trees to be harvested in different lengths than is customary for the standard sawlog harvest. Again, individual trees may be of more value to the landowner if he/she can develop a relationship with the people and/or businesses looking for this material.
Be A Smart Consumer - Call Before You Cut!
For most landowners, the process of selling timber is foreign, unknown territory. Timber harvesting requires expertise such as current price information, familiarity with markets, technical jargon, and environmental regulations. Ignorance of
Silviculture
Silviculture is the art, science, and practice of establishing, tending, and reproducing forest stands of desired characteristics. It is based on knowledge of species characteristics and environmental requirements. Much of silviculture is the art of manipulating the amount of light that is introduced into the forest. Silva is the Latin word for forest.
High Grading – Beware:
Woodland owners are often scared away from timber harvesting by visions of “clearcutting” that are often erroneously portrayed in the media. They are attracted by the idea of “selective harvesting” in which only individual trees are harvested. However, in actual practice “selective harvesting” is too often a term used for high grading.
In this practice the best and most commercially valuable trees are cut and the poorer quality trees are left behind on the woodlot. “Cut the Best and Leave the Rest” is a phrase that is commonly used to describe this practice. This is not a recommended woodland management practice—especially if your interest is growing high quality timber. In actual practice, the better way to manage your woodland is to periodically remove poorer quality trees to favor the better quality trees. Multiple intermediate harvests over the long term often generate greater revenue returns than the one time practice of high grading. CALL BEFORE YOU CUT!
Deer Impact
Rhode Island forests, as with much of the northeast region, can regenerate abundantly through the natural growth of sprouts (coppice) on tree stumps. This form of natural forest regeneration has been greatly impacted by high deer populations that heavily browse the new sprouts and older tree seedlings. Fencing and other methods for discouraging deer can be costly and labor intensive. Contact RI DEM Division of Forest Environment and Fish and Wildlife for more information on deer population control.
these factors can lead to serious and expensive mistakes.
Forests take decades to grow, but can be destroyed in just a few days of poorly conducted cutting. Landowners can avoid these pitfalls by retaining a professional forester who can identify which trees to be harvested, determine the volume to be removed, and how much value or income the landowner should receive. Foresters have been proven to be well worth the money. Research has shown the average landowner makes more money from a timber sale administered by a competent forester, than by selling the timber on his/her own.
Call your public service forester, RI DEM Division of Forest Environment at (401) 647-3367 for advice and assistance with achieving your woodland goals in a way that protects and enhances the value of your property. Your public service forester can provide you with:
➢ Forest cutting/harvesting regulations--assistance with the Intent to Cut application process.
➢ Best Management Practices and oversite when working in forested wetlands. Refer to factsheet Working for Clean, Plentiful Water for more information about wetland laws.
➢ A list of consulting foresters and licensed wood operators.
➢ Ways to manage your woodlands in an ecologically sustainable manner.
The decision to cut trees on your property is an important one; don’t be rushed into a bad decision. CALL BEFORE YOU CUT!
Where to do I turn for more information and help?
RI DEM Division of Forest Environment
(401) 647-3367 • www.dem.ri.gov
• Talk with a state service forester
• Obtain information and assistance with forest management, forest harvesting operations and laws; a list of consulting foresters and licensed wood operators; Best Management Practices for Rhode Island: Water Quality Protection and Forest Management Guidelines.
Rhode Island Forest Conservators Organization (RIFCO)
(401) 568-3421 • www.rifco.org
• Educational programs and events, newsletter, Rhode Island Tree Farm Program, links to numerous publications and local, state, and federal forestry agencies and organizations.
USDA Natural Resources Conservation Service
(401) 828-1300 • www.ri.nrcs.usda.gov
• Obtain the Soil Survey Map of Rhode Island and assistance with the identification of and information about the soils on your property; technical assistance with conservation planning and practices; and local conservation district contacts.
Southern New England Logger Education Program
Forest and Wood Products Institute
www.mwcc.mass.edu/HTML/FWP/default.html
(978) 630-9334
• Information about logger education program, certification, and scheduled workshops.
Northeastern Loggers’ Association
www.loggertraining.com • (315) 369-3078
USDA Forest Service, Northeastern Area, State and Private Forestry
www.na.fs.fed.us
Links to Durham, NH Field Office
(603) 868-7600
www.fs.fed.us/na/durham
• Information on Forest Stewardship, Fire Management, Conservation Education and Sustainability, Economic Action Program, on-line library.
Cornell Cooperative Extension, Department of Natural Resources
(607) 255-2115
www.dnr.cornell.edu/ext/ext/index.htm
publications:
www.dnr.cornell.edu/ext/ext/publications.htm
• A Guide to Logging Aesthetics, other publications on timber and firewood production on small acreage woodland plots.
A Forest Landowner’s Guide to Internet Resources: States of the Northeast
www.na.fs.fed.us/pubs/misc/ir/index.htm
• Publications and factsheets for: Economics of Forest Investments; Tree Identification/Species Info; Forest Health and Protection; Tree Planting/Regeneration; Forest Management Planning; Sustainability and Certification; Silviculture; Forest Sampling and Inventory; Forest Harvesting Operations; Timber Sales; Special Forest Products; Riparian Forest & Wetland Mgmt; Glossaries of Forestry Terms; Miscellaneous | 52a5d45c-d85b-4ae2-8ebf-2dbba9c8ddd7 | CC-MAIN-2023-14 | https://web.uri.edu/wp-content/uploads/sites/2078/9.pdf | 2023-03-27T08:14:40+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00146.warc.gz | 683,179,849 | 3,595 | eng_Latn | eng_Latn | 0.987557 | eng_Latn | 0.996334 | [
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Plantation naysayers and the backlash against tree planting
Rod Taylor
World Resources Institute
Yale Forest Forum
Speaker Series on Reconsidering Planted Forests for the 21st Century. 2022
Outline
• A quick look at the distribution of plantations/planted forests
• Definition Wars
• The case against plantations, and counterviews
• The case against tree planting as a climate solution, and counterviews
• Some tools and approaches to advance plantations that support sustainable development and discourage those that have negative social and environmental impacts
Global Map of Planted Forests and Agricultural Tree Crops
Planted Forest
Tree Crops
Planted Forests in Europe
Source: Harris et al. (2019), derived from Forest Europe (2015) introduced species statistics and species distribution maps from San-Miguel-Ayanz et al. (2016) and Brus et al. (2012).
Planted Forests in the US
Source: Harris et al. (2019), derived from various sources by WRI authors.
Legend:
- Green: Planted Forest
- Yellow: Tree Crops
Tree plantations
- Oil Palm
- Wood fiber / timber
- Rubber
- Fruit
- Other
- Wood fiber / timber Mix
- Oil Palm Mix
- Rubber Mix
- Fruit Mix
- Other Mix
- Unknown
- Recently cleared
- Unknown Mix
Definition wars – Are plantations forests?
Branding a plantation a ‘forest’ is like branding a big swimming pool as a ‘lake’.
Definition wars – Do plantations count as restoration?
Mongabay Series: Finding Common Ground
Should tree plantations count toward reforestation goals? It’s complicated
Analysis by Gianluca Cerullo on 10 September 2021
How Do Different Restoration Techniques Bring Value To People And Planet?
| Type | Cost | Biodiversity Benefits | Economic Potential |
|-------------------------------------------|------|-----------------------|--------------------|
| Natural regeneration | | | |
| Natural forest regrowth | | | ↑↑↑↑↑↑↑↑ |
| Assisted natural regeneration | | | ↑↑↑↑↑↑↑↑ |
| Ecological restoration | | | ↑↑↑↑↑↑↑↑ |
| Active restoration | | | |
| Small farmer reforestation, e.g. agroforestry, woodlots | | | ↑↑↑↑↑↑↑↑ |
| Commercial, large-scale reforestation | | | ↑↑↑↑↑↑↑↑ |
| Commercial reforestation with safeguards, e.g. certification | | | ↑↑↑↑↑↑↑↑ |
Source: Adapted from Chazdon, R. et al. 2017.
The case against plantations, and counterviews
21 September
International Day of Struggle Against Monoculture Tree Plantations
What could be wrong about planting trees?
The new push for more industrial tree plantations in the global South
- companies invade fertile, agricultural lands and destroy the topsoil of forests, grasslands and savannas;
- companies promote deforestation and replace forest areas with plantations;
- companies create very few of the promised jobs, while those offered to members of the local community are low paid, carried out under precarious conditions and include dangerous tasks, such as the application of agrotoxins;
- women in particular are hard hit when the plantations interfere with their capacity to produce food; many have also been exposed to harassment and sexual abuse and violence;
- once the industrial plantations are established, water sources become depleted or contaminated by agrotoxins;
- the presence of security guards frequently has a severe impact on the freedom of movement of the local community; people are regularly harassed and face controls and restrictions over their daily comings and goings.
Struggle against monoculture tree plantations in Brazil.
In the right place and managed sustainably, tree plantations can reduce the pressure to bring natural forests into production.
Tree plantation area (ha) required for a 1 million tonnes/year pulp mill in different parts of the world due to land productivity.
Source: Päiväri**
WWF LIVING FORESTS REPORT: CHAPTER 4
FORESTS AND WOOD PRODUCTS
The case against tree planting as a climate solution, and counterviews
High-profile programs aimed at planting billions of trees are being launched worldwide. But a growing number of scientists are warning that these massive projects can wreck natural ecosystems, dry up water supplies, damage agriculture, and push people off their land.
BY ADAM WELZ · APRIL 8, 2021
Tree planting can distract from the greater priorities of protecting existing forest and reducing fossil fuel use, critics say.
Most projects set targets of how many trees to plant, rather than how many survive over time or, more importantly, whether the desired benefits are achieved.
Tree planting is not a simple solution Karen D. Holl and Pedro H. S. Brancalion, Science 368 (6491), 580-581 DOI: 10.1126/science.aba8232
‘Bad science’: Planting frenzy misses the grasslands for the trees
by Shreya Dasgupta on 12 May 2021
Tree planting has been widely promoted as a solution to climate change, because plants absorb the climate-warming gases from Earth’s atmosphere as they grow. World leaders have already committed to restoring 830m hectares of forest by.
Global tree pledge frenzy threatens ancient grasslands
Can tree campaigns curb climate change without harming grasslands?
Past tree-planting pushes have had unintended ecological consequences
DELGER ERDENESANAA • MAY 26, 2021
Atlas of Forest Landscape Restoration Opportunities
Bonn Challenge
Restoration Opportunities
Restoration Opportunity Areas
- Wide-scale restoration
- Mosaic restoration
- Remote restoration
Other Areas
- Urban areas
- Forest
Forest Condition
Current Forest Coverage
Potential Forest Coverage
Human Pressure
Tools and approaches – ethical supply chains so plantations don’t displace/exploit people or destroy ecosystems.
Tools and approaches – managing to protect and enhance high conservation values
| HCV 1 | Species diversity |
|-------|-------------------|
| | Concentrations of biological diversity including endemic species, and rare, threatened or endangered species, that are significant at global, regional or national levels. |
| HCV 2 | Landscape-level ecosystems, ecosystem mosaics and IFL |
|-------|--------------------------------------------------------|
| | Large landscape-level ecosystems, ecosystem mosaics and Intact Forest Landscapes (IFL) that are significant at global, regional or national levels, and that contain viable populations of the great majority of the naturally occurring species in natural patterns of distribution and abundance. |
| HCV 3 | Ecosystems and habitats |
|-------|-------------------------|
| | Rare, threatened, or endangered ecosystems, habitats and refugia. |
| HCV 4 | Ecosystem services |
|-------|--------------------|
| | Basic ecosystem services in critical situations, including protection of water catchments and control of erosion of vulnerable soils and slopes. |
| HCV 5 | Community needs |
|-------|-----------------|
| | Sites and resources fundamental for satisfying the basic necessities of local communities or indigenous peoples (or livelihoods, health, nutrition, water, etc…), identified through engagement with these communities or indigenous peoples. |
| HCV 6 | Cultural values |
|-------|-----------------|
| | Sites, resources, habitats and landscapes of global or national cultural, archaeological or historical significance, and/or of critical cultural, ecological, economic or religious/sacred importance for the traditional cultures of local communities or indigenous peoples, identified through engagement with these local communities or indigenous peoples. |
Tools and approaches – monitoring socioeconomic impacts and tree survival in forest restoration projects
| Category | Indicator | Data Collection Technique |
|---------------------------|---------------------------------------------------------------------------|---------------------------|
| Tree density and diversity| Number of trees restored | 🌳 |
| | Number of trees planted by species | 🌳 |
| | Number of trees naturally regenerating by species | 🌳 |
| | Number of trees grown in nurseries (optional) | 🌳 |
| Tree Cover | Percent of target canopy cover | 🌳 |
| | Percent change in tree crown canopy | 🌳 |
| Tree Survival | Percent survival rate of planted trees | 🌳 |
| | Number of major disturbances (fires, etc.) observed | 🌳 |
| Carbon Benefits | Percent survival rate of planted trees | 🌳 |
| Social and Community Benefits | Number of socioeconomic beneficiaries of restoration | 🌳 |
| | Number of days of work created | 🌳 |
| | Number of people benefiting from improved ecosystem services | 🌳 |
| | Number of people directly benefiting from improved freshwater quality or quantity (optional) | 🌳 |
| Management | Number of hectares under restoration | 🌳 |
| | Cost per tree grown | 🌳 |
| | Number of types of restoration | 🌳 |
| Biodiversity (Optional) | Percent change in species richness | 🌳 |
| | Average change in abundance | 🌳 |
| | Occupancy index | 🌳 |
| | Community similarity index | 🌳 |
Key: 🌳 Field data 🌉 Satellite data * For selected projects
10 Golden Rules for Restoring Forests
- Protect existing forests first
- Put local people at the heart of tree-planting projects
- Maximise biodiversity recovery to meet multiple goals
- Select the right area for reforestation
- Use natural forest regrowth wherever possible
- Select the right tree species that can maximise biodiversity
- Make sure the trees are resilient to adapt to a changing climate
- Plan ahead
- Learn by doing
- Make it pay
https://www.weforum.org/videos/21927-2021-10-golden-rules-for-planting-trees-in-the-right-places-uplink | a342c4dc-0050-4697-994b-89a01ffdd02a | CC-MAIN-2023-14 | https://yff.yale.edu/sites/default/files/files/Plantations%20Yale%20speaker%20serries%2022%20taylor.pdf | 2023-03-22T03:35:19+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943749.68/warc/CC-MAIN-20230322020215-20230322050215-00418.warc.gz | 1,219,745,185 | 2,163 | eng_Latn | eng_Latn | 0.925705 | eng_Latn | 0.990624 | [
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In This Issue:
- About the Author 02
- Keep Going, Keep Growing 03
- Executive Functioning 04
- Sensory Circuits 07
- Redefining Inclusion 09
Hello!
I am sure we are all working hard at supporting our children, as they continue to learn in a constantly shifting educational environment.
Remember, that with the right strategies, this process can be made that little-bit-better. Inclusivity Education has put together resources and information for you to look at and draw from.
I am pleased to share with you that over the past year, all the students working with us, have continued to make tremendous progress and this is all thanks to the hard work, dedication and co-operation of parents, teachers and tutors. This showed us that when we come together, we can continue to excel with positivity and resilience.
Inclusivity Education is always looking for ways to support and advocate for neurodiverse learners. Please reach out to us on email@example.com
I look forward to hearing from you!
Nazia Ansari
During the first school closures last year, Inclusivity Education held free virtual sessions for the public, in response to a growing concern among parents on how to support their neurodiverse children. The sessions titled ‘Keep Going, Keep Growing’ provided parents with a support system under the unprecedented circumstances.
While in the UK, children with an EHCP are given placements in schools during school closures, this was not the case globally. Therefore, the ‘Keep Going, Keep Growing’ initiative provided strategies that parents could use themselves. They proved helpful in not only supporting neurodiverse learners but also neurotypical ones too.
Keep Going, Keep Growing stemmed from hearing parents expressing frustration about homeschooling, including difficulties with getting their children to follow the schedule, struggling with getting kids to do the right thing at the right time and challenges with kids being able manage themselves.
Bigger concerns were expressed from the parents of neurodiverse learners, who were worried about their child regressing due to the lack of structure - similar to what we have in a school day, as well as significantly reduced socialisation.
When we are mainstreaming neurodiverse learners, we tend to focus primarily on academic progress. However, there are other important skills to develop. Sadly, these skills are left out because they don’t come up or there is no time to work on them. School closures is an ideal time to develop these skills and potentially send our kids back, having gained an additional skill that will help them cope better at school.
Our sessions demonstrated an incredible interest globally, with participants attending from Kenya, Uganda, USA, India, Malaysia, Dubai, Scotland, England, Wales, Malawi, South Africa and the UAE!
Topics covered during the sessions were:
- Sensory Circuits
- Executive Functioning for Routines and Self-Management
- Scaffolding and Foundations
- Star Charts and Token Economy Systems
- Memory
- Metacognition
Recordings from these sessions are available on our website: https://inclusivity.education/resources/
Executive functioning helps us manage the many different tasks we need to do on a daily basis. It is what helps us remember where we put our keys or what projects need to get done; it makes us stop when we need to avoid distractions and it is what gets us to make and follow a plan.
It is not uncommon to find that neurodiverse learners struggle with executive functioning. In fact, during school closures, all children are expected to use this skill, even though it is still developing. Did you know that executive functioning skills do not fully develop until your mid 20’s?!
However, all is not lost. There are numerous ways that we can support our children and build their ability to self-manage and follow the new routine, that learning from home brings and therefore help support the development of their executive functioning skills.
By using the strategies discussed, parents from the 2020 sessions stated that their children were coping better with knowing what was expected of them. They were also motivated to complete all their tasks. This was especially the case when the last task involved doing something fun like watching tv or playing on the iPad!!!
Information is available about this on the resources page. The video is titled: Exploring the Mind - Executive Functioning by Nazia Ansari
To view the video, go to:
https://inclusivity.education/resources/
Printable resources available on the next page.
These pictures can be used to create a visual schedule for learners. This means that you can make a timetable that guides the child in knowing what to expect and what is expected of them. By laminating them individually and sticking them up, your child can pull each activity down once they are done with it.
A first and then card is the perfect way for parents to help children when they need to transition from a more preferred activity to a less preferred one or vice versa. Having children understand what to expect and what is expected of them provides clarity and structure. These boundaries create a safe and predictable space for children which is vital for their well-being.
During our Keep Going, Keep Growing sessions, Occupational Therapist, Perpetua Omondi, took participants through sensory circuits.
Parents and teachers learned how to use them, what sequence to follow and how they impact a learner.
Parents reported a significant improvement in their child’s ability to stay focussed during virtual learning, which was put in place immediately in Kenya and other countries around the world.
Sensory circuits are often used in schools to some extent and can be very easily implemented at home. A child can complete their circuit before a learning session; a full circuit can be as short as 10 minutes long and can be used with neurotypical children too!
Resources provided for this session were ideas on what a parent can do for each exercise and a reminder on the correct sequence.
The basic principle of a sensory circuit is to begin by having a child engage in alerting exercises to wake them up. This can involve a few minutes of jumping jacks, jogging on the spot, running, jumping on a trampoline and so on.
This is followed by an activity that seeks to organise the child. Perpetua recommends activities are done while the child lays on their stomach. Children could play with Lego, bead or even do a puzzle.
Finally the child should do something calming which includes deep pressure type activities, such as playing with putty, getting gentle hugs or cuddles or sitting with a weighted blanket.
Ideally, by the time your child has completed these three activities, they should be in a better frame of mind to get some learning done!
Information is available about this on the resources page. The video is titled: Sensory Circuits Webinar Session
To view the video, go to:
https://inclusivity.education/resources/
Printable resources available on the next page.
Sensory Circuits
Printable resource
SIMPLE STEPS TO SET THE LEARNING PACE
GET MOVING AND GET READY
1. ALERTING ACTIVITIES
- Waking up exercises
- Jumping Jacks
- Skipping
- Hopping
- Bouncing on a therapy ball
- Jumping on a trampoline
2. ORGANISING ACTIVITIES
- These activities increase your child's focus and attention
- Bouncing and catching a tennis ball 10 times
- Tummy time
- Figure 8 walking
- Row row boat game
3. CALMING ACTIVITIES
- Activities to calm
- Swinging
- Blanket tortilla
- Rocking
- Gentle squashing
- Playing with putty
Nazia: firstname.lastname@example.org
Perpetua: email@example.com
*These activities should only be accessed once parents and teachers have watched the video on the link in the article.*
Our more recent initiative is the Redefining Inclusion Course. Inclusivity Education has partnered with Efti Enterprises to train teaching assistants and parents on how to best support neurodiverse learners.
This 8 week course looks at training attendees on the process and components that go into supporting a neurodiverse learner. We believe that it is important for all members of the team to be informed about intervention processes. This helps give them a voice and to strengthen their role as part of the child’s support system.
During the course, the attendees go through the following topics:
Week 1- Orientation and 8 principles of inclusion
Week 2- Academic Progress
Week 3- PAGS(R)
Week 4- Academic Achievement
Week 5- Sensory Processing
Week 6- Memory
Week 7- Executive Functioning
Week 8- Changing Mindsets
As part of the course, attendees receive a one year licence to PAGS(R) for their child. PAGS(R) helps guide us on fundamental competencies that we need to build in a child which are: cognition and learning skills; socialisation; communication and self-regulation.
The Redefining Inclusion programme has partnered with the Njeri Maria Foundation. In an effort to improve inclusive practices, a portion of proceeds go to the foundation to better support neurodiverse children in local schools within Kenya.
Enrollment into the course is £200. We are currently still taking bookings for the 19th of February with limited spaces available.
To book your space: go to: https://inclusivity.education/payments/ | f4e17fe9-4ec9-488d-9477-856635aa49cd | CC-MAIN-2023-14 | https://inclusivity.education/wp-content/uploads/2021/04/Inclusion-Counts-Issue-1.pdf | 2023-03-22T05:55:56+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943750.71/warc/CC-MAIN-20230322051607-20230322081607-00697.warc.gz | 362,934,653 | 1,951 | eng_Latn | eng_Latn | 0.977087 | eng_Latn | 0.997802 | [
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Freedom From Uncertainty: Teaching the Pandemic
Using Historical Research, TPS Teachers Network Album & Library of Congress Collections
HISTORICAL EMPATHY TOOLBOX:
TEACHING COVID19 PANDEMIC
Primary sources and teaching strategies engage students in historical research that explores the causes and socio-economic and political impact of Covid 19.
SAME STORM, DIFFERENT BOATS EXHIBIT
Students compiled their work into a community exhibit and companion book.
Scan code for access to companion book & virtual tour.
TPS PROJECT
Same Storm, Different Boats:
Documenting the Living History of Covid19 Pandemic
THE STUDENTS
Thirty high school students from Student Leadership Johns Creek, a two-year extra-curricular leadership program
SAME STORM, DIFFERENT BOATS
DOCUMENTING THE LIVING HISTORY OF THE COVID-19 PANDEMIC
COMMUNITY ACTIVITY
SHARE YOUR EXPERIENCES LIVING THROUGH THE PANDEMIC!
TYING IT TOGETHER: CONCLUSION | 03ad5d3b-bf53-49a6-936a-305787f198eb | CC-MAIN-2024-22 | https://tpsconsortiumcreatedmaterials.org/wp-content/uploads/2022/11/TPS-ER-2023-Mercer-Poster.pdf | 2024-05-22T01:58:13+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00396.warc.gz | 514,825,694 | 204 | eng_Latn | eng_Latn | 0.962969 | eng_Latn | 0.962969 | [
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ACTIVELY ANTI-RACIST: ACTIVITIES TO TRY WITH YOUR CHILDREN
REFLECTIONS
ACTIVELY ANTI-RACIST
BARTON LAB VU
CONTACT: email@example.com
SELF-PORTRAITS
Possible Supplies
Pencils, paper, crayons, markers
Glue, tissue paper, clay, beads, stamps
Suggestions
Have children draw, sculpt, or create a self-portrait in any way
Children can write and draw things about themselves in their portrait
ACTIVELY ANTI-RACIST
BARTON LAB VU
CONTACT: firstname.lastname@example.org
SUPPORT AND CONNECT
- Display visual examples of other portraits and model creating your own
- Point out characteristics in the portraits that children share and those that are different
- Encourage conversations between children about their portraits
- Remind children that despite differences, we are all human and should receive kindness and respect
SHARE WITH US
Display children's self portraits and encourage further self reflection!
Share your experiences with us! #bartonlabshares
Collaborate with coworkers and share ideas with us!
ACTIVELY ANTI-RACIST
BARTON LAB VU
CONTACT: email@example.com | d9b5d231-93c2-4612-8bf4-26a5dfc7b4dc | CC-MAIN-2023-14 | https://cdn.vanderbilt.edu/vu-web/lab-wpcontent/sites/96/2020/06/02144329/AAR-Activity-Reflections-2.pdf | 2023-03-29T14:06:28+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948976.45/warc/CC-MAIN-20230329120545-20230329150545-00108.warc.gz | 196,342,184 | 272 | eng_Latn | eng_Latn | 0.766297 | eng_Latn | 0.970455 | [
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We Help War Victims is an organization founded by an inspiring educator named Jim Harris. He focuses on the needs of an ethnic community, Hmong, who are a group of people located in Laos and here in the US. Most are refugees who fled from Laos in the aftermath of the Vietnam War and faced persecution because of their involvement (or presumed involvement) with the CIA.
The aims of WHWV include, but not limited to: Extracting unexploded ordinances in and around Laotian rural villages; Helping Lao villagers receive medical needs (birth defects, injuries, illnesses); Reconnecting Hmong refugees with missing relatives; and Educating the youth on Hmong culture thus preserving the culture.
Our team took on these tasks during our internship:
COFFEE
• Researched potential locations where we could sell Laotian coffee beans and contacted local businesses
SPEAKING ENGAGEMENTS
• Reached out to potential sources where Jim could speak on
MEDICAL MISSION
• Efforts made to get medical care for young Laotian girl with condition by:
1. Providing a medical report on the condition to assist Jim with taking the necessary steps
2. Contacting surgeons and physicians nationwide to find potential locations for surgery
TRANSCRIPTION
• Transcribed interviews with members about their experiences back in Laos, during the war, and their journey from their homes by:
1. Watching videos of these incredible people and transcribing their stories for future generations (these gave us a new perspective on the tragedies of the war and immense strength of the Hmong community).
CATALOG
• Established a database to digitally catalogue the artifacts, helping to organize the information and make the transition of the museum to a new location easier; we also researched catalogues that Jim can utilize to make the museum accessible online to a wider audience
Our partnership with WHWV enabled us to appreciate:
• The impactful mission of WHWV
• The numerous efforts put forth to help war victims
• The profound purpose derived from finding small ways to impact the world
• How to work as a team toward a common, abstract goal
• Commitment and persistence as essential qualities when engaging in global problem solving
Members: Mackenzie Gard, Aubrey Ouderkirk, Yaera Spraggins, Abhinav Janappareddi, Malik Salman, Tiffani Ihrke, Joys Kapali, Jake Riegel
For more information on WHWV, please visit: wehelpwarvictims.org | 3d7c68f6-114f-442a-a0c4-7b52a4314cf3 | CC-MAIN-2023-14 | https://lsa.umich.edu/content/dam/gsp-assets/gsp-documents/CG%203%20We%20Help%20War%20Victims%20Poster.pdf | 2023-03-28T20:29:36+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00647.warc.gz | 430,201,922 | 513 | eng_Latn | eng_Latn | 0.995594 | eng_Latn | 0.995594 | [
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Leadership Placement
My leadership placement was at the Institute on Disability at the Raising Awareness to Influence Safety in Employment (RAISE) Project. I worked as a part of a team to revise and update the Staying Safe at Work curriculum. Updates included in-person and online lesson plans, small group activities, and supporting information from the US Department of Labor (USDOL) and other agencies and organizations.
Workplace Hazards and PPE
Two of the lesson plans that I revised include information about workplace hazards and personal protective equipment (PPE). I developed educational materials regarding the hazards of exposure to COVID-19 and the use of PPE to mitigate those risks in the workplace utilizing plain language provided by the Centers for Disease Control and Prevention.
Protecting yourself from COVID-19:
“It’s important to protect yourself and others from COVID-19 while you are at work. Here are some important things to know:
• Some people with COVID-19 feel fine.
• Some people with COVID-19 feel bad.
• Some people with COVID-19 get very sick.
• People with COVID-19 get sick in different ways.
• People with other health problems may get very sick.
• Stay at least 6 feet away from people while you work.
• Stay away from people who are sick.
• Wear a mask to protect everyone.
• Wash your hands often.
• Wash your hands with soap and water.
• Use hand sanitizer if that’s all that you have.
• Rub your hands until they feel dry.
• Washing your hands with soap and water is best.
Your employer will tell you if there are special requirements or procedures that you must follow related to COVID-19 at your jobsite.”
Staying safe in an emergency at work:
My revisions to this lesson plan incorporated information from the USDOL and the National Fire Protection Association. Educational materials were modified and provided for students in plain language.
Tell the class:
“OSHA recommends that all employers have a written Emergency Action Plan to prepare for emergencies or natural disasters. Emergency action plans are designed to keep all people safe. They must include accommodations for people with disabilities. Disabilities can affect people’s ability to walk, see, hear, communicate, and think. During an evacuation there are four important things that everyone needs to know:
1. What is the emergency?
2. Where is the way out?
3. Can I get myself out of the building (or away from the danger) or do I need help?
4. What kind of help do I need?
https://www.nfpa.org/~/media/Files/Public-Education/By-topic/Disabilities/EvacuationGuidePDF.ashx
https://www.osha.gov/sites/default/files/publications/osha3088.pdf
Next steps:
The RAISE team will develop two supplemental trainings; Accommodations and Assistive Technology for a Safe Workplace and Advocating for your Safety at Work. The three trainings will include the development of a pocket guide for employees to have as a reference when on the jobsite. The revised SSAW curriculum and pocket guide will be translated into Spanish.
I believe that systems change needs to happen at the federal level to improve home and community-based services (HCBS) to ensure that people with disabilities, like my son can live and thrive in the community rather than languish in institutional settings. I plan for my life after LEND to include advocacy and policy work toward those ends.
Acknowledgements:
The RAISE project is funded through a grant from the Susan Harwood Training Grant Program which is part of the US Department of Labor’s Occupational Safety and Health Administration (OSHA).
Stacy Driscoll, RAISE Training Coordinator
Mary St Jacques, Project Director
Megan Niemaszyk
Caitlyn Fulton
Chad Payette
Jordan Vose
iod.unh.edu/nh-me-lend
Krista Gilbert firstname.lastname@example.org | 4fc802d2-be02-45fe-86b7-106317cdc5bf | CC-MAIN-2023-14 | https://media-gallery.unh.edu/media_file_download/1497/ | 2023-03-31T08:42:27+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949598.87/warc/CC-MAIN-20230331082653-20230331112653-00258.warc.gz | 434,054,134 | 791 | eng_Latn | eng_Latn | 0.996985 | eng_Latn | 0.996985 | [
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The Kaua‘i Invasive Species Committee (KISC) is fully committed to working as a part of the Kaua‘i community to preserve what is special about this island.
Community and partnerships provide:
- Increased “eyes and ears” for detecting new pest arrivals
- Opportunities to educate as well as to be educated about Hawaiian culture, places, and priorities
- A workforce that is connected and invested in protecting the place where they and their families live
- Resources that can help to increase capacity
- Property access for pest surveys and control activities
With this community support, KISC has been successful at eradicating species such as fireweed (below) and coqui frogs.
KISC is a grant-funded project managed by the Pacific Cooperative Studies Unit at the University of Hawai‘i. Fiscal oversight is managed by the Research Corporation of the University of Hawai‘i.
KISC is also a project of Garden Island Resource Conservation and Development, Inc., which promotes KISC locally and takes fiscal responsibility of donations and awards from the County of Kaua‘i.
Protecting Kaua‘i’s biodiversity
KISC is a voluntary partnership of government, private, and non-profit organization, and concerned individuals working to eliminate or control the most threatening invasive plant and animal species in order to preserve Kauai’s native biodiversity and minimize adverse ecological, economic and social impacts.
www.kauaiisc.org
808-821-1490
firstname.lastname@example.org
Protecting Kaua‘i’s best natural places
Engaging and educating the public
Hard working and dedicated staff
Building partnerships to help increase capacity
Prioritizing new pests species
finding, catching, and treating pests before they have time to become established
targeting priority plant, animal, and insect pests like miconia, coqui frogs, and little fire ants
“filling the gaps” between agencies to address invasive species issues on Kaua‘i
working in the schools, at fairs and events, with professional groups, and with neighborhood associations
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How to take good photos?
1. Understand the features and quirks of your camera.
2. Always have a camera with you.
3. Shoot lots of pictures.
4. Use the 8 tips from last time.
5. Know the basics of visual composition (Coming up!).
6. Learn skills of observation and how to select interesting and unusual scenes. “Learn to See!”
7. Share your photos with others and discuss why some photos “work” and others don’t.
Photographer’s Goal
Grab the attention of the viewer; communicate an idea; or share an experience, mood, or emotion.
What’s the difference between a “snapshot” and a “good photo”?
Many good photography books. One I like is *Langford’s Starting Photography* by Michael Langford and Philip Andrews, 7th edition, Focal Press, 2015 (about $25 at Amazon.com)
Simple Ideas in Composition
- A photo is a 2-D frame of a 3-D world.
- What to include in the frame? What to exclude?
- Use your viewfinder to frame the image.
- Zoom in with your lens or walk closer.
- Look for distortions such as too close and large nose.
- We want pleasant balance within the frame.
- Looking/moving into the space.
- Use frame within frame to focus attention on subject.
- Use illusion of depth. Many ways to accomplish.
- Landscape – fore, middle, and background
- Shading
Looking/Moving into Space
Use Frame within Frame
Use Illusion of Depth
“Rule of Thirds”
- Placing subject in the center can be boring, try Rule of Thirds.
- Divide the screen into thirds with two horizontal lines and two vertical lines. Some cameras have a built-in grid for this.
- Place subject at an intersection or along a line.
- Really a guideline and not a rule to always follow!
- Based on Golden Ratio or “Divine Proportion”
Strong Photos
Usually, the strongest photos are those that are simple and present the subject in a clear, uncluttered way.
Some Principles to Apply
1. Eyes go to part of image most in focus.
2. Eyes go to the brightest part of the image.
3. Eyes are attracted to where strong light areas and dark areas are adjacent, i.e., contrasts in tone.
4. Eyes take a path through an image.
Use these principles to stimulate interest or manipulate viewer.
- When taking pictures of wildlife, focus on the eyes.
- Use contrasts in tone to focus attention – tonal interchange.
- Use leading lines to focus attention.
- Use curved lines to entice eyes to follow.
- Use “S” curves to entice eyes to follow.
Photographers work with line, shape, texture, color, and pattern, the same as other visual artists, e.g., oil painters.
While most photographers are more interested in the content, i.e., who or what’s in a photo, some emphasize the structure of a photo. Attending to both content and structure are important for a unified picture!
The structure is how the visual elements of line, shape, texture, color, and pattern work together to form the image.
In the following images, what are the dominate visual elements?
More on Photo Composition
- Learn to trust your own instincts and feelings.
- The “Wow!” factor.
- Move the camera around and explore the scene.
- Lots of theory is great, but you need a system you can remember and use in the field! Let’s look at one.
The NYIP System
New York Institute of Photography’s Three Guidelines
1. “What is the subject of the picture?”
2. “Draw attention to your subject.”
3. “Simplify!”
The beauty of these three guidelines is that you can easily recall and use them while shooting any time.
They are general and flexible. There are many ways to achieve guidelines 2 and 3. Let’s practice on some images.
www.nyip.edu - lots of free tips and articles.
Guideline 2: Draw attention to your subject.
Guideline 3: Simplify.
Use Humor
Experiment
Questions?
Exercises for practice:
1. Try out the compositional ideas in this presentation.
2. Learn the three steps in the compositional system I discussed. Learn to use the three steps in your shooting. Consciously apply the three rules on your next photo shoot.
3. With a friend, look through magazines such as National Geographic for images with good composition and analyze why. | <urn:uuid:89d161db-d793-4d8b-a5fb-6a1a7368e76c> | CC-MAIN-2018-09 | http://www.eg.bucknell.edu/~hyde/photo_club/Talk2-March23-2017-handout.pdf | 2018-02-20T17:41:00Z | crawl-data/CC-MAIN-2018-09/segments/1518891813059.39/warc/CC-MAIN-20180220165417-20180220185417-00678.warc.gz | 430,064,388 | 935 | eng_Latn | eng_Latn | 0.997795 | eng_Latn | 0.998157 | [
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The Greedy Porcupine
A Tale from the Northwestern Band of Shoshone
Cultural Note
According to Shoshone culture, everyone should be proud of who he or she is, not envious of others. Everyone should also be grateful for what they have and avoid complaining. Everyone is given special gifts and talents, which should be used appropriately. If talents are misused, they could be taken away.
Vocabulary
lamented
mangy
instinctively
scampered
chided
The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. For more information about this project, contact Shirlee Silversmith at (801) 538-7838.
The booklets are available on a CD from the USOE. You may print the booklets off the CD, free of charge, for educational purposes. If you would like to purchase printed copies of the booklets, contact San Juan School District Media Center at (435) 678-1229.
2006
Utah State Office of Education
San Juan School District Media Center
The Greedy Porcupine
A Tale from the Northwestern Band of Shoshone
Adapted by
Brenda Beyal
As retold by
Patty Timtimboo-Madsen
Illustrated by
Theresa Breznau
Based on sketches by
Don Mose, Jr
Cultural Consultants
Mae Parry, Helen Timbimboo
Patty Timbimboo-Madsen
Linguistic Transcription by
Maricio Mixico, University of Utah
Editing and layout by
Kathryn Hurst
Yehne, Porcupine, hung his head and dragged his feet back toward his hiding tree, kicking stones along the way. “Oh! I’m so sad! I’m so lonely! What is a porcupine to do?” he lamented.
Just then Tapu, Rabbit, scampered up behind Porcupine. Rabbit gave him a quick nod and hurried on down the path. Porcupine watched Rabbit disappear.
Porcupine fell to the ground and began his moaning again. “Why can’t I have strong legs like Rabbit? His legs are sleek and long, and they carry him great distances. Mine are short and stubby. My legs can barely get me back to my hiding tree. And my eyes, they are small and beady. I can hardly see where I am going. And my fur is mangy! Mangy!
Oh! Oh!”
Porcupine surely was in a mess! Because of his grumbling and mumbling and complaining, the animals just left him alone. Hummingbird, who had once been his friend, avoided him. No sooner would she say hello than Porcupine would begin his complaining. Squirrel, who lived by him, tried time and time again to cheer him up. Finally, he decided to move across the woods away from Porcupine’s constant grumbling and mumbling. “Makes me tired. I can’t do anything for the poor creature,” Squirrel had said.
But on this day, Porcupine’s life would change. While he rolled around on the ground feeling his lowest, the Creator came by to visit. “Porcupine, stand up and tell me why you are so sad,” He commanded.
Porcupine stood up slowly with his head down and his shoulders drooping. He spoke quietly. “I’m not handsome, and I’m not strong. My legs are short and stubby, my eyes are beady, and my fur, is . . . is . . . mangy!”
“Poor Porcupine! Your legs are short because you are a ground creature. Your eyes are beady to help keep the sunlight from blinding you. And your fur is close to your skin to keep it from tangling in the pine needles as you climb trees to get to the bark you like to eat. All these things are meant to help you get along in this world.”
While the Creator spoke, Porcupine kept his head down. When he finally looked up, he spotted a beautiful bow and arrow strapped across the Creator’s chest. Porcupine’s eyes fastened on the shining weapons. “Oh, it would be so nice to have a bow and arrow like yours. Then I wouldn’t feel helpless or powerless,” Porcupine blurted out.
The Creator looked long at Porcupine, then He stepped up to him, rubbed his back, and left.
Porcupine heaved a heavy sigh. “Not even the Creator can help me,” he muttered as he made his way back to his hiding tree. He slowly climbed to his limb and absently chewed on some bark. Suddenly he stood up and said, “Why is my back tingling? What is happening to my fur?” He looked at his back. “It’s turning into needles! No, no, they are arrows! Hundreds and hundreds of arrows! And my tail! What is happening to my tail?”
Porcupine had forgotten to pay attention to what he was doing. He lost his balance and fell from the tree. Instinctively, he flipped his tail to try to regain his balance. When he did, dozens of arrows flew into the air. Shaken, shocked and surprised, he looked at his back and tail.
“I have a bow, and I have arrows!” he remarked. “I’m no longer helpless! Yeah! I’m strong, I’m bold, and I am powerful!”
Just then Rabbit scampered by and nodded.
What he saw made him come to a screeching halt. “What has happened to you, Porcupine? Is that really you under all those needles?”
“Ha! Now you talk to me! And they are not needles, they’re arrows!” puffed Porcupine. With that, he let go of a few of the arrows, which landed much too close to Rabbit.
“Yikes!” yelled Rabbit. He turned and ran down the path.
Porcupine became the bully of the forest, and the animals all hid from him. He hunted even when he wasn’t hungry, and he used his bow for pleasure.
He shot arrows at Hummingbird, who had once been his friend. “Why do you shoot your arrows at me?” chided Hummingbird. “I was your friend when you weren’t so brave!”
“Yeah! I’m strong, I’m bold, and I am powerful!” boasted Porcupine.
When Squirrel was chased up into a tree by one of Porcupine’s arrows, Squirrel muttered, “Can’t live by him. Can’t even live in the same forest as him.” Squirrel packed his bags and moved even farther away from Porcupine.
The next time the Creator came to visit, he found a boastful, greedy, extremely undesirable creature. “Porcupine, come and tell me of your experience,” said the Creator.
Porcupine strutted before the Creator. “I want sharp claws. I want big eyes, I want long legs,” he demanded.
“Sharp claws are for the creatures that hunt for their children. Big eyes are for Elk and Deer to protect their little ones. And long legs are for Rabbit to carry messages between animals. I have given you your gift, and you have not received it well. I might just take the gift back,” scolded the Creator.
“No, no! I will change,” begged Porcupine. “Very well, you may keep your bow and your arrows. But they will be fastened to your back, so you can’t throw them as you wish. You can only release them when you need protection from your enemies,” said the Creator.
“Oh, thank you!” cried Porcupine.
The Creator once more looked long at Porcupine, then stroked the creature’s back and left. Porcupine watched the Creator leave. He wasn’t quite sure what had just happened.
“Maybe it was all a dream. It could have been. Yes, yes, I think it was. I still have my bow, and my arrows are still on my back,” Porcupine said.
Just then Chipmunk happened by on his way home. He had an armful of pinenuts. He saw Porcupine, and he knew of his bullying. He skirted to the left, hoping to avoid him, but Porcupine spotted him.
“Yum! Pinenuts! My favorite! You can just leave those tasty morsels right there, Chipmunk. Yeah!
I’m strong, I’m bold, and I’m powerful,” boasted Porcupine.
Porcupine aimed at Chipmunk and flipped the bow with its arrows. Nothing happened. Once more Porcupine aimed. Using all his might, he tried again to shoot his arrows. The arrows stayed attached. Chipmunk, now safe, scampered away.
Porcupine hung his head and dragged himself back to his hiding tree to think about what had just happened.
The animals have come to respect Porcupine, but most leave him alone. They don’t know if they can trust him. Rabbit still nods as he passes,
Hummingbird has started to visit again, and Squirrel has moved back into the forest, just not too close to Porcupine.
Porcupine lost his power, but he gained some understanding and humility in the process. He has since given up mumbling, grumbling and complaining.
And so should you!
Glossary
pateheyan - elk
piisi - hummingbird
tapu - rabbit
teheye - deer
yehne - porcupine
Reading Suggestions
- Before you read this story, write your own interpretation of how Porcupine got his quills. You might also want to visit http://www.ferrum.edu/applit/ texts/porcupine.htm and read an original story about Porcupine that won an award. Publish some of your own stories on the Internet.
- A KWL chart can help with comprehension. Try filling one out about this story:
| Topic: | What I Know | What I Want to Know | What I Learned |
|--------|-------------|---------------------|----------------|
| | | | |
| | | | |
| | | | |
2006
Produced by
Utah State Office of Education and
San Juan School District Media Center
For more information, visit www.schools.utah.gov/curr/indianed.
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A happy St. Patrick’s Day to everyone in Japan!
St. Patrick arrived in Ireland in 432 and in the following decades through the power of his words and his deeds, he had a profound and lasting impact on the people of our island. He was a peace-loving man, selfless, consuming and in tune with nature. I like to think that he had many characteristics that Japanese people admire.
For over 1,200 years St. Patrick’s Day has been celebrated in Ireland. Following the Great Famine disaster of the 1840s many of our population began a tradition of emigration that has lasted into this century. It is through this worldwide diaspora of over 70 million people that St. Patrick’s Day has become a global phenomenon. The oldest St. Patrick’s Day parade in the world is in New York, showing the strong affinity between Ireland and the U.S. through the emigration of Irish people there.
This year Ireland commemorates the 1916 Easter Rising that set in motion the achievement of our independence some six decades later. We carry our own heritage and the ideals of the French and the American revolutions. Ireland sought independence by creating a republic based on liberty and equality for all its people.
As we commemorate this milestone in Ireland’s history we are mindful also of the fifth anniversary of the triple disaster that hit Japan in March 2011: the Great Eastern Japan Earthquake and tsunami struck, followed by the ensuing nuclear disaster. The devastation loss that so many suffered will remain a legacy for all those left behind in Japan.
I am honored to chair the international committee for the charity, Support Our Kids. This charity helps the children of the affected region. Groups of children travel every year to a number of countries, including Ireland. While in my country they study our ancient culture, learn English in a safe environment and come to terms with what they have lost and continue to endure. It is for these children to become ambassadors for Japan during the Tokyo Olympics in 2020.
On March 22, the great Irish artist Enya will perform here in Tokyo at a charity concert and auction for Support Our Kids. This is a unique opportunity to hear this wonderful artist in person and support her cause.
After a number of difficult years, Ireland’s economy has recovered and for the second year in a row our growth, at well over 10 percent, is the highest in the European Union. Last year, our export growth — at 13.5 percent — was the highest since 2007 and exports continue to contribute strongly to our economy. The general government deficit has fallen to 1.5 percent and is expected to fall further this year. Our current GDP ratio is on a firm downward trajectory, falling from 120 percent of GDP to below 97 percent in 2015. We have restructured our banks and implemented a range of reforms to ensure that we remain competitive.
Ireland would very much like to do more business with Japan. We have a pool of highly skilled, multilingual workers who are clearly English speaking partners in the Eurozone. We have barrier-free access to an EU market of 500 million people. We are also a close friend and committed member of the European Union, one of the great inventions of the 20th century.
Ireland is ranked first in the world for the availability of competent senior managers. We also top the world rankings for the flexibility and adaptability of our workforce and for openness to foreign ideas.
We have the youngest population in the European Union and our education system ranks in the top 10 in the world. Over 50 percent of 20 to 34-year-olds have a third-level degree. This is higher than any other country in the EU.
We have maintained our position as the best country in the Eurozone for doing business and overall we come in fourth in the world.
And for Ireland, Japan remains our most important partner in Asia. We highly appreciate the long-term investments that Japan has made and the top-class standards of the market access we have achieved in doing business in Japan. For Irish companies, a standard which ensures success elsewhere.
We are leading exporters of ICT, pharmaceuticals, financial services and food where we consider Ireland a holiday destination.
But before you travel to Ireland join us if you can in Omotesando on March 20 for a wonderful parade to be followed by the I Love Ireland Festival in Hibiya Park. You don’t need to have any Irish heritage, just a love of fun and a touch of green will do!
Today Astellas is working to meet unmet medical needs.
Happy Saint Patrick’s Day
Waterford Wedgwood Japan Limited
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If you are interested in bringing vibrancy to your main street, conducting an assessment is a great way to get started. An assessment allows you to gather preliminary data about your main street and quickly identify key assets and opportunities for improvement. Following the pandemic, main street likely looks and feels different. Conducting an assessment is the first step in moving forward towards rebuilding and recovery.
**Step 1**
Form a group of diverse volunteers to conduct the assessment. Consider a range of different people: all ages, all income levels, long-time residents, newcomers, business owners, municipal staff, etc.
**Step 2**
Define your downtown and determine the study area of your assessment.
**Step 3**
Choose a date to conduct your assessment. Your downtown may look different depending on the day of the week, time of year and the weather.
**Step 4**
Conduct the assessment. You will need a notebook, pen, and a list of the characteristics. Walk through your downtown, making notes and taking photos of what stands out. This is not an inventory of all of the characteristics present, but rather a highlight of what is excellent (assets), what could use some improvement or what is missing (opportunities). As you walk through your downtown, consider how people are interacting with the characteristics. For example, are there children playing in the parks? Are there people patronizing the restaurants? Are the sidewalks and trails being utilized?
**Step 5**
Share your findings. Gather your group together and discuss your observations.
**Step 6**
Take action. Looking at the list of assets and opportunities, make a list of possible projects. Consider what assets the assessment highlighted, and how to build upon those. Similarly, identify opportunities where something can be improved, like a great location for a mural, a need for more frequent trash pickup, or adding color to main street through landscaping. Make a list of possible projects and prioritize which project to work on first.
**Community Assessment by Walking**
Community assessment by walking around is a basic way to understand your community, downtown or neighborhood. It includes walking or driving around and recording your observations.
**More Information:**
Casey Porter
Community & Economic Development Program Manager
University of New Hampshire Cooperative Extension
firstname.lastname@example.org
Main street is the heart of your community. Your downtown serves as a place to enjoy a meal, connect with friends and neighbors, browse local shops, enjoy community art and conduct business. A vibrant downtown has businesses that contribute to the economy, opportunities for people to connect and represents your history and culture. Main streets that are working to rebuild after the pandemic will likely be experiencing loss of businesses and vacant buildings. Despite these challenges, there are still ways to bring activity and vibrancy to your downtown. People value having a downtown that is walkable, well maintained and visually appealing.
**What Contributes to Vibrancy?**
The following characteristics describe the components of what makes a downtown vibrant for a resident, visitor or business owner. It is important to have a mix of these characteristics. A downtown with lots of great businesses but inadequate seating lacks vibrancy because there is no place for people to stop, rest and connect with others. Similarly, a downtown with a beautiful streetscape cannot be vibrant without community art, businesses or something to draw people to the downtown. Main streets with a limited number of businesses may focus on leveraging characteristics such as community art, seating, parks, landscaping, and displays and signage to bring vibrancy and encourage people to visit the downtown.
**Identifying Assets and Opportunities for Improvement on Main Street**
Asset-based community development is an approach that focuses on identifying community assets rather than only focusing on community needs. Identifying assets helps community members determine what resources may be leveraged or built upon to reach shared goals. There are a variety of assets that may be mapped in a community, including people, community services, organizations, businesses and physical structures. While all of these types of assets are important for main street revitalization, this guide focuses on identifying assets as and opportunities for improvement that exist in the built environment.
The characteristics of a vibrant downtown are adapted from First Impressions programs in multiple states and are informed by the National Civic League’s Civic Index. While these characteristics are based on the built environment, it is important to also assess how people are interacting in a downtown. People are a critical piece of a vibrant downtown, whether they are taking a walk on main street, playing in the park, patronizing businesses or enjoying community art. A main street that lacks activity and people, no matter how beautiful its buildings or infrastructure, will not feel like a place you would like to spend your time.
The following characteristics are key to a vibrant downtown:
**Businesses**
A variety of businesses provides reason for people to visit your downtown, whether they are residents, employees or visitors. Vibrant downtowns have a diversity of businesses that attract people, like restaurants, coffee shops, breweries, retail stores, fitness facilities, or financial institutions. Businesses should have visually appealing facades and storefronts, including attractive signage, well-maintained exteriors and window displays that draw the customer in. Beyond visual appeal, it is important that employees are friendly and welcoming to patrons.
**Downtown Entrance**
Simply put, the downtown entrance should indicate to visitors and residents that they are in the downtown. The entrance is often the first impression of your downtown, and should be well marked and welcoming to visitors and residents. Downtown entrances should have a visible sign and may be adorned with flowers, plaques or statues. There are likely multiple entrances to your downtown area and all should be welcoming and visually appealing.
**Natural Feature**
Natural features include streams, rivers, lakes, mountains, community forests. These provide opportunities for swimming, hiking, biking, walking, paddling or enjoying the view. With the help of marketing and signage you can draw people to your main street from natural areas. Ideally, there are natural features in proximity or connected to your downtown.
**Community Art**
Community art brings vibrancy to your main street in a variety of ways. This includes murals and temporary installations like sidewalk chalk art or artwork hung in vacant storefronts. Public art interests people to look at and can help disguise vacant buildings. Performance arts like street performers, musicians, and concerts in the downtown area also draw people in, providing a sense of activity even if main street has fewer businesses. Lively painted pianos and percussion walls provide interactive community art. Community art displays show that the community takes pride and cares about main street.
**Landscaping**
Landscape contributes to the visual appeal of your main street, from hanging baskets of flowers on lighting, to planters outside of a business, to well-maintained grass and trees along the sidewalks. Beautiful landscaping shows that main street is well taken care of and that there is civic pride. Plants and colorful flowers brighten and bring interest to the downtown area.
**Lighting**
Lighting is important on your main street as its presence contributes to a feeling of safety and security. Lighting should be adequate, well-maintained lighting along the streets and sidewalks, parking lots, and parking garages.
**Displays & Signage**
Plentiful and visually attractive displays and signage help residents and visitors navigate your downtown. Informational signage includes wayfinding signs, parking signs, and municipal signs. Signage should be well-placed and cohesive. There may be a bulletin board or kiosk that informs people of upcoming events in your downtown which helps residents and visitors learn about who you are as a community.
**Parks**
Parks provide a place to sit, visit and gather with others. People may use the park for exercise, walk their dog or simply enjoy the outdoors. Larger parks may serve as location for concerts, festivals, sports and community activities. Smaller pocket parks provide relief from buildings and add green space to the main street.
**Public Facility**
Public facilities are important to citizen life. Many of these are located on your main street, and include the town or city hall, police/fire station, post office, library, and school. Public facilities serve as places where community members interact and conduct business. Other facilities may serve as gathering spaces and locations for activities and events, like the school or library.
**Points of Interest**
These add interest to your downtown and attract residents and visitors to the downtown to learn about your community’s history and culture. This category includes museums, unique architecture, historic homes and buildings, monuments, memorials, statues and plaques. Points of interest help tell the story of your community.
**Sidewalks, Crosswalks & Trails**
A vibrant downtown is walkable, with well-maintained sidewalks and crosswalks that are accessible to people with different abilities. Ideally, there are nearby trails that are connected to your downtown. Pedestrians should feel that the downtown is safe and that there are connections between businesses and other points of interest. People should feel safe to walk in your main street area.
**Streets & Transportation**
Your downtown should also have well-maintained streets, accessible to motorists and bicyclists. There should be bike lanes and bike racks. Ideally, there should also be a variety of transportation options, like taxis, ridesharing, and public buses. Main street requires adequate parking, which may include street parking, public and private lots and garages.
**Waste & Recycling**
Adequate and well-placed waste and recycling receptacles help keep your downtown clean, contributing to an attractive main street. Waste and recycling receptacles should be emptied regularly. | d46b9e78-74db-4614-baaa-75e9b6371b5e | CC-MAIN-2023-14 | https://scholars.unh.edu/cgi/viewcontent.cgi?article=2209&context=extension | 2023-03-27T01:15:36+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00226.warc.gz | 569,427,550 | 1,937 | eng_Latn | eng_Latn | 0.998704 | eng_Latn | 0.998803 | [
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Who is Bruno Munari?
Bruno Munari (1907–1998) was a prolific Italian designer and illustrator who created picture books informed by research on sensory learning and the findings of his creative workshops with children.
I traveled to Italy in summer 2022 funded by the Newman Exploration Travel Fund to study the legacy and work Bruno Munari and his pedagogical forerunner Maria Montessori. Milan, the epicenter of Italian design and Munari’s home until his death, was my home base. It bustles with speed and dynamism. But like me, Munari loved the natural world, so I took many side trips to smaller towns in the countryside. But to fully understand Munari required that I learn how to find nature even amongst urban chaos.
Why study him?
Munari’s picture books showcase modernism in design as well as innovative narrative methods, including the use of vellum, die cuts, and interactivity.
Milan
The Bosco Verticale, a tower with tree-filled terraces, became a metaphor for Munari’s philosophies. In the city, nature felt out of reach. I turned to Munari’s books to discover how he made contact with the natural world. In archives in Milan I discovered that many of Munari’s books were tactile and interactive.
Libro Illeggibile, Associazione Italiana Design Della Comunicazione Visiva (1967)
Rome
At the Biblioteca Centrale Ragazzi in Rome, I discovered Munari’s illegible books. These tactile books allowed pre-readers to experience a book in a multi-sensory way, and many of them included images of the natural world, like trees, insects, and animals. Some of his books were unbound, allowing children to rearrange the narrative.
Biblioteca Centrale Ragazzi
Tanta Gente (1983)
Ancona
A visit to Ancona provided the opportunity to visit two museums devoted to tactility. Munari’s work was exhibited alongside Montessori’s given that tactility underlies the philosophies of both. In particular, both Munari and Montessori used texture as a method for fostering multi-modal learning.
Toccare La Bellezza, Museo Tattile Statale Omero
Learning Materials, Casa Montessori Chiaravalle
Mantova
A trip to Mantova allowed me to visit the primary hub of Munari’s publisher, Corraini. A gallery show of his textural drawings reveal Munari’s keen observation of the details of his surroundings. He collected interesting textures just as he collected stones.
Disegni Preparatori per Bruno Munari in Mostra Collettiva, Galleria Corraini
Bookshop, Galleria Corraini
Montebello della Battaglia
A visit to a small school in the countryside provided a wonderful capstone for my visit to Italy and was a breath of fresh air for my nature-loving soul. I observed a Munari Method workshop with children in which the group created innovative books with paper and string. They reveled in the sensory joys of the sound of crinkled paper and the buzz of the insects in the trees nearby.
Workshop, Fattoria Delle Ginestre
Book Exhibit, Fattoria Delle Ginestre
Como
The bookend of my trip was a few days of respite, reading, and reflection on Lake Como. While most people go to enjoy the wide vistas, I, like Munari, focused on the small, overlooked details. I gathered textures, noticed small creatures, and even found a four-leaf clover.
Box Turtle, Carate Urio
Via Verde, Carate Urio
Acknowledgments
Thank you to the Newman Exploration Travel Fund for the generous grant that made this trip possible. I would also like to acknowledge my mentors in the Sam Fox School of Design and Visual Arts who encouraged me in these endeavors, especially John Hendrix and D.B. Dowd. Finally, thank you to the many librarians, archivists, museum curators, and professors in Italy who shared their time and infinite knowledge with me. Mille grazie e ci vediamo presto. | 6ef1330c-fc12-470f-a608-00abb2b6ee09 | CC-MAIN-2023-14 | https://openscholarship.wustl.edu/cgi/viewcontent.cgi?article=1002&context=next_posters | 2023-03-22T12:11:44+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943809.76/warc/CC-MAIN-20230322114226-20230322144226-00072.warc.gz | 500,530,217 | 860 | eng_Latn | eng_Latn | 0.996068 | eng_Latn | 0.996068 | [
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Making Computer Games that Can Teach Children with Type 1 Diabetes in Rural Areas How to Manage Their Condition
Svein-Gunnar Johansen\textsuperscript{a,b}, Eirik Årsand\textsuperscript{b}, Gunnar Hartvigsen\textsuperscript{b}
\textsuperscript{a}Department of Computer Science, University of Tromsø – The Arctic University of Norway, Tromsø, Norway
\textsuperscript{b}Norwegian Centre for eHealth Research, University Hospital of North Norway, Tromsø, Norway
Abstract
Computer games can teach children a number of skills. But in order to cultivate enough engagement so that players will want to learn, the games must be sufficiently entertaining. Making good computer games is not trivial, and also not something strictly sticking to a method or script can accomplish. In the CADMOS project, we have tried to tap into kids’ general interest and fascination with computer games, to teach children aged 8-12 with Type 1 diabetes how to deal with their condition in an optimal way. This will be achieved by the use of serious games that are easy to understand, yet fun to play, where they can experiment with variable treatments of their own illness in a safe space on virtual avatars instead of themselves. We also want to achieve synergistic integration with other diabetes-related treatment and self-management tools, which are already being used by children in the target group. Furthermore, it is a goal that the children’s friends and family members should also be able to participate in the game and thereby gain a better understanding of what it means to live with diabetes. In this paper we show how we can get closer to this goal by designing the game iteratively together with members of our user group.
Keywords:
Video games, Diabetes Mellitus, Self-Management.
Introduction
Computer games can - as long as they are fun to play - be a valuable tool to teach children any number of skills. After all, it is easier to learn something when you enjoy doing it, and games can be a valuable source of inspiration if you live in a rural area where access to other people is limited.
The problem is that in order to get enough engagement so that players will stick with a game, just taking the game and wrapping it around some learning material is not enough. While there is little doubt that children learn from games, there are very few games that are able to specifically teach a particular skill. In order to accomplish this, the game should first and foremost be something that the intended user would want to spend time with. Creating something that qualifies in this regard is however more of an art form than an exact science. Even in commercial game development, where you only need to create something fun and not worry about teaching, the ratio of what becomes successful is very low. But it is easier to get there by involving the intended users in the design.
The core part of the CADMOS project is the development of a serious computer game for connecting children and adolescents with T1DM (Type 1 diabetes) in rural areas. Our hypothesis is: By combining mobile phones, medical sensors, social media and serious video games, a motivational and useful educational tool can be constructed, improving the self-management skills of young T1DM patients considerably.
The project has an experimental, user-oriented approach, and includes an in-depth analysis of the problem area, including social video game design for children and adolescents. Our prototype game is based upon development experience and published research on game development and social media. The project has involved children and adolescents with T1DM and their parents [1], but also researchers and developers of diabetes technology and self-management systems.
The CADMOS project is part of on-going research in Tromsø, Norway, on serious games for children and adolescents with T1DM, and includes several computer games [2-6].
Only a few existing games for children with T1DM have been made, and even fewer are generally available. [7] Two of the most interesting are “Diabetic Dog” [8] and “Carb Counting with Lenny” [9].
The Diabetic Dog Game is a serious game from Sweden (Nobelpriskampen 2009; Nobel Web AB, 2010) [10], where the users must take care of a dog with T1DM. Blood sugar levels, insulin levels, and other parameters such as mood affect the dog, and the player must make decisions and actions accordingly. The main goal of the game is to take care of the dog and make sure it is happy and healthy by giving love and affection, arranging walks, providing food, and supplying insulin.
In 2011, Medtronic released the game “Carb Counting with Lenny” (Medtronic, 2011). The game contains four minigames. The goal for all four games is the same – to increase knowledge about carbohydrate content in different food groups. In this way, the children can learn to manage their own food intake. It consists of two major parts:
1. Lenny’s Food Guide helps kids learn carb values for many food items across the basic food groups.
2. In Lenny’s Carb Games, children can test their knowledge with four interactive games: Carb or No Carb, Compare the Carbs, Guess the Carbs, and Build a Meal.
In this paper we describe the iterative design approach used in the CADMOS project, and how we have been able to engage our user group by making them part of the process.
**Materials and Methods**
The development project has been through two iterations:
1. Initial development work on game mechanics suited for teaching, and getting feedback on design from fellow computer game designers.
2. Presenting the game to kids in the target age group, and receiving feedback and suggestions on how the game can be improved.
We have used an ethnographic approach to gather information on how the users experience our game. We observe them whilst they play, paying particular attention to non-verbal cues as well as what they are saying, in order to determine whether they are enjoying the experience or not. We also make notes of what parts are working as intended and what parts need more work.
**Stage 1: Developing the initial prototype**
The initial development started as part of “Tromsø Game-lab”, a one-off experiment at UIT – The Arctic University of Norway. This collaboration between academia and local game developers was aimed at creating a curriculum combining computer science with commercial and practical aspects of designing, developing and releasing a video game.
We decided to create a battle-arena game, where you pit a team of characters against an opposing team to see who wins. The plan was to create a simple but functional game mechanic, to use as a starting point for further development into something that could teach diabetes management to children and adolescents.
In order to justify putting the diabetes related parts into the game at a later stage, we created a backstory that would facilitate this. The game is set in a distant future, where humanity is genetically and mechanically enhanced in ways that practically gives them superpowers. The downside to this enhancement is that it also gives them the functional equivalent of diabetes, and thus everyone is heavily reliant on injecting insulin.
**Stage 2: Getting feedback and improving the design**
The next step was to test whether we were on the right track by presenting our game to children in the appropriate age group. This was done as part of a workshop organized by members of our local diabetes community. Our audience was 11 kids aged 12-17 and their parents.
This event gave us a chance to demonstrate and talk about our project to both the children and their parents. As part of the workshop, we also invited the kids to participate in the development process by designing new characters, giving feedback on what was already implemented and coming up with ideas for how to make the game even better.
In order to get somewhere concrete during our session, we settled on one idea to focus on: *How to visualize the balance between fullness level (with regards to food) together with blood glucose level?* Preferably in a manner that would be easy to read and understand. We then workshopped a possible implementation together with the kids, using paper and whiteboard.
**Results**
The initial game design went through a number of visual styles before we settled on something that appealed to the other developers. This was the design we presented to the kids:
killed, and the robotic aspect makes it plausible that characters can be “repaired”.
The main reason for this buffer against fatal consequences is that we want to encourage experimentation, as that is one of the best ways to learn. In real life however, people with T1DM who are dependent on manual insulin injections can potentially die from complications associated with incorrect dosages. Badly managed insulin and blood glucose levels over time can also lead to disabilities like blindness and kidney failure. It is therefore not advisable to do experimentation with one’s own body, but a computer game provides an arena that allows it to be done on avatars in a safe space.
By allowing the characters in the game to be repaired should anything go wrong we could also keep any emotional bonds the players have developed to them intact.
As the primary purpose of the work so far is putting together a game that children like playing, it is currently difficult to determine whether they are actually learning anything from it. This will eventually be something we have to test by comparing children with T1DM who play the game, with a control group of children with the same illness, but no access to the game. If we find that blood glucose levels are closer to the ideal in the first group after an appropriate amount of exposure to the game than in the second, we can conclude that it is likely working as intended.
The next phase of the project will be to import health data from on- and off-body monitoring equipment into the game. The idea is that data from sensor equipment such as step counters, glucose meters, digital body thermometers, etc., can be integrated as part of the experience.
We plan on several extensions. One idea is to let the player take the role of a diabetes adviser, who assists patients with their day-to-day activities. Each patient will present a different situation/problem that they need help with. The player will be able to see recent blood glucose measurements, dietary information, physical activity, and to ask the patient questions, and based on this, give advice. Based on the actions performed, the player will be rewarded points and achievements and the virtual patient will be either happy or unsatisfied with the help they received. The points and achievements received can be posted to an online leader board, and to the players social media profile, thus making it sharable with other people also playing.
We also want to experiment with a mixture of avatars with T1DM and real users/players, in which the players can compete with each other as well as the avatars, about being better regulated. This requires that the metabolism models and other physical models on which the avatars are based on should be as realistic as possible.
**Conclusion**
The results received along with the feedback from the user group indicate that the game has potential to be a useful tool for children and adolescents to learn about diabetes. We believe that this will be important to improve self-management
for children and adolescents with T1DM who live quite far from each other. Especially for adolescents, T1DM can be stigmatising. If their friends don’t understand why they have to measure blood glucose level and inject insulin, it is sometimes socially difficult to do so. But a shared game experience may make it easier.
Further implementation and testing is of course needed to assure that the learning goals can be met, and that is also how we plan to continue going forward, until both we and our user base is sufficiently satisfied with the game as a tool for learning to manage diabetes.
Acknowledgments
This work was supported in part by Norwegian Research Council Grant No. 229830 (CADMOS).
References
[1] Chomutare T, Johansen S-G, Årsand E, and Hartvigsen G. Serious Game Co-design for Children with Type 1 Diabetes. *Studies in Health Technology and Informatics*, 2016;226:83-6. PMID: 27350472
[2] Makhlysheva A: A mobile phone-based serious game for children with Type 1 diabetes. Master’s thesis in Telemedicine and e-Health. June 2013. University of Tromsø. (2013)
[3] Makhlysheva A, Årsand E, Varmedal R, Leknessund A, and Hartvigsen G. Use of Patient-Recorded Data in a Smartphone-based Game for Children with Diabetes. *Diabetes Technology & Therapeutics*. 2014, 16(S1): A-116 - A-117
[4] Rønningen IC: Exploring In-Game Rewards in the Diaquarium: A Serious Game for Children with Type 1 Diabetes Mellitus. Master’s thesis in Computer Science. December 2016. University of Tromsø – The Arctic University of Norway. (2016)
[5] Rønningen IC, Årsand E, and Hartvigsen G. Exploring In-Game Reward Mechanisms in Diaquarium – A Serious Game for Children with Type 1 Diabetes. *Lecture Notes in Bioinformatics (LNBI) (Subseries of Lecture Notes in Computer Science)*. 2018, Vol. 10814, pp. 443-455. (ISSN 0302-9743)
[6] Årsand E, Makhlysheva A, Bradway M, Chomutare T, Johansen S-G, Blixgård H, and Hartvigsen G. Serious Gaming in Diabetes: Combining Apps and Gaming Principles in a Holistic Diabetes Environment. *Diabetes Technology & Therapeutics*. February 2016, 18(S1): A-86.
[7] Makhlysheva A, Årsand E, and Hartvigsen G. Review of Serious Games for People with Diabetes. Book chapter in: Novak, D., Tulu, B., Brendryen, H. (Eds.), Handbook of Research on Holistic Perspectives in Gamification for Clinical Practice. pp. 412-447). Hershey, PA: IGI Global, 2016. (DOI: 10.4018/978-1-4666-9522-1.ch019) (ISBN13: 9781466695221)
[8] Nobel Web AB. The Diabetic Dog Game. Available: http://nobelprize.org/educational_games/medicine/insulin/index.html 2010 (Cited: 18.05.18)
[9] Medtronic. Carb Counting with Lenny. Available: http://www.lenny-diabetes.com/carb-counting-with-lenny.html (2011) (Cited: 18.05.18)
[10] Nobelpriskampen: http://nobelpriskampen.se/2009/diabetes_insulin/ 2009. (Cited: 18.05.18)
[11] Johansen S-G, Makhlysheva A, Årsand E, Bradway M, and Hartvigsen G. Designing motivational and educational diabetes video games involving children as a creative resource. *Diabetes Technology & Therapeutics*. February 2016, 18(S1): A-92.
Address for correspondence
firstname.lastname@example.org | e39fe44f-c181-4ac3-822b-8bb8227c5969 | CC-MAIN-2020-50 | https://ep.liu.se/ecp/151/002/ecp18151002.pdf | 2020-11-23T16:24:27+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00130.warc.gz | 297,723,613 | 3,228 | eng_Latn | eng_Latn | 0.966094 | eng_Latn | 0.997418 | [
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How to Load a Minecraft World: In Person, Hybrid, and Remote Guide
1. Download the Minecraft world that corresponds to the lesson or challenge you have selected from the Logics Academy Learn Portal.
2. Upload the world file to your digital classroom or however you share files with students (ie: Microsoft Teams, Google Classroom, etc).
3. Have students download the file to their device, open Minecraft, then click “IMPORT”.
The world file they downloaded should appear in their “Downloads” folder. Select this file then click “Open”.
The game will confirm that the file has been imported and then automatically return you to the regular home menu.
Click “VIEW MY WORLDS” to find the imported world.
The most recently imported or played world will appear next to the “New World” option. Click the image then select “PLAY” to load into the world.
If you are going to play and build collaboratively in the same world have the teacher or a designated student select the “HOST” option instead of play. They will see a “JOIN CODE” to share with others once the world has loaded.
Download our “Host World Troubleshooting Guide” for a step-by-step tutorial on joining a world. | 65805502-049a-44bf-a26b-5675c961f96c | CC-MAIN-2022-33 | https://logicsacademy.com/wp-content/uploads/2021/03/Upload-Minecraft-World-Guide.pdf | 2022-08-13T18:29:52+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571982.99/warc/CC-MAIN-20220813172349-20220813202349-00165.warc.gz | 362,085,007 | 247 | eng_Latn | eng_Latn | 0.99018 | eng_Latn | 0.997524 | [
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WESTERN CAROLINA FIELD SCHOOL REPORT FROM WATAUGA
Dr. Jane Eastman & Dr. Brett Riggs
(Western Carolina University)
Drs. Jane Eastman and Brett Riggs returned to the former Cherokee town site of Watauga for a second summer field season in June 2022, following up on a successful field school in July 2021. The emphasis of both field schools was the use of non- or minimally-intrusive technologies to explore the site’s structure. The initial results illustrate the overall organization of the site and provided detailed information about the public architecture on the two mounds there. Gradiometer surveys of the site produced a georeferenced image of the presumed council house on Mound A that indicates a structure position and alignment that appear to reference important celestial events. This work presented an opportunity to explore aspects of Cherokee astronomy during this summer’s field season. We’ll briefly describe the results of a simulation that our students conducted on the evening of the summer solstice (June 21, 2022) to demonstrate the effects of the building’s alignment.
Gradiometer survey of Mound A revealed key architectural details about the building at the center of the mound’s top surface. It was square with rounded corners and the corner with the entryway appeared to be oriented to face the rising sun on the winter solstice (N120°E [aka S60°E]) (Figure 1a). Gradiometry also revealed the location of the central hearth in line between the southeastern corner entry and the northwestern back corner (Figure 1b). That configuration would allow the light from the rising sun on and around December 21st to enter the building through the entrance tunnel and doorway and, if unimpeded, cross over the hearth to illuminate the back corner of the structure. During our June field school this year, we tested the building’s solstitial alignment during the summer solstice.
At this latitude, the summer solstice sun sets on the horizon at N300°E (aka N60°W), exactly opposite the winter solstice sunrise (N120°E [aka S60°E]); these two annual events are marked by a single axis (Figure 1b). Given that correspondence, we formulated a simple simulation to test how closely the main axis of the building aligned to the solstitial axis. Our students built a framework that approximated the dimensions of the doorway and entrance
tunnel for a Cherokee Council House, and we attached that framework to the end of one of our field tents. We then covered the entrance tunnel framework and walls of the tent with tarps in order to create a shaded interior and entryway to approximate the lighting conditions when the Mound A building was standing (Figure 2). We positioned this facsimile building so that the entrance tunnel and main axis of the tent aligned with the axis of the building as revealed by magnetometry. That is, the experimental tent building was aligned with the axis formed by the line intercepting the center of the Cherokee structure’s entrance, the center of the building’s hearth, and the back corner of the building. We also positioned the tent’s doorway at the back corner of the building to maintain the appropriate distance between the entrance and the hearth.
Our simulation was designed to illustrate how the sun’s light would interact with the Cherokee architecture during sunrise on the winter solstice and tested the building’s alignment to that of the solstitial axis at sunset on June 21st (Figure 2). It is expected that the movement of light through the entry tunnel and building interior during the winter solstice sunrise would mirror (but occur in reverse timing) the light’s movement during the summer solstice sunset.
Beginning at 7:49 pm on June 21, 2022, we observed that the sunbeam that first entered through the entrance tunnel and doorway was short and deviated to the north of the building’s central axis (Figure 2). Over the next 43 minutes as the sun set, the ray extended in length and arced toward the south until it aligned with the central axis of the building and extended across the position of the hearth. Within 2 minutes of aligning with the structure’s axis and illuminating the hearth area, the sun fell below the western horizon and the beam of light abruptly disappeared (Figures 3a and 3b). This dramatic effect indicated that the entryway and central axis of the Cherokee structure on Mound A was perfectly aligned to the solstitial axis.
Another aspect of the building position and alignment was also evident that evening. The sun set in a distinct notch on the western horizon, created by two ridges on the south and west slopes of Roper Knob, just over 3 km from Watauga (Figure 3). This strongly suggests that the Cherokee people who built Mound A and the moundtop structure not only aligned the axis of the building very carefully but selected a place for the mound to see the sun set directly in a landmark notch on the western horizon (Figure 3c). This notch on the horizon creates conditions for an unforeseen phenomenon that we witnessed nine days after the solstice on June 30. We went out to the site that evening to observe the sunset with a group of Native students who were participating in a summer MedCat program at Western Carolina University. We did not have the simulated structure there but simply went to stand on the mound and describe what had happened on the solstice. Just as the sun was setting, it broke through a cloud bank and created an anticrepuscular ray on the opposite (eastern) horizon. These optical phenomena are most common at sunrise and sunset and, under correct conditions, rays of light arc across the sky from horizon to horizon – radiating out fan-like from the sun and then converging at the vanishing point on the opposite horizon. As observed from Mound A at Watauga, however, the sun sets in a notch and, therefore, projects only a single vertical ray ascending from the eastern horizon rather than a fan-like array (Figures 4a and 4b). Had this ray
appeared in the sky during the summer solstice sunset, this apparent pillar of light would mark the position of sunrise on the winter solstice. If the proper (but likely rare) conditions presented on June 21, we not only would have observed the sun setting in a notch, the shaft of light on the floor of the building that aligned with the building axis and hearth, but also a single ray of light going across the sky from horizon to horizon, marking the solstitial axis and the alignment of the Mound A structure.
In traditional Cherokee worldview, the hearth-altar at the center of the council house held sacred fire regarded as the sun on the earthly plane. As demonstrated by our students’ simulation at Watauga, the Mound A structure was positioned and aligned to unite the sun’s rays with that fire at dawn on the winter solstice. This simulation gave us the opportunity to witness a dramatic sequence in which living, moving sunlight swept the council house floor area before it found the altar. That demonstration brought home to us, our students and visitors at the site, the sophistication of Cherokee astronomy and Native science more generally.
Since 1935, this program has operated jointly with the North Carolina Department of Transportation to share concise accounts of North Carolina’s history. Ours is one of the oldest such programs in continuous operation in the United States.
Currently, the system features over 1,600 markers statewide – in silver and black, with brief sentences in large font, emblazoned with the state seal – covering a broad swath of topics. In every county, these labels on the landscape point to places associated with people or events significant in our history.
The markers are designed to spark interest, to encourage a deeper exploration, and to tie an observer, however briefly, to the past. Unlike monuments, markers do not seek to glorify or celebrate people and events. Instead, they aim to highlight objective facts of our state’s past. Markers make note of all parts of North Carolina history – the good and the bad, the reprehensible along with the laudable, the tragic and the heroic – all in an effort to educate North Carolinians about our shared history.
Mobile-friendly GIS Map of Marker Sites - [North Carolina Highway Historical Markers (arcgis.com)](http://ncmarkers.com).
WHERE AM I?
You may ask yourself, “Well, how did I get here?” In place of the traditional crossword puzzle or word search and in keeping with the theme of American Indian Heritage Month, the Talking Heads would like to know what historic site is pictured above (a North Carolina version of Carmen San Diego).
How Well Do You Know Steve?
| U | L | A |
|---|---|---|
| EAGLESCOUT | R | SEAC |
| TELLICO | I | R |
| UAN | S | E |
| GOLDENFLEECE | C | MASSEY |
| BRENDA | N | VILL |
| CAJ | B | KAR |
| TIMEBEFOREHISTORY | X | V |
| RWT | S | SIBLINGS |
| ROLANDPARKER | L | U |
| TRP | B | SARET |
| TEO | E | JASPER |
| WISERSTEPHENSI | H | TENNESSEE |
Answer Key for Summer Issue Crossword
NEW NCAS BOARD MEMBERS
Please extend a warm welcome to the society’s newest board members: Kelly Darden and Emily Sussman. We would also like to offer our appreciation to not only Nicholas Henderson and Celeste Purvis for their service as they rotate off the board, but also David Cranford and Paul J. Mohler for their continued efforts as our organization’s engaging Journal and Newsletter Editors, respectively.
THANK YOU!
NCAS MEMBERS OUT AND ABOUT – (L-R): Alan May during the poster presentation at SEAC in Little Rock, AR; David Cranford and Linda Carnes-McNaughton et al. enjoying a rock art tour, also as part of SEAC; Yours truly right before my presentation with Melissa Timo on documenting historic cemeteries during a symposium at Clemson University.
In 1990, President George H.W. Bush signed a joint congressional resolution designating the month of November as “National American Indian Heritage Month.” President Joe Biden became the first U.S. president to proclaim the second Monday of October as “Indigenous Peoples’ Day” – what was formerly recognized as “Columbus Day” in the United States. Read more about what this important change means for Native American communities and particularly from those working to uplift and center Indigenous voices.
To learn more about the upcoming American Indian Heritage Month Celebration, visit the North Carolina Museum of History website.
NCAS Board
President (Interim): Shane C. Petersen (firstname.lastname@example.org)
Vice-president: Theresa McReynolds Shebalin (email@example.com)
Treasurer: Mary Beth Fitts (firstname.lastname@example.org)
Secretary: Linda Carnes-McNaughton (email@example.com)
Editor: David Cranford (firstname.lastname@example.org)
Newsletter Editor: Paul J. Mohler (email@example.com)
At-Large Members: Kelly Darden, Jane Eastman, Douglas Hill, Kelsey Schmitz, Emily Sussman, and Sarah Watkins-Kenney
NCAS Newsletter Publication Schedule
All NCAS members should submit articles and news items to Paul J. Mohler (firstname.lastname@example.org) for inclusion in the Newsletter. Please use the following cut-off dates as guides for your submissions:
Winter Issue – January 31
Spring Issue – April 30
Summer Issue – July 31
Fall Issue – October 31 | 81382658-9651-4f93-be62-f3ebb51f8a80 | CC-MAIN-2023-14 | http://www.rla.unc.edu/Archives/NCAS/Newsletters_%28new_series%29/Volume_32_No_4.pdf | 2023-03-29T16:50:34+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949009.11/warc/CC-MAIN-20230329151629-20230329181629-00638.warc.gz | 85,887,217 | 2,449 | eng_Latn | eng_Latn | 0.989498 | eng_Latn | 0.997187 | [
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| Unit | Grammar Item | Page |
|------|------------------------------------------------------------------------------|------|
| 1 | Simple present tense (1); (2): Adverbs of frequency
| Simple present tense vs Present continuous tense | 4 |
| 2 | Adjectives; Comparisons: short adjectives (-er/-est) | 8 |
| 3 | Comparisons: long adjectives (more/most)
| Phrases of quantity | 12 |
| | Quiz 1 (Units 1-3) | 16 |
| 4 | Comparisons: irregular adjectives
| Question words | 18 |
| 5 | Simple past tense (1)
| Simple past tense (2): There was/were
| Simple past tense (3): questions, answers | 22 |
| 6 | Simple past tense (4): could / could not
| Reflexive pronouns with ‘by’ | 26 |
| 7 | Adverbs: too, either
| Connectives: and, but, or | 30 |
| | Mid-term Test (Units 1-7) | 34 |
| 8 | Future: will
| Questions and answers with ‘will’ | 38 |
| 9 | Prepositions of location
| Giving directions
| Question words | 42 |
| 10 | Nouns: countable, uncountable (1)
| Determiners: a lot of, a few, a little
| Comparisons: fewer, less, more | 46 |
| | Quiz 2 (Units 8-10) | 50 |
| 11 | Nouns: countable, uncountable (2)
| too many, too much; Talking about amounts | 52 |
| 12 | Talking about the future with ‘going to’
| Talking about the future | 56 |
| 13 | Question words: How often
| Adverbs of frequency; ought to | 60 |
| 14 | Questions with *How*
| Comparisons: comparatives, superlatives | 64 |
| | Final Test (Units 1-14) | 68 |
| | Useful tables | 72 |
Let’s discover grammar
Step 1 Read about David’s daily routine.
Step 2 Underline the verbs in the present continuous tense.
Step 3 Put a rectangle around the adverbs of frequency (e.g. always).
Step 4 Circle the verbs in the simple present tense.
David always gets up at seven o’clock and has his breakfast. Then he often takes the bus to school at half past seven. This year, David is learning French. At the moment, his French teacher is teaching the class how to greet people in French. The class is practising greetings with one another.
Step 5 Circle the correct answer. Find the rule.
We use the simple present tense to describe habits / things happening now.
Let’s understand grammar
1 Simple present tense (1)
Habit
e.g. I take my dog out every morning.
Present state
e.g. Mrs Williams is a teacher.
e.g. Mum does housework every day.
e.g. Dad works in Tsim Sha Tsui.
2 Simple present tense (2): Adverbs of frequency
e.g. They often have football practice after school.
never seldom sometimes often always
e.g. They always play football on the football pitch.
3 Simple present tense vs Present continuous tense
Habit / Present state
e.g. He swims at 3 o’clock.
Happening at the moment
e.g. He is swimming at the moment.
Try it yourself
A Fill in this verb table. Make sure you choose the correct verb ending and that your spelling is correct.
| I/We/You/They | He/She/It |
|---------------|-----------|
| sing | 1 |
| 2 | studies |
| miss | 3 |
| 4 | does |
| touch | 5 |
| I/We/You/They | He/She/It |
|---------------|-----------|
| mix | 6 |
| finish | 7 |
| 8 | uses |
| play | 9 |
| fly | 10 |
B Look at the following sentences. Fill in the correct adverbs of frequency.
| | read | | | | | | |
|-------|-------|------|------|------|------|------|------|
| Tom | | | ✓ | ✓ | | ✓ | |
| Ivy | dance | | ✓ | ✓ | ✓ | ✓ | ✓ |
| Dad | work | ✓ | ✓ | ✓ | ✓ | | |
| Mum | go shopping | | | ✓ | | ✓ | |
| I | revise| ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
1. Tom ___________ reads.
2. Ivy ___________ dances.
3. Dad ___________ works at the weekend.
4. Mum ___________ goes shopping.
5. I am very hard-working. I ___________ do revision.
C Fill in the spaces with the correct form of the verbs in brackets.
1. That dog ______________ (bark) at strangers. Don’t walk near it.
2. Mr Chan ______________ (have) a meeting now. Please call him later.
3. My father usually ______________ (get) up at six thirty. Then he ______________ (watch) the news on TV until seven o’clock.
4. Stop talking. Miss Chan ______________ (look) at you.
5. My sister ______________ (revise) for her test. Please turn down the volume.
6. We ______________ (prepare) for the open day at the moment.
7. Alex and Ken ______________ (practise) swimming in the swimming pool every morning.
Peter is visiting his auntie in Toronto, Canada, with his mum. He decides to send an email to his sister in Hong Kong. Fill in the spaces with the verbs in brackets in the correct tense.
Hi Sis,
How are you? I am having a good time in Toronto. Auntie Sarah 1 ______________ (live) in the centre of Toronto. Her home is fantastic! It is an enormous flat with six bedrooms. My room has a big TV and I 2 ______________ (play) computer games on it every day.
Auntie Sarah 3 ______________ (work) in a big bank. She 4 ______________ (go) to work early in the morning and she 5 ______________ (come) back late at night.
It’s now 10 o’clock in the evening and I 6 ______________ (sit) in my bedroom. I 7 ______________ (watch) TV. Auntie Sarah just came back from work. Mum 8 ______________ (eat) in the kitchen with Auntie Sarah. They 9 ______________ (talk) and 10 ______________ (laugh).
What about you? What are you doing now?
Peter
Stay connected with your family, wherever they are in the world.
A Circle the verbs in the correct tense. (16 marks, @2 marks)
1. Alice **swims** / **is swimming** every Saturday morning.
2. What **is** / **does** Mary like doing on Sunday?
3. Annie **is eating** / **eats** at a restaurant every two weeks.
4. They **are watching** / **is watching** a film now.
5. John **is making** / **makes** a model car at the moment.
6. Jeremy and Tom **are not liking** / **do not like** durians.
7. What **is** / **does** Dad doing now?
8. **Are** / **Is** Mary and Tom working on their project?
B Read the following sentences and circle the correct answers. (12 marks, @2 marks)
1. The cheese cake is **expensive** / **expensiver** / **more expensive** than the chocolate cake.
2. Do you think my dog is **more pretty** / **prettier** / **the prettiest** than your dog?
3. Alex is **the tallest** / **the most tall** / **tall** boy in the class. He always sits at the back of the classroom.
4. This sofa is **the most comfortable** / **more comfortable** / **comfortable** than that sofa.
5. Grandpa is **older** / **the oldest** / **more old** than Grandma.
6. John is **more healthy** / **the healthiest** / **healthy**. He never catches a cold.
C Complete this table with the comparatives and superlatives of these adjectives. (12 marks, @2 marks)
| Adjective | Comparative | Superlative |
|-------------|-------------|-------------|
| 1. expensive | | |
| 2. cool | | |
| 3. big | | |
| 4. hard-working | | |
| 5. funny | | |
| 6. young | | |
D Complete the following conversation with the correct phrases of quantity. (10 marks, @2 marks)
Mum: Peter, I’m not feeling well today. Would you help me buy some food from the supermarket?
Peter: Sure. What should I buy?
Mum: There isn’t any milk in the fridge. Please buy three ① ___________ of milk. Can you get a ② ___________ of fish and a ③ ___________ of noodles?
Peter: OK. Do you need anything else?
Mum: Um … I think that’s all I need. Do you want something for afternoon tea? Get a ④ ___________ of orange juice and several ⑤ ___________ of cookies.
Peter: OK, Mum! Have a nice rest. I’ll be back soon. | <urn:uuid:086278b8-e819-408c-9b49-861c17e92209> | CC-MAIN-2019-39 | http://jp.popularworldhk.com/file/file/public/JumpStart_Publishers/JS_201819titles_eng/JS_EngGP_P4.pdf | 2019-09-20T08:19:43Z | crawl-data/CC-MAIN-2019-39/segments/1568514573908.70/warc/CC-MAIN-20190920071824-20190920093824-00036.warc.gz | 113,323,863 | 2,202 | eng_Latn | eng_Latn | 0.986326 | eng_Latn | 0.998974 | [
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The barrel composter (figure 1) is a fast way to make small batches of compost.
**Cost:** About $100 with new materials; less if using recycled materials
**Capacity:** Three to four 30-gallon bags of yard materials
**Degree of difficulty:** Some building skills needed
### How to construct
#### LUMBER
Use cedar or non-arsenic pressure-treated lumber. Cut the lumber into the following lengths, carefully measuring first to be sure of a correct fit.
**Legs:** 4 pieces 2 x 4 x 40”
**Frame horizontals:** 4 pieces 2 x 4 x 29¾”
**Cross braces:** 2 pieces 1 x 3 x 40¾”
**Corner braces:** 4 pieces 1 x 3 x 23¾”
**Bearings:**
- Two pieces ¾ x 7½”-diameter wood circles
- Two pieces ¾ x 2¾”-diameter wood circles
#### HARDWARE
- One drum or barrel, 55-gallon, that has not been used for toxic chemicals (food-grade barrels are best and paint barrels are acceptable)
- Two hinges, 1½ x 2”
- One small hasp
- One steel rod, ½ x 40½”
- Eight stove bolts, ¼ x 1¼”
- 12 stove bolts, ¼ x 1”
- 28 #10 wood screws, 1½”
- One pint black rust-retardant paint
#### TOOLS
- Power drill
- Screwdriver
- Pliers
- Saws: saber saw with metal-cutting blade; handsaw or circular saw
- Paintbrush
- Gloves and eye protection
**FIGURE 1.** Barrel composter
Building skills needed:
- Little or none
- Some
- Above-average
CONSTRUCTION DETAILS
1. Drill a ½” hole in the exact center of each end of the drum to accommodate a ½” steel rod (figure 2).
2. Make a simple gauge to find the center by cutting a 6”-diameter circle out of heavy cardboard or wood (figure 3):
- Mark the exact center of the circle and cut out a 90-degree wedge.
- Hold the gauge with the cut-out edge against the edge of the drum.
- Draw a line where the piece of wood bisects the end of the drum.
- Rotate the gauge 90 degrees, and draw another line. The intersection of these lines will be the exact center.
3. Draw lines for the opening of the barrel, making sure to round the corners slightly. Drill a ¼” hole somewhere along one of the lines, to start the saber saw. If the barrel has ribs, cut a 1” V-shaped notch on each rib to allow the door to open. Attach the hinges and hasp to the barrel and lid with ¼ x 1” stove bolts.
4. Using ¾” wood, cut two 7 ½”-diameter circles (bearings) and two 2 ¾”-diameter circles. Drill a ½” hole in the center of each, and apply glue to the 2 ¾” circles. Glue each 2 ¾” circle to a 7 ½” one. Temporarily slip them over a ½” steel rod and clamp them. After the glue has dried, remove the bearings, insert the rod through the barrel, and continue to assemble as shown in figure 2. Use four ¼ x 1” stove bolts in each bearing to bolt it to drum.
5. To build the support frame, use a corner lap joint to fasten the legs to the horizontal pieces. To make a corner lap joint, remove one-half the thickness of the stock to a length comparable to the width of the stock on the ends of both pieces to be joined. Use two #10 1 ½” wood screws in each joint. Cut grooves (dadoes) on the legs 23” from the bottom to fit the 1 x 3 cross braces. Cut 45-degree angles at both ends of the 23 ¾”-long corner braces, and attach them across the corners, as shown, with #10 1 ½” wood screws. Cut a ½” notch in the center of each top horizontal piece to accommodate the rod.
6. Drill several rows of ¼” holes along the bottom of the barrel, underneath the door opening, to eliminate excess moisture. If you use a metal barrel, paint the barrel inside and out with black rust-retardant paint.
Now you are ready to set your bin out in your yard and begin composting! Simply mix one part green (nitrogen) materials with two parts brown (carbon) materials (table 1), keep the materials as damp as a wrung-out sponge, and use a small shovel, pitchfork, or garden fork to mix the contents from time to time.
Source: Adapted with permission from *The Rodale Book of Composting*, 1992 by Rodale Press, D. Martin and Grace Gershuny, Editors.
### Resources
For more information on composting, including the Wisconsin Master Composter Program, contact:
**Solid & Hazardous Waste Education Center (SHWEC)**
www.uwex.edu/ces/shwec
Joe Van Rossum, Recycling Specialist
email@example.com
608-262-0385
*Composting to Reduce the Waste Stream* (NRAES-43)
Plants and Life Sciences Publishing (PALS), Cornell Cooperative Extension
palspublishing.cals.cornell.edu/nrae_order.taf?_function=detail&pr_booknum=nraes-43
*Master Composter Resource Manual*
Cornell Waste Management Institute
cwmi.css.cornell.edu/mastercompostermanual.pdf
These publications are available from the Learning Store (learningstore.uwex.edu):
- *Compost* (A4021)
- *Do-It-Yourself Compost Bins* series
- Barrel Composter (G4020-01)
- Can Composter (G4020-02)
- Concrete Block Composter (G4020-03)
- Wire Mesh Composter (G4020-04)
- Wood and Wire Composter (G4020-05)
- Wood Pallet Composter (G4020-06)
- Wood 3-Bin Composter (G4020-07)
---
**Copyright © 2013 by the Board of Regents of the University of Wisconsin System doing business as the division of Cooperative Extension of the University of Wisconsin-Extension. All rights reserved.**
**Author:** Joe Van Rossum is Recycling Specialist and Director at the Solid & Hazardous Waste Education Center (SHWEC), UW-Extension. Cooperative Extension publications are subject to peer review.
**Credits:** Barrel composter directions and graphics courtesy of Rodale Press.
**University of Wisconsin-Extension, Cooperative Extension,** in cooperation with the U.S. Department of Agriculture and Wisconsin counties, publishes this information to further the purpose of the May 8 and June 30, 1914, Acts of Congress. An EEO/AA employer, the University of Wisconsin-Extension, Cooperative Extension provides equal opportunities in employment and programming, including Title IX and ADA requirements. If you have a disability and require this information in an alternative format, or if you would like to submit a copyright request, please contact Cooperative Extension Publishing at 432 N. Lake St., Rm. 227, Madison, WI 53706; firstname.lastname@example.org; or (608) 263-2770 (711 for Relay).
This publication is available from your county UW-Extension office (www.uwex.edu/ces/cty/) or from Cooperative Extension Publishing. To order, call toll-free 1-877-947-7827 or visit our website at learningstore.uwex.edu.
*Do-It-Yourself Compost Bins: Barrel Composter (G4020-01)* | ff30725c-6f58-42a9-a0bf-0e738118bb43 | CC-MAIN-2023-14 | https://barron.extension.wisc.edu/files/2023/02/Barrell-Composter.pdf | 2023-03-30T14:49:32+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949331.26/warc/CC-MAIN-20230330132508-20230330162508-00704.warc.gz | 154,367,046 | 1,693 | eng_Latn | eng_Latn | 0.947258 | eng_Latn | 0.987972 | [
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Pearson Edexcel iPrimary is not just a curriculum, but a complete teaching toolkit.
As well as the English, Mathematics and Science curricula, developed specifically for the international student, a complete suite of teaching support is included as part of the whole-school package. Exemplar schemes of work, units of work and lesson plans are included for all year groups in addition to fully integrated internal (Progress Tests) and external (Year Six Achievement Tests) assessment, all created through Pearson Edexcel’s World Class Qualifications framework.
In addition, a comprehensive programme of Professional Development support is available, via webinar, and as part of our community forum, and the whole teaching and learning solution is supported by Pearson’s world-renowned teaching resources such as Bug Club, Science Bug and Abacus.
The iPrimary curriculum is organised into six year groups, each building on the knowledge and skills of the last. Each provides comprehensive learning objectives that ensure clear targets and progression for students. For iPrimary Mathematics, the curriculum contains three main strands, with each split into sub-strands. The curriculum promotes engagement and enjoyment while ensuring students are well placed to achieve highly in later examinations. The strands and sub-strands are:
**Number**
- Number and Place Value
- Addition and Subtraction
- Multiplication and Division (from Year 2)
- All Four Operations (from Year 3)
- Fractions
- Fractions and Decimals (from Year 4)
- Percentages (Year 6)
- Ratio and Proportion (Year 6)
- Algebra (Year 6)
**Geometry and Measure**
- Measure
- Shape
- Position
- Position and Direction (Year 6)
**Statistics**
The curriculum is designed to ensure that key Mathematics skills are properly embedded and that students are secure in their understanding of the concepts needed to be strong mathematicians. The iPrimary Mathematics curriculum gives an excellent platform for later learning and ensures students are prepared for the challenges ahead of them.
On the following pages are examples of objectives from the iPrimary Mathematics curriculum. These cover Multiplication and Division for Years 2, 4 and 6.
Year 2
Number: Multiplication and Division
- Work out doubles up to and including 20
- Work out related halves for doubles up to and including 20
- Solve 1-step problems involving multiplying by 2, multiplying by 5 and multiplying by 10
- Solve 1-step problems involving dividing by 2, dividing by 5 and dividing by 10 (sharing equally or grouping)
- Recognise the commutative nature of multiplication
- Read, write and interpret mathematical statements involving multiplication and division using the multiplication ($\times$), division ($\div$) and equals (=) signs, for the 2, 5 and 10 multiplication tables
- Recognise and work out multiplication and division for the 2, 5 and 10 multiplication tables (up to and including $10 \times ...$)
- Solve missing number problems for multiplication and division facts for the 2, 5 and 10 multiplication tables (up to and including $10 \times ...$)
Year 4
Number: Multiplication and Division
- Recall and use multiplication and division facts for the 2, 3, 4, 5 and 10 multiplication tables including multiples and factor pairs; recognise and work out multiplication and division for the 6 and 8 multiplication tables (up to $10 \times ...$)
- Multiply and divide numbers by 1 and multiply by 0
- Read, write and interpret mathematical statements involving multiplication and division using the multiplication ($\times$), division ($\div$) and equals (=) signs, for the 6 and 8 multiplication tables
- Use known multiplication facts to multiply by multiples of 10 and 100
- Use place value, known facts and partitioning to multiply and divide mentally
- Multiply together three single-digit numbers
- Use place value to double and halve 2- and 3-digit numbers mentally
- Multiply 2-digit and 3-digit numbers by a 1-digit number using a formal written method
- Divide 3-digit numbers by 1-digit numbers with integer answers
- Estimate the answer to a calculation
- Understand when to multiply and when to divide, and the relationship between multiplication and division.
- Solve missing number problems for multiplication and division
Year 6
Number: Multiplication and Division
- Recall multiplication and division facts for multiplication tables up to and including $12 \times 12$; identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers within these multiplication tables
- Recognise square and cube numbers and relate these to a pattern that forms a square or cube
- Multiply integers up to and including four digits by 1- or 2-digit numbers using mental or formal written methods where appropriate
- Estimate the answer to a multiplication involving a 1 or 2 place decimal and a whole number
- Multiply decimals with 1 or 2 decimal places by whole numbers
- Divide numbers up to and including four digits by 1-digit numbers with remainders written as fractions
- Divide numbers up to and including four digits by 1-digit numbers with remainders written as decimals (up to and including 2 decimal places)
- Divide numbers up to four digits by 2-digit whole numbers using a formal written method, with whole number or decimal answers (up to 2 decimal places)
- Interpret remainders by rounding, as appropriate for the context
- Multiply and divide whole numbers and decimals by 10, 100 and 1000, with integer and decimal answers (up to and including 2 decimal places)
- Find common factors, common multiples and prime factors
Accessing the full programme for iPrimary
Only registered iPrimary centres will be able to access the full programme.
If you are not an iPrimary centre and would like find out more then complete our Expression of Interest form on the Pearson Edexcel website. | <urn:uuid:bb678f3a-0b9d-44f4-b5bf-fd50707a5614> | CC-MAIN-2018-47 | https://qualifications.pearson.com/content/dam/pdf/International-Primary-Curriculum/Mathematics/2018/SpecificationandSampleAssessments/iPrimary-Mathematics-Curriculum_Overview.pdf | 2018-11-20T19:18:10Z | crawl-data/CC-MAIN-2018-47/segments/1542039746639.67/warc/CC-MAIN-20181120191321-20181120213321-00357.warc.gz | 734,628,011 | 1,228 | eng_Latn | eng_Latn | 0.994578 | eng_Latn | 0.995004 | [
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As the coronavirus pandemic sweeps around the globe, the tragedies of sickness, death, job loss, and poverty are on all of our minds. For most of us, it’s also confronting a confusing unknown: the disease seems unpredictable. Some people have mild symptoms and others suffer severe illness.\(^1\)
According to the Centers for Disease Control and Prevention, older adults and people with underlying medical conditions may be at higher risk for severe illness. Two of those underlying conditions are diabetes and obesity.\(^2\) For example, medical professionals from across the US reported that in March, 2020 almost half of the people hospitalized with COVID-19 were obese, and more than a quarter of them had diabetes.\(^3\)
This factsheet is a brief summary of the research linking obesity and diabetes with toxic exposures. The risk of developing both diabetes and obesity has been linked to exposures to hormone disrupting chemicals, sometimes called EDCs. Understanding this link provides ideas about how schools, businesses, and families can help protect themselves from the severe consequences of coronavirus infection.
**Diabetes**
Researchers studying links between toxic exposure and diabetes have focused on hormone-disrupting chemicals that cause insulin resistance. Insulin is a hormone that “acts like a key to let blood sugar into cells for use as energy.” When cells become insulin resistant, that key no longer works and blood sugar increases to damaging levels, causing diabetes.\(^4\) Hormone-disrupting chemicals linked to diabetes include bisphenol A (BPA), arsenic, and phthalates.\(^5\)
Links between diabetes and PFAS (“forever” chemicals) are of special concern because this group of chemicals is found in almost everyone. A recent study found that PFAS exposure in US nurses was associated with increased incidence of diabetes.\(^6\)
Obesity
A variety of hormone-disrupting chemicals are known to influence the formation of fat cells and/or energy balance. This helps explain why obesity has increased in the US since 1988, even when calories eaten and energy expended stay the same.\textsuperscript{7} Hormone-disrupting chemicals linked to obesity include BPA, phthalates, and pesticides.\textsuperscript{5}
As with diabetes, PFAS are of special concern. Recent research showed that PFAS can disrupt our energy balance. People with the highest blood levels of PFAS utilized fewer calories, turning more into fat, and regained weight faster after dieting.\textsuperscript{7}
References
1. Centers for Disease Control and Prevention. 2020. Symptoms of coronavirus. https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html
2. Centers for Disease Control and Prevention. 2020. Groups at higher risk for severe illness. https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/groups-at-higher-risk.html
3. Garg S et al. Hospitalization Rates and Characteristics of Patients Hospitalized with Laboratory-Confirmed Coronavirus Disease 2019 - COVID-NET, 14 States, March 1–30, 2020. MMWR Morb Mortal Wkly Rep. 2020 Apr 17;69(15):458-464. https://www.cdc.gov/mmwr/volumes/69/wr/mm6915e3.htm?s_cid=mm6915e3_w
4. Centers for Disease Control and Prevention. 2019. Insulin resistance and diabetes. https://www.cdc.gov/diabetes/basics/insulin-resistance.html.
5. Gore AC, et al. EDC-2: The Endocrine Society’s Second Scientific Statement on Endocrine Disrupting Chemicals. Endocr Rev. 2015 Dec;36(6):E1-E150. https://academic.oup.com/edrv/article/36/6/E1/2354691
6. Sun Q, et al. Plasma Concentrations of Perfluoroalkyl Substances and Risk of Type 2 Diabetes: A Prospective Investigation among U.S. Women. Environ Health Perspect. 2018 Mar 1;126(3):037001. https://ehp.niehs.nih.gov/doi/10.1289/EHP2619.
7. Egusquiza RJ, Blumberg B. Environmental Obesogens and Their Impact on Susceptibility to Obesity: New Mechanisms and Chemicals. Endocrinology. 2020 Mar 1;161(3). pii: bqaa024. https://academic.oup.com/endo/article/161/3/bqaa024/5739626
Conclusion
Responding to a pandemic is challenging and requires multiple strategies, including comprehensive medical care, adequate testing capacity, maintaining social distancing and handwashing, use of face masks, and more. To this list can be added reducing exposures to hormone disrupting chemicals that increase our vulnerability to coronavirus disease. One way to reduce exposure is to purchase and use furniture, flooring, foodware, and other items made without hormone-disrupting chemicals. | 0fc45d53-8bcb-4fb1-b37f-67b647cc700d | CC-MAIN-2021-49 | https://ceh.org/wp-content/uploads/2020/08/Chronic-Disease-and-COVID-19-Factsheet.pdf | 2021-11-30T21:57:00+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964359073.63/warc/CC-MAIN-20211130201935-20211130231935-00128.warc.gz | 230,053,810 | 1,046 | eng_Latn | eng_Latn | 0.966277 | eng_Latn | 0.986916 | [
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The acronym “STEM,” based on the disciplines of science, technology, engineering and math, was coined in 2001 by the National Science Foundation. It acknowledges the importance of teaching and learning in an interdisciplinary way—an important skill for our young people as they grow up in a knowledge-based economy. Oasis has embraced this focus by introducing robotics instruction using LEGO and Tetrix platforms in our After-School and Teen Programs.
Robotics can be considered the “glue” that holds STEM together. Children in third through fifth grades build and program WeDo robots. Our sixth through eighth graders learn programming through Robot Virtual Worlds and the LEGO Mindstorms EV3 platform. Two FIRST Tech teams, the Oasis Orbiters and Oasis Orions, are working diligently to build Tetrix robots integrated with programmed Android devices. When our youth work with the robots, each aspect of the STEM acronym is put into action:
- **Science**: The *science* of friction, the force that opposes motion when two surfaces are rubbed together. Students quickly learn the role that friction plays when the wheels or caterpillar treads move along the surface of a playfield.
- **Technology**: The *technology* of sensors communicating data to the robot brain, such as distance or color sensors.
- **Engineering**: The *engineering* of building a robot or components of a playfield such as a button to open a ramp.
- **Math**: The *math* of calculating the number of centimeters that a robot can travel by determining the circumference of the robot’s wheel.
The robotics initiatives are coordinated by volunteer Sharon Mistretta, a robotics instructor for the NASA Endeavor and Mercy College STEM Academy programs. Assisting Mrs. Mistretta are Jessica Egger, Oasis STEM coordinator, Brianna Luongo and Avery Munroe, TEEN Program Coordinators. Oasis STEM Interns Emma Hammer, Emily Koehne, Dana Padilla and Regine Thimothee provide support and guidance to our budding scientists, programmers, engineers and mathematicians. Additionally, we are grateful to BAE Systems for financially supporting the Oasis Robotics Program. We look forward to another semester of STEM fun!
We begin 2017 bursting with ideas and plans for the future of Oasis and expanded efforts to improve the lives of the women and children who turn to us. We know that education breeds success and a path out of poverty, and we’ve been fortunate enough to receive some technology grants to enhance our education programs.
I recently sat in on our GED Science class where our women were using our new SMART Board to learn to balance chemical equations. I watched as, one by one, our students – many in their 30s and 40s who haven’t attended school since they were 16 – grasped these difficult concepts through hands-on participation and engagement. Amazing.
It has also been incredible to watch our TEEN Robotics Teams work with Sharon Mistretta, learning how to build and operate robots and engage in real-life engineering challenges. Next year they plan to go to competition! We know we are expanding horizons both in the After-School and TEEN Programs and opening up our kids to a new world of possibilities.
As we continue to seek new ways to engage our students and expose them to new technologies and career paths, we are grateful to have you, our volunteers and supporters, by our side. We look forward to seeing what new ideas 2017 brings!
With gratitude, Jen Brady
This past year’s Oktoberfest on Friday, October 14, 2016 was another fantastic opportunity to celebrate and honor one of the organizations which has supported Oasis for two decades—the Parish of Saint Elizabeth in Wyckoff. The Patricia McLaughlin Spirit of Oasis Award recognized the many parishioners who are generous with their time and treasure, volunteering in our soup kitchen or other programs, stocking our food pantry, and providing donations that support our many programs for women and children. We are so very grateful for them, as well as for the Chernalis Family and The Market Basket, generous hosts of this annual event of German food, music and fun for 600+ people under the Big Tent. Thanks as well to the numerous sponsors (below). Mark your calendar for 2017—Friday, October 13!
**Platinum Sponsors**
Raff & Raff LLP
**Gold Sponsors**
Columbia Bank
The Granatell Family / Grant Industries Machinery Services Corp.
The Pash Family
Paramus Rotary Club
Railroad Construction Company, Inc.
Rapid Pump and Meter Service Co., Inc.
**Silver Sponsors**
Atlantic Stewardship Bank
The Bebe Foundation
The Bivona Family
Health and Wellness Partners
Indian Trail Club
JP Morgan Chase
Ramsey Auto Group / Ray & Faith Van Duren
Smith-Sondy Asphalt Construction Co., Inc.
Special Properties Real Estate Services, Inc.
**Bronze Sponsors**
Architectural Window, CCTNYNJ, The Daloisio Family, FIJI Water, Lakeland Bank, The Mudrick Family, Oritani Bank Charitable Foundation
1) Al Daloisio, Megan McLaughlin, Fr. Jim Weiner, Jen Brady;
2) Teri Taylor, Chrissy Wefers, Jamie Abarca, & Rich Taylor; 3) Keri Lynn Fleming & Michael Shannon;
4) Phyllis & Tony Chernalis; 5) Josephine Biagimi and Dave & Sue Buchanan
6) Dianne Mc Aleese, Steve Wassel, Phil Schramm, Gordon Muth & Brian Mc Aleese;
7) Brian & Sunny O’Toole
The Oasis Thanksgiving community lunch continues to be a joyous event that brings together various individuals—clients enrolled in our adult education classes; children of all ages; those living in poverty in the greater Paterson area; elected officials from the federal, state, and local level; and corporate and other community volunteers. We had a full house, with nearly 1,000 meals served throughout the day—all donated by The Market Basket in Franklin Lakes! Our volunteers in the dining room included individuals as well as groups from Unilever, UPS, St. Joseph’s Healthcare System, NJ Office of Homeland Security, and Temple Sholom of West Essex.
Over 1,500 turkeys were donated from various organizations such as St. Francis Food Pantries (NYC), UPS (Wayne), St. Elizabeth’s Church (Wyckoff), First Presbyterian Church (Caldwell), Saddle River Valley Junior Woman’s Club, Fairway Market (Woodland Park), and Wyckoff-Midland Park Rotary. Additional thanks to BAE Systems for helping to deliver many of the turkeys to 59 Mill Street!
1) Assemblywoman Shavonda Sumter and NJ Homeland Security Director Chris Rodriguez greeted lunch guests with Executive Director Jen Brady. 2) Infants are always welcome at Oasis! 3) Senator Cory Booker served lunch and took lots of selfies with the women and staff of Oasis. 4) A team of over 30 volunteers joined us from Unilever. 5) Long-time holiday volunteers Ben & Jerry (no relation to the ice cream makers) manned the coffee station. 6) Oasis Board Member Aleta Taylor joined Councilman Andre Savegh and Jen Brady in plating food. 7) Life is good on turkey day! 8) UPS Wayne employees worked outside in the cold distributing turkeys and food bags.
Platinum Gala of Hope
Honoring The Buchanan Family
David, Susan, Max, Nick, Caitlin, and Jake
Friday, March 31, 2017
6:00 PM
The Venetian
546 River Drive, Garfield, NJ
Cocktail Attire
Sponsorship Opportunities
___ Event Sponsor - $50,000
___ Cocktail Sponsor - $25,000
___ Journal Sponsor - $15,000
___ Wine Sponsor - $10,000
___ Auction Sponsor - $10,000
___ Dessert Sponsor - $10,000
Table Reservations
___ Leadership Table(s) for 10 @ $10,000
___ Benefactor Table(s) for 10 @ $7,500
___ Visionary Table(s) for 10 @ $5,000
___ Patron Table(s) for 10 at $3,500
___ Tickets at $350 each
Advertising Opportunities • Ad Journal • Goody Bag
___ Outside Back Cover @ $5,000 - Color Ad
___ Inside Front Cover @ $3,500 - Color Ad
___ Inside Back Cover @ $2,500 - Color Ad
___ Gold Full Page Ad @ $2,000 - 8”W x 10”H
___ Silver Full Page Ad @ $1,500 - 8”W x 10”H
___ Bronze Full Page Ad @ $1,000 - 8”W x 10”H
___ Half Page Ad @ $500 - 8”W x 5”H
___ Quarter Page Ad @ $250 - 4”W x 5”H
___ Goody Bag Listing @ $1,000
I cannot attend, but would like to donate $______________
Total: $_________________________
Name: ________________________________________________________
Organization: _________________________________________________
Address: ______________________________________________________
City/State/Zip: ________________________________________________
Cell Phone: __________________________ Email: _____________________
☐ Enclosed is my check made payable to Oasis—A Haven for Women and Children
☐ Credit Card Number: __________________________ Exp. Date: ________ Sec. #:
PLEASE CIRCLE: VISA MASTERCARD AMERICAN EXPRESS DISCOVER
Name of Card Holder: ___________________________________________
Signature: _____________________________________________________
Ads due by 3/10; tickets by 3/17. You can also purchase your sponsorships, ads, or tickets online at www.OASISNJ.ORG.
For more information please contact Clarissa Perez at firstname.lastname@example.org or (973) 881-8307 ext 108.
10TH ANNUAL GOLF OUTING
MONDAY, JUNE 12, 2017
THE RIDGEWOOD COUNTRY CLUB
REGISTRATION 10:00AM LUNCH 11:30AM-12:30PM
SHOTGUN START 12:30PM
COCKTAILS, DINNER, & AWARDS 5:30PM
SPONSORSHIP OPPORTUNITIES
__EVENT SPONSOR $15,000 INCLUDES FOURSOME,
TEE SIGN, & TITLE SPONSOR LISTING ON EVENT SIGNAGE
AND MATERIALS.
__DINNER SPONSOR $12,500 INCLUDES FOURSOME, TEE SIGN, AND PROMINENT SPONSOR LISTING ON EVENT
SIGNAGE & MATERIALS.
__GIFT SPONSOR $10,000 INCLUDES FOURSOME, TEE SIGN AND EVENT SIGNAGE.
__COCKTAIL HOUR SPONSOR $7,500 INCLUDES FOURSOME, TEE SIGN AND EVENT SIGNAGE.
__LUNCH SPONSOR $6,000 INCLUDES FOURSOME, TEE SIGN, AND EVENT SIGNAGE.
__BEVERAGE SPONSOR $3,500
__PUTTING CONTEST SPONSOR $3,000
__LONGEST DRIVE CONTEST SPONSOR $2,500
__HOLE IN ONE CONTEST SPONSOR $2,000
__CLOSEST TO THE PIN SPONSOR $1,500
__CART SPONSOR $1,000
__TEE SPONSOR $500 MINIMUM DONATION
TICKET OPPORTUNITIES
__GOLFER(S) $800 PER PERSON INCLUDES GOLF, LUNCH
AND DINNER
__FOURSOME(S) $3,200
__FOURSOME(S) WITH TEE SPONSOR $3,500
__GUEST(S) FOR COCKTAILS AND DINNER $150 PER
PERSON
NAME: ____________________________________________________________
ORGANIZATION: _______________________________________________________
ADDRESS: ______________________________________________________________
CITY/STATE/ZIP: _________________________________________________________
CELL PHONE: __________________________ EMAIL: __________________________
☐ Enclosed is my check made payable to Oasis—A Haven for Women and Children
☐ Credit Card Number: __________________________ Exp. Date: __________ Sec. #: __________
PLEASE CIRCLE: VISA MASTERCARD AMERICAN EXPRESS DISCOVER
Name of Card Holder: _________________________________________________
Signature: _____________________________________________________________
Return by June 1 or you can purchase your tickets online at www.OASISNJ.ORG.
For more information please contact Clarissa Perez at email@example.com or (973) 881-8307 ext 108.
SMART Board in Action
This January, Oasis was able to purchase a SMART Board through a grant from Catholic Human Services Foundation. Our Science GED teacher Anthony Durso put it to immediate use helping teach our women how to balance chemical equations. Other teachers and staff look forward to using this tool to better support our students!
In Memoriam—Catherine McDonough
Oasis lost a dear friend this past December. For years, Cath McDonough (third from right) would rally her friends to run a program that would allow our After-School Program children to “shop” for Christmas gifts for their parents. She and her dog Potter were also year round visitors to the After-School Program and were dearly loved. We are so very grateful for the friends and family of Cath who donated to Oasis in her memory, raising over $15,000 to support the kids she loved so much. Cath, you’ll be missed!
Oasis Turkey and Holiday Toy Drive
Oasis was again blessed by the support of so many friends who donated 1,500 turkeys and 5,000 toys to the women and children of Oasis during the holidays.
View a full list of all who donated at www.oasisnj.org!
Here are just a few of our many turkey and toy drive donors (from top, l-r):
- Saddle River Valley Junior Woman’s Club donated 50 turkeys.
- Atlantic Stewardship Bank donated 40 teddy bears.
- AAA donated 36 turkeys.
- Terrie O’Connor Realtors donated 12 large bags of toys.
- Academy of the Most Blessed Sacrament donated over 600 toys and over 40 gift cards.
Oasis is very grateful to all who make the holidays a very joyous time, bringing cheer to those who need it most. Our celebrations spanned the month of December:
- Santa visited each child in our Nurturing and Children’s Centers on December 16 (row 1).
- Holiday Express brought its troupe of performers and special guests, such as Frosty, Rudolph, and Santa, to Oasis for an annual show for After-School Program children and families on December 17 (rows 2 & 3).
- Oasis hosted its annual Christmas community lunch on December 21, serving over 700 meals and distributing thousands of toys to the community (rows 4 & 5). Volunteers in our dining room and toy room included groups from NJ Office of Homeland Security and Preparedness and Fordham Alumni. Thanks, as always, to The Market Basket for the delicious holiday meal.
For a full list of all who donated to the Oasis toy drive, please visit www.oasisnj.org.
**Volunteer Spotlight—Brendan Hillin**
Brendan Hillin has been volunteering for the past eight years in the Oasis After-School Program and Saturday “Rise and Shine” Program.
*How did you first hear about Oasis?*
When I was in fifth grade through a family friend. I started volunteering periodically in the After-School Program in middle school, and now very actively during high school.
*What are your favorite aspects about volunteering at Oasis?*
The camaraderie and teamwork of the volunteers, families & children! We all work together in creating an environment that is both educational & fun.
*Tell us a little about your experience with the children of Oasis.*
I always look forward to the days that I get to work with the kids. They’re all so positive, engaging and eager to learn. I tutor math and there is nothing better than the reaction of a child who grasps a new concept. Their hard work ethic motivates me to continue to improve my tutoring skills and help them achieve academic success.
*If you are interested in volunteering in any of our youth development programs please contact Signe Howard at firstname.lastname@example.org or (973) 881-8307 x 121.*
PLEASE WELCOME OUR NEWEST STAFF MEMBERS!
Brianna Luongo is currently a Senior at Montclair State University where she majors in Family and Child Studies with a focus on Family Services. She first came to Oasis for field experience for a college course, and later became the TEEN Girls Coordinator. She hopes to attend grad school to study speech pathology after she graduates this spring.
Clarissa Perez, our new Special Events Coordinator, first started planning events in college for a student organization. Since then she’s worked in the non-profit and for-profit sectors organizing fundraisers and corporate events. She’s excited to get back to her roots and combine her love for event planning with helping others. As a Paterson native, it means so much more to her to be a part of the great work happening here at Oasis.
AJ Munroe is currently a Psychology major at William Paterson. He plans on attending grad school to become a high school guidance counselor. He’s been working with teens for the past 4 years as a basketball coach in Teaneck. He is now our TEEN Boys Coordinator, and hopes Oasis will give him a better understanding of teens’ struggles in and out of the classroom.
Jennie Vega is a licensed social worker with 14 years’ experience specializing in domestic violence and sexual assault. She was previously lead case manager at Passaic County Women’s Center supporting women in all aspects of their lives. She applied to the position at Oasis because she felt inspired by the mission statement and nurturing environment. She loves the camaraderie between staff members and clients here at Oasis.
Many thanks to all those who donated a “LUNCHES WITH LOVE” from October through December! Visit oasisnj.org to purchase yours for $144.
- Maribel Rodriguez—In honor of Latino Heritage Programming
- Suneetha Pinnadhari—In memory of Rajesh Pinnadhari
- Cynthia Mullet—In honor of Ruxanda Ritter
- Sweet Couture Angels
- Women’s Cornerstone, Our Lady of the Valley R.C. Church
- Arthur & Emilia Nalven—In honor of the Children’s Center
- Health & Wellness Partners—In memory of Roy Giffen (2 lunches)
- Jeanne Muller
- Patty Pang—In honor of Oasis teachers and volunteers
- Michele Liebman—In honor of Jeffrey Liebman
- Mary O’Connell (2 lunches)
- Joan Toscano—In honor of Eileen Goldblatt & Marleen Leventhal
- Mary Tedeschi—In honor of Patricia Sharp and Carrie Saketkoo (2 lunches)
- Vincent Salvatore—In memory of Michael Jarosz
- Christine Mohrmann—In honor of Nancy Leyrer
- Susan Di Pasquale—In memory of Jean and Joseph McCabe
- Robert Wilson
- Jewish Home Assisted Living
- Jeanette Yackeren—In honor of Dexter Thomas Hall
- Molly Fagan
- Wendy Schechter
- Frank Sandler—In memory of Catherine McDonough
IN THE SPOTLIGHT SUPPORTS OASIS
Oasis was the beneficiary of two great events planned by our friends at In The Spotlight Dance Studio in Waldwick. The first was a “Ladies Night” event at Neiman Marcus, organized by Natasha Karaty and Behind the Spotlight, the parents’ group at the Studio. Over 90 women attended the fashion show, which also included a tricky tray and 50/50 raffle.
The second event was the Annual Benefit Performance by the In The Spotlight Company Dancers. Over 1,000 people filled the Bergen Academies Auditorium, with all proceeds supporting Oasis. The children of our After-School Program also participated in the performance, practicing for months with ITS teacher Candice Karaty Mancini. We are very grateful for the love and support of the Karaty Family and this fantastic dance school through the years. Between these two events, the parents and friends of ITS donated over $40,000 to the programs of Oasis. Thank you! | <urn:uuid:85b4327c-53e7-4ecf-bd01-df757f63a78d> | CC-MAIN-2018-09 | https://s3.amazonaws.com/media.cloversites.com/3a/3afdf930-4a3a-47d3-9b03-2fb1ccfcd3ac/documents/Oasis_Winter2017.pdf | 2018-02-20T08:36:44Z | crawl-data/CC-MAIN-2018-09/segments/1518891812913.37/warc/CC-MAIN-20180220070423-20180220090423-00678.warc.gz | 782,895,441 | 4,239 | eng_Latn | eng_Latn | 0.97067 | eng_Latn | 0.996011 | [
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PROJECT NAME: KYO Water Purification Project
PROJECT SUMMARY:
The Kambuja Youth Organization (KYO) operates an orphanage in Anchargn, Cambodia, a village close by the Angkor world heritage sites. The orphanage has a well, but the water is not potable so expensive bottled water must be brought in for drinking. This project will procure and install a water purification system that will meet the needs of the orphanage as well as several local schools and many village families that currently rely on bottled drinking water or unsafe well water. The project will cost a total of $5,126. KYO has committed to raising half of this, meaning TGUP’s target to fund this project is $2,563.
PROJECT PARTNERS:
1) The Global Uplift Project (TGUP) helps American students and individuals build classrooms and other infrastructure projects in the developing world from donations as small as one dollar (hence its name). Since its founding in 2007, TGUP has completed more than 130 such projects in 16 countries in Asia, Central America, and Africa. TGUP is an IRS registered 501c3 nonprofit.
2) Kambuja Youth Organization (KYO) is dedicated to the children of Cambodia. They provide a home and support for orphans and other needy children who would otherwise not be able to attend school. KYO is registered as a Non-Governmental Organization with the Ministry of Interior in Cambodia.
PROJECT MANAGEMENT:
One Dollar For Life
Senior Executive:
Robert Freeman
Executive Director
email@example.com
650-575-3434
Supervising Executive:
Cathy Dwulet
Director, Global Field Operations
firstname.lastname@example.org
650-269-5598
Kambuja Youth Organization
Senior Executive:
Mrs. Vannak Nim
Executive Committee President
Supervising Executive:
Mr. Saroath Roeun
Executive Committee Vice President
email@example.com
+855 99 459898
PROJECT DATES: As soon as funding is provided.
TIMELINE: 1-2 weeks from funding.
ABOUT THE ORPHANAGE:
The KYO orphanage (aka “the center”) was founded in 2002 by a young couple who lost their families in the Khmer Rouge genocide of the late 1970s. They opened their home to some local orphans and have expanded to support a current population of 40 children. The children range in age from 4-18 and consist of roughly equal numbers of boys and girls. Most of the children are orphans; a few have one parent or both but are
from rural areas where they could not otherwise attend school. The children are housed, fed, and receive medical care via the center. They attend the local primary or secondary school and the center provides supplemental education in English and computer skills. The center provides additional training (e.g., driver training) and job assistance for young adults when they leave.
Operating funds come from donations and the income of one of the founders who is a tour guide. Improvements come from donations, mostly by foreign tourists. Projects have included a running water system, showers and toilets, hard-wall dormitories, kitchen improvements and, most recently, a computer classroom.
In 2017 a water project deepened the existing well to 50 meters. That improved the water quality but still did not make it potable, so for drinking expensive bottled water must be brought in frequently. The center spends about $200 per month on bottled water (~3000 bottles), which is a significant fraction of the overall budget. It is this unending outside expenditure that the current project seeks to reclaim. The project will also provide enough clean water to share with local schools and families which also suffer from a lack of clean water.
ABOUT THE COMMUNITY:
Cambodia is one of the poorest countries in the world, ranked 152 of 189 by the World Bank in 2019 (nominal GDP = $1,643 per capita or $4.50 per person per day). Siem Reap is a rapidly developing area of the country, largely due to the tourist industry around the Angkor heritage sites. Anchargn, a village of about 1,000 families, is around 10km from the city center, but it is one of the poorer villages in the region. Most of the adults work in subsistence farming or construction. Most village children attend school but about 25% are unable to as they are needed to work, typically in family enterprises or helping with family chores, childrearing, etc.
Like the orphanage, the village schools and most village houses do not have potable well water. Some are able to afford bottled water for drinking (at significant expense). Those which are too poor must drink untreated well water and often suffer diarrhea and other gastrointestinal illnesses as a result.
ABOUT THE PROJECT:
The project will procure and install a two-stage purification system for the KYO orphanage well water. The first stage is a bio-sand filtration unit which will remove solids and some pathogens and fill a new water tank at a rate up to 3000 liters/hour. That tank’s output will be split, feeding both the existing pump and distribution system in the center for showers, toilets, and kitchen and a new ultraviolet light purification system.
The UV radiation system removes additional pathogens, bringing the quality up to WHO drinking standards. It can purify up to 250 liters/hour and its output will be used to fill another new water tank. That tank will fill 20 liter reusable plastic water bottles for distribution in the orphanage and to schools in the surrounding area.
The capacity of the system exceeds the center’s drinking water needs, so additional large bottles will be procured, filled and offered to villagers at no cost. It’s not yet known if all the village’s needs can be met this way, but it will certainly meet the needs of the schools and some of the village households. Additional bottles can be procured later if they are needed.
The equipment will be supplied and installed by an experienced local firm. They include a 12-month warranty and can service the system as needed. No government approvals are required for the project.
ANTICIPATED BENEFITS:
The primary benefit will be the supply of safe, clean drinking water to the KYO orphanage in a much more economical and environmentally-friendly way than at
present. The current $200/month expense for bottled water will be eliminated and those funds can be redirected to other needs such as facilities repair or expansion.
With total project cost of around $5,100 the payback period will be approximately 2 years. The environment will also benefit through the switch to large, reusable containers in place of thousands of single-use plastic bottles. (The center does attempt to recycle the small bottles, but it is unclear how effective this is.)
Another significant benefit will be the supply of drinking water to the local schools and a number of village households. This will result in cost-savings for some (the schools and households that currently purchase bottled water) and health benefits for others (those households that cannot afford bottled water and must drink well water).
A final benefit will be cleaner water for bathing and washing at the KYO orphanage from the bio-sand filtration system. Although that system does not remove enough impurities to make the well water potable, it does remove many pathogens and doing so will remove a disease vector for the children and adults at the center.
**BUDGET SUMMARY:**
- Bio-sand filtration system: $1,950
- UV radiation purification system: $2,170
- Other: $540
- Project management: $466
**Project Total:** $5,126
Less KYO 50% match: -$2,563
**Total TGUP:** $2,563
**DETAILED BUDGET:**
| Description | Quantity | Unit Price (USD) | Total Cost (USD) |
|--------------------------------------|----------|------------------|------------------|
| **Bio-sand Filtration System** | | | |
| Sand tank | 2 | | $1,950 |
| Carbon tank | 1 | | |
| Filter pump | 1 | | |
| Air blower pump | 1 | | |
| Blow switch and fitting | 1 | | |
| Labor cost and accessories | 1 | | |
| **UV radiation system** | | | |
| 250 L/H package RO with UV 40w | 1 | $2,170 | $2,170 |
| Storage tank | 1000 liter | $170 | $340 |
| Plastic bottles | 20 liter, reusable | $5 | $200 |
| Project management | | | $466 |
**Grand Total:** $5,126 | a1e684d7-3f7a-445a-ae69-eec7ae71d3a2 | CC-MAIN-2024-22 | https://tgup.org/pdf/KYO-Water-Purification-Project-Details.pdf | 2024-05-24T04:57:36+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00700.warc.gz | 484,831,659 | 1,849 | eng_Latn | eng_Latn | 0.997785 | eng_Latn | 0.998573 | [
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Hurricane History
Data from 1949 in the Pacific, from 1851 in the Atlantic
This map shows the tracks of all known North Atlantic and Eastern North Pacific hurricanes, covering the period from 1851-2007 in the North Atlantic and from 1949-2007 in the Eastern North Pacific.
- Dotted line: Extratropical, Remnant Low, Wave
- Solid line: Tropical Cyclone | 8894d5ed-3aa0-4f95-b3cc-9cf4eaa7aed7 | CC-MAIN-2022-49 | https://www.nhc.noaa.gov/pdf/1851_2007_hurr_poster.pdf | 2022-12-09T22:06:14+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711552.8/warc/CC-MAIN-20221209213503-20221210003503-00694.warc.gz | 972,996,647 | 88 | eng_Latn | eng_Latn | 0.976385 | eng_Latn | 0.976385 | [
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Keith Haring
Look at these pictures of Keith Haring’s artwork. How do they make you feel? Are they joyful or sad?
Keith uses bright colours and a simple style to make positive images. Watch the video of *Keith Haring: The Boy Who Just Kept Drawing* to find out more information about his life and why he loved to draw so much.
Create a piece of art inspired by Keith Haring. It does not have to look like his pictures but you should use them as inspiration. You could use the bold black lines, strong colours or dancing people as a starting point.
You can use any materials you like to create your artwork. Below are some ideas. Make sketches to practice your designs first.
Please send pictures of your artwork to your teachers.
Draw or paint on coloured paper:
Paint on old plates, bowls or mugs (ask first):
Use chalk like Keith did. You could draw and write a positive message on the floor outside your house or building (make sure you ask first):
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Dear Parents,
My name is Victoria Anderson I will be your child’s teacher for the upcoming school year. I am very excited for what this year will bring. I know things are a little different this year, but we will make the best of it. I know it is hard not being able to come in to see your child’s classroom, but I have attached some photos for you to see. I have also attached a picture of our daily schedule that we follow.
We have multiple centers in our classroom for our students to explore.
Sensory Center:
This is where our students explore in sand bins and even table water play!
Math Center:
Our math center consists of counting books, sorting and pattern games, and number and shape recognition activities!
Puzzle Center:
Our puzzle center allows our students to explore various types of puzzles including, floor puzzles, individual puzzles, and shape puzzles!
Cozy Corner:
Our cozy corner is a calm down place for our students. We have lots of books here that we switch throughout the seasons and weekly themes!
Dramatic Play Center:
Our dramatic play center allows our students to express their creativity through play! We have dress up items, doctor kits, food, shopping carts, silverware, and wallets and purses!
Science Center:
Our science center allows the students to freely explore various science tools. It also has nature items, magnet toys, and balance scales for the students to use!
Blocks Center:
Our blocks center is filled with a variety of options for the students. It includes Legos, waffle blocks, cars, people, houses and so much more! The children love playing in this center and this is where we practice our sharing and how we play with our friends.
Computer Center:
Our computer center is new to our classroom. So far, we the children have explored typing on the computer, and we will soon incorporate educational websites for them to use.
Writing Center:
Our writing center includes our take home bins where we keep our papers. We also have wipe boards and chalk boards where the students are able to practice their writing.
Art Center:
Our art center consists of art materials for the students to use, as well as individual supplies for all of the students.
We use the creative curriculum at Trinity Christian Academy. It focuses on feelings and incorporates ways for children to begin to practice their critical thinking and problem solving skills. I also have weekly themes that I base a lot of our activities and projects around.
At the end of September, we will begin our weekly focus activities. They consist of a letter, number, shape, and color that we focus on for an entire week.
We focus on becoming independent and doing things on our own in this classroom. We clean up after ourselves, put our toys away, and use our words when we need help from an adult. Any ways that you can reinforce this at home will be very helpful.
Weekly reports on your child are sent home every Friday. If your child does not come on Friday’s I will send it home the next time they come in. We are also sending home monthly calendars with events and activities for your children to look forward to.
Just a couple reminders, please try your best to have your child come to school wearing their mask. We have back up masks for each child in case anyone forgets. Please also send your child with a water bottle.
We have an hour rest/quiet time period. If your child is full day, please send them in with a crib sized sheet and a small blanket. No pillows please! Please send your child’s nap stuff in a separate cloth bag, not a plastic bag. This allows us to put the bag under their cot while they are resting, which allows them to help clean up their own cot after nap time.
I also highly recommend you follow the school’s Facebook page. We post lots of fun pictures of things that we do throughout the week. It is @trinitychristianacademy.us
Please text, call, or email me with any questions you may have, and I look forward to what is to come this year!
Victoria Anderson
(609)-915-7678
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Puget Sound Waterfront Homeowner Checklist
Monitoring Tips for Living in a Dynamic Marine Environment
Living on the waterfront offers many benefits - and some challenges as well. The marine shoreline is a naturally dynamic place where change is to be expected. Understanding typical coastal processes is an important part of being a waterfront property owner. Knowing what to expect will help you to address issues that might merit further investigation or action. This guide offers an overview of shoreline processes and tips for regular monitoring that will help you to manage your property with confidence.
BECOME FAMILIAR WITH YOUR WATERFRONT AND NATURAL COASTAL PROCESSES
Taking time to make regular waterfront observations is the easiest way to become familiar with your stretch of the waterfront. This can be as simple as taking photos from the same spot throughout the year, and possibly over many years. It is a simple way to identify and track changes through time. Not only will this clarify what to expect, but you may notice situations that influence changes in how you manage your waterfront.
For example, erosion is a common concern for many waterfront homeowners. Erosion is a typical shoreline process, both at the toe of the slope and higher on a bluff. Erosion may be caused by single or recurring storm events with large waves, or by smaller, more frequent agents of weathering like rainfall impacts and surface run-off. Walk your waterfront several times a year, in different seasons and weather conditions if possible, to observe the different processes and rates of change. You may observe seasonal vegetation or beach surface changes, and occasional landslides that deposit sediment, trees or other vegetation on the beach. These natural processes provide the material that builds and maintains beaches around Puget Sound. Unless a home is at risk or there is a sudden change to the shoreline with rapid, severe erosion or serious drainage problems, these gradual changes are typical and should not be cause for worry.
Give yourself the tools to best manage your marine waterfront property for the long term. The next pages include tips to guide you as you observe and manage your property to manage your shoreline through time.
A bulkhead at the toe (bottom) of a bluff won’t stop erosion caused by conditions above.
SECTION 1: CREATE A RECORD FOR YOUR PROPERTY
TIP #1. KEEP A MONITORING NOTEBOOK OR FILE
- Use a dedicated notebook to record observations about your property’s natural and constructed features.
- Keep notes on maintenance and on any major changes you make to your property, including: tree or vegetation removal or plantings, any new construction, and even minor activities such as when gutters were last cleaned, drain lines flushed and checked for leaks, septic maintenance etc.
- Request and keep “as-built” documentation (on-site changes to the original construction) for all projects completed by contractors. This record will be valuable for future reference. Take photos before and after repairs.
- If you receive professional reports from engineers or geotechnical specialists, be sure to keep them with the notebook.
- Create a property management calendar so you will know when it is time for maintenance again.
- Choose a few “photo-monitoring” points, at least one of which is on the beach looking toward the land. Choose stable locations that are easy to find again, so that you can return each year to take pictures. Pick several times each year when you will photograph your property during different seasons. It is also very helpful to take pictures after any major weather or erosion events. Annotate photos with dates and important features.
- If you sell your home, pass this information on to the new owners – they will truly appreciate it.
Sample Monitoring Photo Monitoring photos similar to this will help a landowner observe shoreline changes over time. Note the two different approaches to landscape management on these neighboring properties. The property on the left has removed all native plants and replaced them with grass. The property on the right has limbed up the large trees to allow for views of the water while maintaining the native vegetation. Erosion and stability problems are much more likely on the cleared property.
TIP #2. MAKE A SIMPLE DIGITAL OR HAND-DRAWN MAP OF YOUR PROPERTY
Keep your map simple but useful. Include the information you would want to know if you were just purchasing this property, and wanted to understand the “lay of the land.” Consider aspects of your property that you want to keep an eye on, as well as what resources or investments have already been made on the property. You can either hand-draw to scale or use a digital image and digital drawing tools to capture the various features of your property.
**INCLUDE BUILT FEATURES**
- Note the location of hard (impermeable) surfaces that generate stormwater runoff during rainfall (buildings, paved areas, driveways, sidewalks and patios, etc.)
- Identify where the water from these hard surfaces drains and/or collects.
- Include drainage infrastructure such as catch basins, pipes or French drains, downspouts, connections between pipes, outlets, etc. Note depths and types of pipe (solid pvc; perforated pipe, corrugated pipe, etc.).
- Note the location of your septic tank, drainfield, and any connecting pipes.
- Note the location of your well or water service connection and related waterlines.
- Indicate the location(s) of all your hose bibs.
- Indicate the location of any irrigation system lines.
- Mark chosen “photo-monitoring” points so that you can return each year to take a picture.
**INCLUDE NATURAL FEATURES**
- Note the location and drainage route of any natural springs, creeks, or seasonal seeps on, adjacent to, or impacting your property.
- Note the height of bluffs and the location and slopes of land leading down to the water. Note the crest and toe of the bluff. Do the same for all slopes on your property.
- Indicate locations of any past landslides or erosion. Add dates associated with specific events.
- If stormwater drains onto your property from beyond your property lines (natural runoff or other), note where this happens, and the route the water takes through your property.
- Choose 2-3 fixed points midway between your home and the top of your bluff/bank for monitoring land erosion (“retreat”). Some homeowners install t-posts, rebar stakes, or other easily-identifiable markers to use as monitoring points. Once a year, measure the distance from these points to the top edge of the bluff. Record changes over time.
Sample Property Map
This landowner used numbers and arrows to link to additional information in their shoreline monitoring notebook, elements like where water drains, and where the septic system is located, etc. This is a hand-drawn version of the digital map on the following page.
This example map was created using the County’s GIS GeoData, which is available on the County website. To create a similar map, zoom in on your property then select (1) an aerial photo in the legend, (2) 20 ft contours, and (3) the parcels layers. You can also use Google earth to print an aerial image of your property, and then draw on top of that.
**SAMPLE MAP NOTES**
1. Seasonal Seep. Area on bank wet from October through early July 2008.
2. Storm water runoff flows down driveway and across property during large rain events. Installed French Drain on downslope side of driveway when it was paved in 1990.
3. Septic tank and system located to west of house. Installed in 1980.
4. Green circle indicates large Douglas fir that tilted out during the winter of 2008.
5. French drain and subsurface drainage used to collect driveway runoff and roof runoff from downspouts on garage and house. Catch basins were installed when French Drain and garage were built. Stormwater is piped to beach in 4” corrugated drainage pipe. Pipe joints are sealed with fiberglass tape. Pipes are checked in October, February and April.
6. Well head and buried waterline. Well was drilled in 1980. 70 feet deep.
7. Yellow line indicates boundaries of the slide that occurred in 2008. Distance from SW corner of house to top of slide was 45 feet after the slide.
8. Runoff from neighbor’s property increased when they built their house and paved the driveway in 2008.
9. Red dots indicate points where photos are taken yearly to monitor changes in slope and property.
10. Hose bibs are indicated by HB
11. New area planted with native plants (2010)
SECTION 2: MONITOR YOUR SHORELINE
Once you have established your notebook or record file, all that remains is periodic monitoring along your waterfront. This section covers what to look for and what to do if you see something worrisome.
WHAT TO LOOK FOR:
• Possible changes in slope stability.
- Newly tilting fences, decks, power poles, or trees
- The sudden appearance of cracks, depressions, or unusual bulges in the lawn or soil landward of a bluff
- Slumping or settling of soil near a slope/bluff
- New cracks in concrete building foundations, poured concrete pads/slabs, patios, or in house walls. If outside walls, walkways or stairs begin pulling away from the building, investigate the cause.
- The stability issues above may occur slowly over time, but if you observe sudden changes immediately contact a licensed geologist or civil (geotechnical) engineer for a site assessment. A broad sweep in the tree trunk suggests slow on-going movement. A kink at the base with a straight upper trunk is more suggestive of movement when the tree was younger.
• New areas of erosion, cracks, or slumps.
- Note signs of erosion such as bare earth with rills and channels cut into the slope or slumping soil
- Check if the erosion is caused by leaks or drainage issues. If you can link the erosion to drainage management or plant removal, immediately address these issues. If you cannot identify the cause of erosion, consult a licensed engineering geologist or civil (geotechnical) engineer (experienced in drainage design) to determine the cause and options to address erosion.
• Watch for seeps and springs in your bank during all seasons.
- Take special note of NEW seeps, springs or saturated ground in areas that have not typically been wet before. Determine if the seeps or leaks are related to drainage system(s) or land use.
- Instability and landslides tend to take place where certain combinations of sediments occur, usually where layers of sand and gravel overlie less permeable silt and clay layers, stopping groundwater from soaking deeper into the ground. Water collects above the low-permeable sediments, creating weak zones that can erode or slump. While you can’t change the geology of your property, you can limit your contributions to shallow groundwater by carefully maintaining drainage collection and conveyance systems.
WHAT TO DO:
• Check drainage systems several times a year. Make sure that all pipe connections are sealed, with no leaks or breaks. Be sure that water collected in drainage systems is piped properly to an outlet near the beach, with an erosion deterrent (energy dispersant) at the outlet (see picture below). Never release piped water at the top or on the face of a bank, slope, or bluff. You can check your drainage system by running water through the system during the dry season, but it is also useful to monitor during heavy rain. Confirm that the amount of water going in equals the amount coming out. Check corrugated pipe even more frequently, as it is prone to failures and cracks as it ages. Check your hose bibs regularly for leaks. Fix any drainage issues immediately.
• Check natural stormwater pathways for sudden changes in the volume of water. These are also places to check for new signs of erosion issues. Respond quickly to stop erosion from becoming a concern.
• Hire professionals to develop drainage plans.
• Check for water level changes in swimming pools, water features, and drinking water wells. Keep an eye on water depth in your well (measure this at the same time each year to check for sudden, unexplained changes in water level). When working with your drinking water well, be sure to follow all protocols provided by the WA State Department of Health - Drinking Water (publication No. 331-428), to protect your water.
• Check and maintain your septic system regularly. The septic tank liquid level should be near the top unless you have had it pumped. Low levels in your tank may indicate that your tank is cracked or leaking into the soil. Be sure your drainfield is functioning properly; wet areas during dry periods could indicate problems that need to be addressed immediately.
SECTION 3: OTHER TIPS AND RESOURCES
• Landslides tend to occur where they occurred previously. Slope features, slope stability maps, local knowledge, and geotechnical site assessments can inform you about the history of landslide activity along your reach of shoreline. Slopes that are steep, lack vegetation, have younger deciduous vegetation (for example, clusters of young Red alder), have drainage problems, or have “benches” (level areas stepping down on otherwise steep slopes) can indicate past instability or potential for future instability.
• Make sure your insurance policy is updated. Some home insurance policies include coverage for risks such as landslides or debris flows, or you can buy additional insurance for this purpose. Call your agent to discuss options such as the National Flood Insurance Program. Adding a policy to a home located above or below a steep slope is one of the best ways to reduce financial risk. Read the fine print to ensure that you are properly covered.
• Keep emergency supplies on-hand and develop a family evacuation plan in the event of a landslide, earthquake, or other emergency.
• Unusual Sounds. If you hear loud or unusual sounds such as low rumbling, groaning, grinding, or cracking sounds, they may indicate landslide movement and/or distress to your house or other structures. Quickly evacuate to a safe location; contact emergency management services for assistance.
• Choose professionals experienced in working on shorelines and bluffs. Contact professionals specifically experienced in working with steep slopes and marine shorelines. These complex, dynamic landscapes need to be treated with care. Designing ponds, water features, drainage systems, etc. should be done with the utmost care - or should be avoided altogether.
ONLINE RESOURCES FOR MORE INFORMATION
• Managing Drainage on Coastal Bluffs - www.ecy.wa.gov/programs/sea/pubs/95-107/intro.html
• Shoreline Slope Stability Maps - www.ecy.wa.gov/programs/sea/landslides/maps/maps.html
• Department of Ecology’s Landslide Page - www.ecy.wa.gov/programs/sea/landslides/index.html
• Shallow Landslide Hazard Forecast System (Department of Natural Resources Landslide Page) - www.dnr.wa.gov/programs-and-services/geology/geologic-hazards/landslides
• Emergency Management, Thurston County - (360) 867-2800
• Federal Emergency Management Agency - www.fema.org
• US Geological Survey Landslide Hazards Program - www.landslides.usgs.gov
• US Department of Homeland Security - www.Ready.gov | e5470d2b-6fbf-49a9-8444-83241dc90724 | CC-MAIN-2021-17 | https://www.thurstoncd.com/wp-content/uploads/2020/05/SFT-Homeowner-Checklist.pdf | 2021-04-12T12:00:49+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067400.24/warc/CC-MAIN-20210412113508-20210412143508-00554.warc.gz | 1,090,405,012 | 3,133 | eng_Latn | eng_Latn | 0.995678 | eng_Latn | 0.997406 | [
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Site management
Longhorn cattle, Hebridean sheep and Exmoor ponies graze the site, helping to reduce coarse grasses, scrub and tree saplings on the heath and allowing small wildflowers and insects to thrive. Wetter areas are kept from scrubbing over and larger, woodier scrub is removed by hand. This low level management to conserve the habitats occurs in rotation, with deadwood purposefully left for lizards and invertebrates.
How do I get to Skipwith Common NNR?
Front cover image: Cross-leaved heath © Theresa Gittins
Further information
Escrick Park Estate: 01904 728252 email@example.com
Friends of Skipwith Common: www.friendsofskipwithcommon.org.uk firstname.lastname@example.org
Lower Derwent Valley and Skipwith Common
National Nature Reserves Office, Bank Island, Church Lane, Wheldrake, North Yorkshire YO19 6FE
Find out more at www.naturalengland.org.uk/skipwithcommonnnr or by calling the Natural England switchboard on 0845 600 3078 (local rate)
Natural England is here to secure a healthy natural environment for people to enjoy, where wildlife is protected and England’s traditional landscapes are safeguarded for future generations.
ISBN 978-1-84756-279-3
Catalogue Code: NE411
www.naturalengland.org.uk
Natural England publications are available as accessible PDFs from:
www.naturalengland.org.uk/publications
Should an alternative format of this publication be required, please contact our enquiries line for more information: 0845 600 3078 or email email@example.com
Printed on stock comprising 75% recycled fibre.
This note/report/publication is published by Natural England under the Open Government Licence for public sector information.
You are encouraged to use, and reuse, information subject to certain conditions.
For details of the licence visit www.naturalengland.org.uk/copyright
Natural England photographs are only available for non-commercial purposes. If any other information, such as maps or data, cannot be used commercially this will be made clear within the note/report/publication.
© Natural England 2013
Wildlife on the Common
Skipwith Common is a network of interconnected wildlife habitats, with wet and dry heaths, ponds, mires, woodland and scrub, and pine trees which are descendants of a Victorian plantation. Early in summer large tracts (or swathes) of cottongrass blow in the wind and later the heather makes a spectacular display when its pink and purple flowers carpet the reserve. Delicate marsh gentians occur on site and flower during August and September, whilst the insect-eating sundew can be found in wet areas. Autumn too can be a special season when the autumn sun can highlight the changing colour of the birch trees and bracken and a large variety of fungi can be seen.
Approximately 76 species of birds breed on the site with many more winter or short visitors. In addition to many commoner woodland birds, heathland specialists include green woodpeckers, woodcock and in some years, nightjars. The wetter parts of the site hold a selection of ducks, whilst water rail and grasshopper warbler are more often heard than seen. Over the heaths, tree pipit and woodlark sing as part of aerial displays.
Popular with children and adults alike are the common lizards, grass snakes and adders which may be seen sunning themselves on warm days around the bomb bays. Whilst the wetland areas also play host to a healthy colony of great-crested newts.
Visiting the reserve
There are two main access points to the reserve: from the A19, near Riccall, along King Rudding Lane; or from the A163, Market Weighton Road, near North Duffield up Cornelius Causeway.
The single-tracked Common Lane, which is another remnant from RAF Riccall, bisects the Common from Skipwith to Riccall and you may come across the odd vehicle quite unexpectedly while visiting the site, or find one of the Longhorn cattle lying on the road! Skipwith Common has many marshes and bogs that can be dangerous and away from the main paths it is easy to get lost. The site also has a good population of ground nesting birds living within the heathland and birch scrub which are sensitive to disturbance, so for the benefit of wildlife, and to keep safe, we ask that dogs are kept on leads.
To help visitors, three waymarked trails have been developed for the site, together with route leaflets to accompany the walks which are available on Natural England’s and the Friends of Skipwith Common’s websites. Enigmatically named, our three new routes are entitled; Bombs and Lizards, Hidden Archaeology and Skipwith Explorer!
Getting involved
The Friends of Skipwith Common are a local community group who contribute a large number of hours of practical management, help look after the animals which are used to graze the site and take a particular interest in the archaeology on Skipwith Common NNR. They have a programme of guided walks and events both on the common, and at local community functions. They welcome new members who can find out what is going on through a quarterly newsletter and a website. | a01a626f-babd-41d8-8277-d65263660010 | CC-MAIN-2024-18 | https://publications.naturalengland.org.uk/file/12616098 | 2024-04-13T19:27:49+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816832.57/warc/CC-MAIN-20240413180040-20240413210040-00124.warc.gz | 444,120,546 | 1,114 | eng_Latn | eng_Latn | 0.993289 | eng_Latn | 0.99733 | [
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| Ages/Levels | Preschool | Pre-K | Level K (Kindergarten) | Level A | Level B | Level C | Level B+C | Level D | Level E | Level D+E | Level F | Level G | Level H | Level W | Level J |
|-------------|-----------|-------|------------------------|---------|---------|---------|----------|--------|--------|----------|--------|--------|--------|--------|--------|
| 3 | Fiction, Fairy Tales, & Fun | Exploring God’s World | Exploring American History | Intro to the World: Cultures | Intro to World History, 1 of 2 | Intro to World History, 2 of 2 | Intro to World History, Condensed | Intro to American History, 1 of 2 | Intro to American History, 2 of 2 | Intro to American History, Condensed | Eastern Hemisphere | World History, 1 of 2 | World History, 2 of 2 | World History, Condensed | History of Science |
| 4 | Exploring God’s World | Exploring American History | Language Arts K | Language Arts 1 | Language Arts 2 | Language Arts 3* | Language Arts D | Language Arts E | Language Arts D+E | Language Arts F | Language Arts G | General Science* | Language Arts H | Language Arts W | Language Arts J |
| 5 | Exploring American History | Ecosystems, Meteorology, Physics, & Engineering Design | Light & Sound Waves, Biological Features, Space Systems, & Engineering | Matter, Ecosystems, Earth Systems, and Engineering Design | Forces and Interactions, Life Systems and Cycles, Weather & Climate, and Engineering Design | Biology, Taxonomy, & Human Anatomy | Electricity, Magnetism, & Astronomy | Health, Medicine, & Human Anatomy | Geology, Physics, & Origins | Conservation, Robotics, & Tech* |
| 6 | Language Arts K | | | | | | | | | | | | | | |
| 7 | | | | | | | | | | | | | | | |
| 8 | | | | | | | | | | | | | | | |
| 9 | | | | | | | | | | | | | | | |
| 10 | | | | | | | | | | | | | | | |
| 11 | | | | | | | | | | | | | | | |
| 12 | | | | | | | | | | | | | | | |
| 13 | | | | | | | | | | | | | | | |
| 14 | | | | | | | | | | | | | | | |
| 15 | | | | | | | | | | | | | | | |
*Choose from two available programs.
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School age homelessness is a hidden epidemic in North Carolina. Research conducted by the National Center for Homeless Education reports that during the 2020-2021 school year, 22,644 students in the state experienced some form of homelessness (NCHE, *North Carolina State Homeless Data*, 2022). Further data compiled by the United Health Foundation continues – highlighting that in 2020 roughly 1.7% (rank 16 out of 50 states) of North Carolina’s student population lacked an adequate, fixed nighttime residence (United Health Foundation, *Students Experiencing Homelessness*, 2022).
Unlike more visible challenges that affect student success, homelessness is a silent barrier that goes unseen and unreported. Students and families often hide their living struggles because of social stigmas and possible isolation. Some families forgo social service support for fear that they will lose custody of their children or face possible legal punishment. The result of this silence compounds trauma, stress, and struggle for everyone involved.
School age programs are perfect spaces to help families dealing with homelessness. Knowledgeable and empathetic school age professionals can quickly erode any fear associated with being unhoused and link qualifying families to existing support programs. The first step in this process is being informed.
This two-part resource series will equip you with the tools required to help unhoused students and families thrive. Part 1 of this series covers the details of homelessness and its official designation by the federal and state government. Emphasis will be given to the [McKinney-Vento Homelessness Assistance Act](#) and the [Adverse Childhood Experiences Trauma Scale](#).
It is recommended that you couple the information obtained from this resource series with the NC Division of Child Development and Early Education (DCDEE) [Homelessness Action Plan Guide](#) and the DCDEE [Homelessness Support Trainings](#) that can be accessed on the DCDEE Moodle training portal. ([https://www.dcdee.moodle.nc.gov/](https://www.dcdee.moodle.nc.gov/))
**GET IN TOUCH WITH THE NC CCR&R SCHOOL AGE INITIATIVE**
Jon Williams
Statewide School Age Project Manager
Email: email@example.com
Phone: 828.450.9218
What is Homelessness?
Take a moment and craft a picture of “homelessness” in your mind. What images come to mind?
There is a misconception that homelessness is a chronic and public condition. Images from entertainment, media, and other outlets often limit homelessness to instances of panhandling, street corner living, and urban tent camps. While these types of homelessness exist for students and families in North Carolina, we must understand a broader definition of what it means to be unhoused. The National Center for Afterschool and Summer Enrichment highlights that homelessness is primarily a private, situational, and isolating experience. Factors like social stigma, abuse, and financial instability move many unhoused individuals to keep their living struggles a secret from employers, family, and friends (NCASE, Aligning Out-of-School Time Services for Children Experiencing Homelessness, 2019).
For school age children, the isolation of homelessness is compounded by limited legal, economic, and personal autonomy. Students experiencing homelessness must rely on their unhoused parents and guardians. In essence, the living, nutrition, and education conditions that these students face is completely dependent on the choices of another person.
Take a moment and reflect on the three different types of homelessness identified by The National Coalition for the Homeless:
Types of Homelessness
1. **Transitional Homelessness**
Transitional homelessness is defined as a state of homelessness resulting from a major life change or catastrophic event. For families, this type of homelessness might result from loss of employment, divorce, domestic abuse, a natural disaster, or another life changing event. Transitional homelessness can happen to anyone at anytime. It is not simply a socio-economic situation. The key factor for transitional homelessness is the periodic nature of being unhoused. Unlike other forms of homelessness, transitional homelessness is often shorter term and tied to a large life shift. Students dealing with transitional homelessness might find temporary shelter in a domestic abuse shelter, a car, emergency camp, a friend’s house, or a temporary hotel.
2. **Episodic Homelessness**
Episodic homelessness is defined as a person or family experiencing three or less periods of homelessness within a twelve-month period. This type of homelessness is often linked with disabling conditions like mental health struggles, drug addiction, migratory/temporary work, or domestic abuse. Students dealing with episodic homelessness might temporarily live with other relatives, friends, or acquaintances. They could also sporadically move between different schools or school districts throughout the year.
3. **Chronic Homelessness**
For an individual to experience chronic homelessness, they must meet two parameters. The first, is that they must be an unaccompanied homeless individual with a disabling condition. This condition can be a disability, mental health issue, or a substance abuse problem. The individual must also be homeless for at least a year. For school age students, the effects of chronic homelessness will most likely be the result of a parent or family member meeting these criteria. There are some older students, however, who may fall into this category...especially when considering issues like neglect.
The McKinney-Vento Homelessness Assistance Act is an important piece of federal legislation that aims to identify and support children suffering from homelessness. McKinney-Vento defines homeless children and youth as those “who lack a fixed, regular, and adequate nighttime residence” (McKinney-Vento Homeless Assistance Act, Subtitle B, Section 725 Definitions). Children and youth who qualify as homeless under this law are afforded special protections and benefits that are geared to ensure their safety and educational stability.
Below are four broader qualification examples that the McKinney-Vento Act defines as youth homelessness:
- **Youth share the housing of others due to loss of housing, economic hardship, or similar reason:**
There are many factors that might force a child’s family to lose their current residence. Economic hardship, natural disasters, fire/arson, and family incarceration are quick and sudden life events that might force a child to share temporary housing with another family unit. Children whose families flee domestic violence situations also fall into this category.
- **Have a primary nighttime residence that is a public or private place not designed for use as a regular sleeping accommodation:**
Homeless and transitional shelters are public spaces often used as temporary housing for children and families dealing with sudden loss or abuse. These shelters are not set up for long term or regular accommodation and often have strict habitation limitations. Other examples in this category include short term accommodation in churches, community support buildings, and other places of worship.
- **Are living in cars, parks, public spaces, abandoned buildings, substandard housing and similar settings:**
Homelessness forces families to adapt based upon the resources they have on hand. In many cases this means that children and families are forced to live and sleep in cars, campers, or in public spaces like parks or in tent camps. Economic hardship, a lack of available housing, and negligent landlords also force many families to live in substandard housing options where amenities like heating, windows, electricity, and running water are not available. Qualifying children living in these situations are afforded support through McKinney-Vento legislation.
- **Are considered migratory:**
Seasonal and temporary work forces many families to travel to where jobs are located. In locations without viable social services and housing, economic relocation can result in substandard housing or no housing options for workers and their children. Children might also experience migratory homelessness if they are forced to constantly move between friends and family who cannot support their basic needs. This type of homelessness is common for “unaccompanied” students who either run away from home or do not have direct guardian protection.
**McKinney-Vento Supports:**
Children and families suffering from the effects of homelessness are afforded special educational and social services funded and protected by the McKinney-Vento Act. Student homelessness status is determined by local homeless liaisons for each Local Education Authority (LEA) or charter school. Under the McKinney-Vento act and North Carolina legislation, qualifying school age families who either have or are seeking employment are given priority for NC Child Care Subsidy services.
Students are also immediately enrolled into school and school supported programs, and are given extended time to secure needed documentation, paperwork, and immunization records. Homeless students also have the right to stay in their school of origin even if they move out of the district and if it is in their best interest. For more information on McKinney-Vento Rights: [https://www.dpi.nc.gov/districts-schools/federal-program-monitoring/title-i-part-improving-academic-achievement-disadvantaged/homeless-education-and-mckinney-vento-programs](https://www.dpi.nc.gov/districts-schools/federal-program-monitoring/title-i-part-improving-academic-achievement-disadvantaged/homeless-education-and-mckinney-vento-programs).
Effects of Homelessness on School Age Children
Homelessness comes with baggage. School age children dealing with homelessness are more likely to experience negative emotional, physical, and academic stress than their housed peers. The National Center for Homeless Education (NCHE) highlights that when families experience homelessness, child/student support is often neglected in light of other pressing matters like finding food, escaping abuse, or simply surviving the day (NCHE, *Homeless Liaison Toolkit*, 2020).
The NCHE, the American Psychological Association, and the National Center for Afterschool and Summer Enrichment collectively state that unhoused students:
- Are more likely to miss substantial portions of the school year, and subsequently perform lower on standardized testing and grade level assessments.
- Have a higher probability to showcase challenging behaviors and experience in-school and out-of-school suspension.
- Are more likely to miss meals and suffer the effects of malnutrition and hunger.
- Have a higher chance of participating in risky behaviors and negative life choices.
- Are more apt to develop respiratory illness and suffer long term effects from communicable diseases.
- Have an increased chance to become a victim of sexual abuse, human trafficking, and physical violence.
(APA, *Exploring the Mental Health Effects of Poverty, Hunger, and Homelessness on Children and Teens*, Updated 2022; NCASE, *Aligning Out-of-School Time Services for Children Experiencing Homelessness*, 2019).
**Quick facts:**
National Healthcare for the Homelessness Council, *Homelessness & Adverse Childhood Experiences*, 2019.
- 12.3 percent of caregivers within families experiencing homelessness struggle with substance use disorders, which often go untreated.
- 33 percent of children experiencing homelessness have a parent who is incarcerated.
- Children who live below the Federal Poverty Line (FPL) are 5 times more likely to experience ≥4 ACE indicators than those who live in financially stable households.
- Children living in poverty, including those experiencing homelessness, are more likely to carry high ACE scores, increasing their risk of developmental challenges and poor health and functioning.
---
**Homelessness and Trauma**
A huge side-effect of homelessness for school age students is trauma. Unhoused students are often subject to prolonged exposure to emotional stress, physical abuse, drug abuse, and malnutrition. Many older children may often find themselves being primary caregivers to younger siblings or, in some cases, parents and guardians. Homelessness places students in compromising situations where constant vigilance is needed to survive and exist.
The National Healthcare for the Homelessness Council correlates these stressors to higher levels of Adverse Childhood Experiences (ACE) scores. Crafted by research from Kaiser Permanente and leading psychologists, a person’s ACE score is determined by exposure to traumatic life changing events during adolescence. Higher ACE scores are directly linked to negative outcomes like hypertension, substance abuse, mental health disease, and early death (National Healthcare for the Homelessness Council, *Homelessness & Adverse Childhood Experiences*, 2019).
**Family Level ACE Types**
- Emotional Abuse
- Sexual Abuse
- Physical Abuse
- Emotional and Physical Neglect
- Domestic Abuse
- Mental Health Disease
- Family Incarceration
- Divorce
- Family Substance Abuse
**Community Level ACE Types**
- Economic Hardship
- Racism and Discrimination
- Foster Care
- Bullying
- Community Violence
Recognizing Homelessness
The first step to supporting students dealing with homelessness is recognition. Homelessness is an isolating circumstance that students and their families often wish to keep private. Fear of supposed legal ramifications and social stigmas can deter students and their loved ones from making their struggles known...even to trusted friends or staff. There are indicators to look for, however, that are common for most homelessness experiences. Before you start any conversation with someone you feel is dealing with homelessness make sure to truly reflect on any indicators you observe. Don’t jump to conclusions or make rash assumptions. Stay objective, professional, and make an effort to record any concerns that you notice. It is also important to keep dialogue open with supervisors or support staff, and approach potential conversations with empathy and confidentiality.
Common Student Homelessness Indicators
- Wearing the same clothes every day or constantly wearing clothes that are not cleaned on a regular basis.
- Consistent struggles maintaining personal hygiene and bathing. These struggles need to be differentiated from common hygiene lapses.
- Extreme changes in weight due to food insecurity. This can be rapid weight loss or weight gain due to poor nutrition. Hoarding food or concerned about not having enough food during non-program times.
- Having or appearing to have consistent medical issues that are not addressed. Examples include constant dental problems, illness, and skin conditions that are neglected.
- Chronic absences from school.
- Constantly carrying a backpack that is full of personal belongings rather than school supplies.
- Provides vague answers related to home life questions. Refuses or shies away from conversations about family and home life. Exhibits anxiety about leaving school age programming and going home at the end of the program day.
- Frequently moves from school to school. Has trouble connecting to other students for fear that friendships will be short-term.
- Extreme difficulty contacting parents/guardians.
For more information about recognizing school age homelessness, visit the US Department of Education’s resource page at: https://www2.ed.gov/about/units/ed/supporting-homeless-students/index.html
Staff and Homelessness
Students and families are not the only populations that might experience homelessness in relation to afterschool programming. Sudden economic and life changes can leave fellow co-workers in situations where they become unhoused.
Sudden events that might contribute to a co-worker facing homelessness include:
- fleeing from domestic abuse
- natural disasters, fires, or community disasters
- economic struggles and loss of family employment
- sudden mental health and physical health difficulty
Co-workers might have difficulty sharing housing situations, especially if they do not feel safe or supported by fellow staff members. Make sure that your program philosophy encourages mutual respect, empathy, and compassion. Crafting a positive workspace environment will help unhoused staff feel safer communicating their challenges and needs. It is also important that administration promotes active listening, confidentiality, and solutions-based approaches to all staff needs.
Starting Conversations
Talking with someone about housing struggles is difficult. Many families and students dealing with homelessness might show hesitancy in talking about their housing situation. It is a very vulnerable topic that is attached to particular biases and stigmas. There will be times, however, when opportunities to have conversations present themselves. It is important to approach these situations carefully and with respect. Below are a few key points to reflect on:
**Conversations with Students**
- **Enter the conversation with compassion.** Students dealing with homelessness might present challenging behaviors or poor social skills. Separate these behaviors from the student and approach their situation with empathy and trust. Don’t let personal irritations ruin your chance to support.
- **Look for the facts.** Linking students with the right homelessness, nutrition, and academic supports requires you to truly understand the specific struggles they are facing. Some students dealing with homelessness might live in dangerous situations...knowing the facts is important for their overall safety.
- **Active listening is a must.** If a student starts a conversation about housing struggles, STOP and really listen to what they are saying. Make sure that your body language and facial expressions are approachable and non-judgmental. In certain cases, it might be acceptable to find a more private space to discuss hard topics away from other peers.
- **Reflect on your classroom culture in relation to homelessness.** Do the materials, activities, and books you provide support a welcoming and inclusive environment for students dealing with the pressures of being unhoused? Does your schedule provide enough time for homework support, snacks/meals, and rest? Your school age space might be that one special space a struggling student needs during the day.
**Conversations with Families**
- **Make sure that your program has an open-door policy.** Allow parents to see and interact with their student as they learn and participate in a safe environment. Make sure that parents have the ability to talk to administration during the program day, and that their conversations are safe and confidential.
- **Parent resource areas are essential for family success.** Your school age program might be the only medium between unhoused families and the social resources they need to succeed. Keep your parent resource areas well stocked and located in an approachable space that can be easily seen and accessed. Stay connected with your local Child Care Resource and Referral agency and DCDEE consultant for the most up-to-date information for parents and families.
- **Know when and how to refer.** It is hard to open up to someone about housing struggles. If a parent relays housing difficulty it is important to be a compassionate listener. As trust is formed, reflect on agencies, experts, and organizations that can help turn these conversations into solutions. Once again, school age programs provide the perfect space to link unhoused families to the services they need to thrive.
- **Reflect on your personal biases.** Make sure that your perceptions about a family, parent, or personality does not get in the way of helping them improve their living situation.
**Resources and Research**
- Homelessness Among Infants, Toddlers, Preschool and School-Age Children in North Carolina (CCSA. 2021).
- Young Children at Risk of Homelessness in North Carolina (CCSA. 2021).
- Homelessness & Adverse Childhood Experiences (National Healthcare for the Homelessness Council. 2019).
- Exploring the Mental Health Effects of Poverty, Hunger, and Homelessness on Children and Teens (American Psychological Association. Updated 2022).
- Homeless Liaison Toolkit (National Center for Homeless Education. 2020).
- Aligning Out-of-School Time Services for Children Experiencing Homelessness (NCASE. 2019).
- Updated summary of the McKinney-Vento Act ([https://hepnc.uncg.edu/wp-content/uploads/2017/12/MKVforLabSchools_presentation.pdf](https://hepnc.uncg.edu/wp-content/uploads/2017/12/MKVforLabSchools_presentation.pdf)).
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BREASTFEEDING A STEPPING STONE OF SOCIAL MOBILITY
(A REVIEW PAPER)
Anita Pandey, Ph.D. Research scholar
P.G.Dept. of Home science, Sambalpur University, Odisha, India
firstname.lastname@example.org
ABSTRACT
According to World health organization (WHO) & American Academy of Pediatrics (AAP) breastfeeding is the normal way of providing young infants with the nutrients they need for healthy growth and development. Over the past decades, evidence for the health advantages of breastfeeding and recommendations for practice have continued to increase. WHO says now different types of advantage that breastfeeding reduces child mortality and has health benefits that extend into adulthood. The present study is based on secondary data focus on how breastfeeding plays a vital role in social mobility. The study discusses the different nutritional, physical and social advantages of breastfeeding impact on both mother and child health both in physically and mentally, child development theories associated with breastfeeding (Piaget, Erikson and Freud theory), different case studies have been collected on impact of breastfeeding on social mobility and collect the current data on status of breastfeeding in India with awareness programme.
Key words: - Physical and social advantages of breastfeeding, child development theories,
INTRODUCTION:
Mammals get their name from the word "mammary." Milk is the nectar for the newborn baby of any mammalian group due to the milk contain different types of essential vitamins, mineral and specially it acts as an antibody to fight against pathogen. It is always said that a woman will never know what it is truly like to love unconditionally, until they have given birth to a child. "There is no greater love than that between a mother and her child", time and time again we have heard this statement. It is a fact that from conception both a physical and an emotional bond are created between mother and child. Physically, through the attachment of the umbilical cord from the child to the mother, and emotionally feeling that child growing inside of her, she begins to form an emotional bond, by reading and talking to her baby. At birth this emotional bond is even greater, as the woman sees and holds her baby in her arms for the first time. At this point she makes promises to protect and love her child forever. It is the single most gratifying experience that a woman will go through. Unfortunately, most of the modern mothers do not want to breastfeed their children because they fear that they will lose their shape and charm. But breastfeed is not only the birthright of a baby.
OBJECTIVE OF THE STUDY: -
1. To study the physical and social advantages of breastfeeding.
2. To analyze the child development theory associated with breastfeeding (Piaget, Erikson and Freud theory).
3. To collect different case studies done by researchers related to role of breastfeeding enhance social mobility.
4. To collect the secondary data related to status of breastfeeding in India and analysis the awareness programme.
MATERIAL AND METHODOLOGY: -
The materials and data are related to transgender is collected from secondary sources such as books, journals and net etc.
ADVANTAGE OF BREASTFEEDING: -
Nutritional advantage, Social advantage, physical advantage, economic advantage
A. NUTRITIONAL ADVANTAGE: -
Breast milk is widely acknowledged as the most complete form of nutrition for infants, with a range of benefits for infants' health, growth, immunity and development. Nutritionists are of the opinion that there is no food equivalent to breast milk for a new born baby. Nature has designed it to be a complete food for the first few months of baby's life.
- **Feeding of colostrum**
The breast milk women produce in the first few days after birth is very important for the infant, as it is rich in antibodies and white cells to protect against infection; it helps prevent jaundice, has growth factors which help the intestine to mature and is rich in Vitamin A. A study in India showed that neonatal and post-neonatal deaths were around 5-6 times lower in infants fed colostrum than among those not fed colostrum. However, in many cultures Colostrum is discarded due to traditional belief.
- **Breastfed children have at least 14 times greater chance of survival**
In the first 6 months of life, non-breastfed infants were more than 14 times more likely than to die from all causes
- 10 times more likely to die from diarrhea and
- 15 times more likely to die from acute respiratory infection – These are the two major child killers
BENEFITS TO THE CHILD IN THE FIRST YEARS OF LIFE
(Early stage): -
The 1,000 days between a woman’s pregnancy and her child’s 2nd birthday offer a unique window of opportunity to build healthier and more prosperous futures.
The 1,000 days between a woman’s pregnancy and her child’s second birthday offer a brief but critical window of opportunity to shape a child’s development. It is a time of both tremendous potential and enormous vulnerability. How well or how poorly a child fares during his first 1,000 days can mean the difference between a thriving future and one characterized by struggle.
There are three crucial stages in the first 1,000 days: pregnancy, infancy and toddlerhood. At each stage during the 1,000 day window, the developing brain is vulnerable to poor nutrition—either through the absence of key nutrients required for proper cognitive functioning and neural connections and/or through the “toxic stress” experienced by a young child whose family has experienced prolonged or acute adversity caused by food insecurity.
(Fig:1 1000 days foundation of life)
Breast milk is a unique combination of nutrients essential to a child's health, and cannot be duplicated by any laboratory formula. In fact, a large number of the health problems today's children face might be decreased, or even prevented, by breastfeeding the infant exclusively for at least the first six months of life. The longer the mother breastfeeds, the more likely her child will get the health benefits of breastfeeding.
**BENEFITS TO THE CHILD LATER IN LIFE: -(Later stage)**
Among the benefits demonstrated by research:
- Infants who are breast-fed longer have fewer dental cavities throughout their lives.
- Several recent studies have shown that children who were breast-fed are significantly less likely to become obese later in childhood. Formula feeding is linked to about a 20 to 30 percent greater likelihood that the child will become obese.
- Children who are exclusively breast-fed during the first three months of their lives are 34 percent less likely to develop juvenile, insulin-dependent diabetes than children who are fed formula.
- Breastfeeding may also decrease the risk of childhood cancer in children less than 15 years of age. Formula-fed children are eight times more likely to develop cancer than children who are nursed for more than six months. (It is important to note that children who are breast-fed for less than six months do not appear to have any decreased cancer risk compared to bottle-fed children.)
- As children grow into adults, several studies have shown that people who were breast-fed as infants have lower blood pressure on average than those who were formula-fed. Thus, it is not surprising that other studies have shown that heart disease is less likely to develop in adults who were breast-fed in infancy.
- Significant evidence suggests that breast-fed children develop fewer psychological, behavioral and learning problems as they grow older. Studies also indicate that cognitive development is increased among children whose mothers choose to breastfeed.
- In researching the psychological benefits of breast milk, one researcher found that breast-fed children were, on average, more mature, assertive and secure with themselves as they developed.
B. PHYSICAL ADVANTAGE: -
Benefits of breastfeeding
FOR THE BABY:
- Improved growth and nutrition status
- Less likely to die
- Increased bonding
- Lower risk of chronic diseases (diabetes, heart disease, asthma, some cancers)
- Lower risk of overweight/obesity
- Less ear infections, GI disorders, skin conditions and SIDS
- Improved cognitive and motor development
- Less diarrhoea and respiratory infections
- Faster maternal recovery and weight loss post partum
- Mother less likely to become pregnant in early months
- Lower risk of maternal cancers (ovarian and breast cancer)
FOR THE MOTHER:
(Fig-2 Benefits of breastfeeding)
Benefits for maternal health:
Initiation of breastfeeding immediately after delivery helps to contract the uterus, expel the placenta, and reduce bleeding. Breastfeeding may also lead to a more rapid return to pre-pregnancy weight. Exclusive breastfeeding may also delay the return of fertility, thus reducing exposure to the maternal health risks associated with short birth intervals. Early cessation of breastfeeding or not breastfeeding was associated with an increased risk of maternal postpartum depression. In the longer term, mothers who breastfeed tend to be at lower risk of premenopausal breast cancer and ovarian cancer.
Breastfeeding is a natural contraceptive
This is true only if you are exclusively breastfeeding, and have not yet gotten your period back following childbirth. Night nursing encourages longer amenorrhea (period lessness). If you really don't want to get pregnant again, use some backup birth control even if you haven't gotten your period again. You will have no way of knowing when your first ovulation will occur, and by the time you figure it out you may be expecting! Still, generally speaking, breastfeeding contributes to optimum child spacing.
Suckling helps shrink mother's uterus after childbirth
"Nursing will help you to regain your figure more quickly, since the process of lactation causes the uterus (which has increased during pregnancy to about 20 times its normal size) to shrink more quickly to its pre-pregnancy size." The uterus of the non-breastfeeding mother will never shrink back to its pre-pregnant size. It will always remain slightly enlarged.
Nursing helps mom lose weight after baby is born
Mothers who breastfed exclusively or partially had significantly larger reductions in hip circumference and were less above their pre-pregnancy weights at 1-month post-partum than mothers who fed formula exclusively. Osteoporosis and cervical cancer are less common in women who breastfed.
C. SOCIAL ADVANTAGE: -
Breastfeeding promotes bonding between mother and baby
Breastfeeding stimulates the release of the hormone oxytocin in the mother's body. It is now well established that oxytocin, as well as stimulating uterine contractions and milk ejection, promotes the development of maternal behavior and also bonding between mother and offspring. Breastfeeding has been linked to higher IQ scores in later childhood in some studies.
Breastfeeding boosts ability to climb social ladder:
Children who are breastfed have a greater chance of climbing the social ladder when they reach adulthood, a new study has found.
Many researchers have found correlations between secure mother-infant attachment and later psychological and social development. Infants who securely attach to their mothers become more self-reliant toddlers and have a better sense of self-esteem, said Alan Sroufe, PhD, an attachment researcher at the Institute of Child Development at the University of Minnesota.
He's been following a group of 180 disadvantaged children—now age 19—since before birth, looking at mother-infant attachment and multiple developmental measures such as the kids' expectations from relationships with parents and friends. He's also looking at the children's life stress, success in school and peer relationships.
Sroufe has found that even though these children lead unstable lives, if they had a secure mother-infant attachment they were likely to be self-reliant into adolescence, have lower rates of psychopathology, enjoy successful peer relationships through age 16 and do well in school—especially in math—at all ages.
Sroufe doesn't think infant attachment affects aptitude, but he believes it affects confidence, attitude and, subsequently, attendance and achievement.
His sample has more life stress and less social support than the average, middle-class samples most researchers' study. He's found that this stress—including instability and loss—can deflect even the most positive life course.
'Kids who had secured attachment histories but suffer losses will become less secure,' said Sroufe.
He also found that anxious, poorly attached infants can become more secure if their mothers enter stable love relationships or alleviate their symptoms of depression.
**BREASTFEEDING ‘BOOSTS SOCIAL CLASS OF BABY IN FUTURE’**
Lead researcher Professor Amanda Sacker, director at University College London’s Centre for Life course Studies in Society and Health, said: “This information is important to all mothers with children, not only those who breastfeed. “We don’t know if the link is the nutrients of the milk or the close, skin-to-skin contact and bonding between mother and child. “So, for mothers who are unable to breastfeed, or don’t want to breastfeed, there are still things they can do to possibly improve their children’s social mobility, such as increase their own social contact. “The study suggests that those who are breastfed are likely to have a higher social class than their fathers by the time they reach their mid-thirties.
Researchers examined data of more than 34,000 British people from two groups, 17,400 children born in 1958 and 16,800 children born in 1970, who were followed up for about 50 years. The study, published in the Archives of Disease in Childhood, compared people’s social class as children – based on the social class of their father when they were 10 or 11 – with their social class as adults, measured when they were 33 or 34. The researchers found that more than two-thirds (68 per cent) of mothers breastfed their children in 1958, compared with just over a third (36 per cent) in 1970. Nonetheless, when background factors were accounted for, children who had been breastfed were consistently more likely to have climbed the social ladder than those who had not been breastfed. Breastfeeding increased the odds of upwards mobility by 24 per cent and reduced the odds of downward mobility by around 20 per cent for both groups, the authors found.
Prof Sacker said: “The fact we found the same results in two separate groups, from different years, means we are more confident about our findings.
“Breastfeeding enhances brain development, which boosts intellect, which in turn increases upwards social mobility. Breastfed children also showed fewer signs of stress. “The evidence suggests breastfeeding confers a range of long-term health, developmental and behavioral advantages, which persist into adulthood. “But she pointed out that it was difficult to pinpoint which gave a child the greatest benefit – the nutrients in breast milk or the close contact and associated bonding during breastfeeding. She said: “Perhaps the combination is implicated in the better neurocognitive and adult outcomes of breastfed infants.”
Karen MacKay, registered midwife and lactation consultant for NHS Highland, said: “There is a clear link that breastfeeding can break the divide between inequalities. “We hope to raise the profile of the benefits of breastfeeding and reduce the impact of social inequality.”
ECONOMIC ADVANTAGES:
The benefits of breastfeeding go beyond health considerations. Mothers who nurse their children enjoy social and economic advantages as well.
- Women who breastfeed avoid the financial burden of buying infant formula, an average expense of $800 per year.
- Breast-fed babies are less likely to need excessive medical attention as they grow. In one study, a group of formula-fed infants had $68,000 in health care costs in a six-month period, while an equal number of nursing babies had only $4,000 of similar expenses.
The economic costs of not breastfeeding generally are considered to be greatest for poor households and poor countries, the evidence suggests that the impact in developed countries is also serious.
- Many studies show that breastfeeding strengthens the immune system. During nursing, the mother passes antibodies to the child, which helps the child resist diseases and help improve the normal immune response to certain vaccines.
- Respiratory illness is far more common among formula-fed children. In fact, an analysis of many different research studies concluded that infants fed formula face a threefold greater risk of being hospitalized with a severe respiratory infection than do infants breast-fed for a minimum of four months.
- Diarrheal disease is three to four times more likely to occur in infants fed formula than those fed breast milk.
- Breastfeeding has been shown to reduce the likelihood of ear infections, and to prevent recurrent ear infections. Ear infections are a major reason that infants take multiple courses of antibiotics.
- In developing countries, differences in infection rates can seriously affect an infant's chances for survival. For example, in Brazil, a formula-fed baby is 14 times more likely to die than an exclusively breast-fed baby.
- Researchers have observed a decrease in the probability of Sudden Infant Death Syndrome (SIDS) in breast-fed infants.
- Another apparent benefit from breastfeeding may be protection from allergies. Eczema, an allergic reaction, is significantly rarer in breast-fed babies. A review of 132 studies on allergy and breastfeeding concluded that breastfeeding appears to help protect children from developing allergies, and that the effect seems to be particularly strong among children whose parents have allergies.
Risk Involve in Formula Feeding
(Fig:-3 Risk of artificial feeding)
CHILD DEVELOPMENT THEORIES ASSOCIATED WITH BREASTFEEDING (PIAGET, ERIKSON AND FREUD THEORY)
- According to famous social scientist <Piaget> “Infant must learn to trust their caregivers to meet their needs. Responsive parenting is critical.
- Social scientist <Erikson> says that “the individual is pushed by both biological maturation and social demands into the next stage. Erikson believed that the caregiver’s responsiveness was critical to later development.
Example: - (TRUST VERSUS MISTRUST)
To develop a sense of trust, infant must be able to count on their primary caregivers to feed them, relief their discomfort, come when beckoned, and return their smiles and babbles. If the caregivers neglect, reject, or respond inconsistently to infants, infants will mistrust others.
- Social scientist <Freud> focused on the significance of the caregiver’s feeding practices.
- Freud theory is based on psychosexual whereas Erikson’s theory is based on psychosocial theory.
- Piaget’s cognitive developmental theory developed to count for changes in thinking from infancy to adolescence. According to him in the sensorimotor stage (birth to 2 years) Infants use their sense and motor action to explore and understand the world.
CASE STUDIES ABOUT BREASTFEEDING: -
A variety of studies have demonstrated that breastfeeding increases a child's immunity to disease and infection:
- Many studies show that breastfeeding strengthens the immune system. During nursing, the mother passes antibodies to the child, which helps the child resist diseases and help improve the normal immune response to certain vaccines.
- Respiratory illness is far more common among formula-fed children. In fact, an analysis of many different research studies concluded that infants fed formula face a threefold greater risk of being hospitalized with a severe respiratory infection than do infants breast-fed for a minimum of four months.
- Diarrheal disease is three to four times more likely to occur in infants fed formula than those fed breast milk.
- Breastfeeding has been shown to reduce the likelihood of ear infections, and to prevent recurrent ear infections. Ear infections are a major reason that infants take multiple courses of antibiotics.
- In developing countries, differences in infection rates can seriously affect an infant's chances for survival. For example, in Brazil, a formula-fed baby is 14 times more likely to die than an exclusively breast-fed baby.
- Researchers have observed a decrease in the probability of Sudden Infant Death Syndrome (SIDS) in breast-fed infants.
- Another apparent benefit from breastfeeding may be protection from allergies. Eczema, an allergic reaction, is significantly rarer in breast-fed babies. A review of 132 studies on allergy and breastfeeding concluded that breastfeeding appears to help protect children from developing allergies, and that the effect seems to be particularly strong among children whose parents have allergies.
BREASTFEEDING STATUS IN INDIA
Currently, in India, only 55 per cent of children are exclusively breastfed; to contribute to the global goal India has to achieve a 65.7 per cent exclusive breastfeeding rate by 2025 as per the WHO tracking tool.
According to Researcher in 2015--the majority of Indian babies still miss out and could face life-threatening consequences, a new global report said. India ranked 56 out of 76 countries on early initiation of breastfeeding, according to the 2018 Global Breastfeeding Scorecard whereas Burundi, Sri Lanka and Vanuatu, according to Capture the Moment, a report released by the World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) on the eve of World Breastfeeding Week (August 1-7) 2018. Three in five children (78 million) globally are not breastfed within the first hour of birth, even though a delay of just a few hours can increase the risk of mortality, the report said.
GUIDELINES OF WHO ON EXCLUSIVE BREASTFEEDING:
- GENEVA — The World Health Organization reports that exclusive breast-feeding until six months of age could prevent the deaths of more than 200,000 infants each year.
- WHO and UNICEF launched the *Baby-Friendly Hospital Initiative* (BFHI) in 1992, to strengthen maternity practices to support breastfeeding. The BFHI contributes to improving the establishment of exclusive breastfeeding worldwide and, coupled with support throughout the health system, can help mothers sustain exclusive breastfeeding.
(Fig:- 6 Awareness campaign for World Breastfeeding Week in rural areas.)
In order to create awareness of breastfeeding the world is celebrating World Breastfeeding Week Aug 1 – 7 (Awareness campaign for World Breastfeeding Week in rural areas.)
CONCLUSION
Pregnancy and infancy are recognized as crucial periods for child development, but parental influences extend well beyond the early months of a child’s life. Researcher suggests that good parenting skills and a supportive home learning environment are positively associated with children’s early achievements and wellbeing. Hence interventions to improve the quality of home and family life can increase social mobility. Breastfeeding for a longer duration appears to have significant benefits for the development, cognitive IQ, educational attainment and mental health of the child into adolescence. It was revealed from the published research paper that Breastfeeding not only boosts children’s chances of climbing the social ladder, but it also reduces the chances of downward mobility. Therefore, public health programs aimed at increasing breastfeeding duration could be of long-term benefit for child and adolescent.
health Mothers should be encouraged, enabled and supported to continue breastfeeding for six months and longer in order to promote the optimum developmental health and well-being of their infants into childhood and adolescence.
REFERENCES: -
1. Alistair Munro Breastfeeding ‘boosts social class of baby in future’ 25/06/2013
2. Aastha Ahuja | Edited By: Sonia Bhaskar, World Breastfeeding Week 2019: Why Breastfeeding Is Important And A Must For Women, August 07, 2019 11:31 PM |
3. Breastfeeding: A guide to action.
4. Benefits of breastfeeding, Becky Flora, IBCLC, February 2, 2001.
5. Beethazar, The bond between mother and child
6. Carol K. Sigelman, Elizabeth A. Rider, Human Development
7. Cindy – Lee Dennis, RN, PhD, Journal of human nutrition,
8. M. Reheena Begum, A text book of Food Nutrition, Dietetics, third Revised Edition.
9. M. Reheena Begum, A text book of Food Nutrition, Dietetics, third Revised Edition.
10. Nutrition in the first 1000 days. A foundation for brain development and learning. 2017
11. Premlata Mullick, Text book of Home science
12. Swagata Yadava, 6 In 10 Indian Babies Miss Out on Early Breastfeeding and Its Life-Saving Benefits, India spend. August 9, 2018
13. Scientific Rationale: Benefits of Breastfeeding. 2012
14. The times of India, Breastfeeding boosts ability to climb social ladder, 27 June 2013
15. Wendy H. Oddy, Jianghong Li, Monique Robinson and Andrew J.O. Whitehouse2012. The Long-Term Effects of Breastfeeding on Development. Discover the world research.
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We challenge you to do at least 3 KIND THINGS FROM EACH LIST during Kindness Week.
Please help inspire others to do something nice by sending us photos of what you did or emailing a note to firstname.lastname@example.org. Submit positive stories and request kindness cards at www.ripplekindness.org.
**KINDNESS TO OTHERS**
- Compliment someone
- Hug someone
- Give blood or become an organ donor
- Donate unwanted goods
- Put a nice note in a lunch box
- Help an elderly neighbour
- Babysit for someone
- Return someone’s shopping trolley/cart
- Thank someone for their service
- Mow someone’s lawn
- Call someone you haven’t seen in a while
- Clean your partner’s car
- Wave a car into the traffic
**LOW COST KINDNESS**
- Leave a treat for the cashier
- Buy coffee for the next person in line
- Make a care pack for a homeless person
- Pay for someone’s bus/train ticket
- Put money on a lunch account
- Leave a coin in a lolly/candy machine
- Sneak a lotto ticket in someone’s bag
- Drop some coins in the park for kids to find
- Feed an expired parking meter
- Leave a treat on a colleague’s desk
- Buy a homeless person a meal
- Leave money & popcorn on a movie machine
- Pay for someone who’s short at the checkout
**KINDNESS TO YOURSELF**
- Take a yoga class
- Go for a walk
- Get out in the garden
- Do something new
- Have a soak in the tub
- List all your positive attributes
- Drink extra water
- Catch up with a friend
- Forgive someone
- Go to bed early with a good book
**KINDNESS WITH KIDS**
- Read a book together
- Bake a cake for someone
- Hand out flowers in a public area
- Walk the dog together
- Pick up rubbish/litter in a park
- Leave flowers on windscreens
- Visit someone in a nursing home
- Make a teacher a thank you card
- Invite friends for dinner and make it together
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Apache Inspired Basket Weaving
For centuries, basket making has been an important part of Apache life, as these were the ideal vessels for carrying their belongings over long distances. Apache artist Marvin Blackmore, whose work is in RAM’s permanent collection, draws inspiration from his culture to create functional vessels. In celebration of National Native American Heritage Month, use household materials to create a miniature woven basket inspired by the work of Blackmore and other Apache makers.
Marvin Blackmore
Vessel, ca. 2000
Glazed stoneware with pigmented slips
9 1/4 x 7 inches diameter
Racine Art Museum, Gift of Trish Rodimer
Supplies
- Cardboard
- Pencil
- Scissors
- Yarn
- Markers
Instructions
1. Draw a large circle onto your cardboard sheet with four lines across it, as pictured below. You may find it helpful to draw the circle by tracing a circular object in your home.
2. Draw a smaller circle in the center of your large circle. This inner circle will be the base of your basket—you can decide how large or small it is!
3. Use scissors to cut out the outer circle, then cut the lines until you reach the inner circle. These slits will allow your basket to fold nicely.
4. Take a ball of yarn and tie the end to the bottom of a tab, securing it next to the base circle.
5. Begin to weave over the top of one of the tabs and then underneath following a pattern round and round.
6. Reverse your yarn pattern after weaving a few layers—start by going under, then switch to going over to create solid yarn layers on both sides of the cardboard tabs.
7. When you want to switch out colors, cut the end of the yarn and retie the new color onto the end—then continue with the weaving pattern.
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Texas Water Report:
GOING DEEPER FOR THE SOLUTION
“Water, water everywhere, nor any drop to drink.”
Our planet is rich with oceans so deep we’ve scarcely seen the bottom, and vast underground supplies of water as well. But of all that water, clean drinkable water adds up to less than one-half of 1 percent. Not even a drop in the bucket.
We’re using it faster than it can replenish itself. Drought conditions, a growing population and thirstier economic demands are drying up our reserves. We’ve seen the effects in other parts of the globe — now we know it could happen to us.
It’s time to get serious.
Sure, we’re trying to conserve, but we’ve got to do even more with less, and conservation’s not enough. It’s time to bring new technology to the water’s edge and turn previously unusable resources into some crystal-clear solutions.
Ladies and Gentlemen:
In early 2012, my office released *The Impact of the 2011 Drought and Beyond*, a report examining the impacts of the disastrous drought and fires that cost Texas lives and billions in revenue.
Today Texas is trapped in another terrible drought, though one not quite as bad as 2011’s. Not yet, at least.
Texas has been prone to cycles of drought for centuries, and there’s no reason to expect that basic pattern to change. But our state has changed, and its burgeoning population and economy are creating an increasingly unquenchable demand for water.
In this report, we revisit the issue of drought, with a new focus on the larger issue of Texas’ water supplies, an essential resource that can bolster our economic growth — or limit it.
We examine the multiple sources of Texas’ water, and the ways in which we fund the projects that develop these resources and deliver them where they are needed. We also discuss the $2 billion in new funding for water projects that voters approved on Nov. 5.
This additional funding offers no excuse for complacency, however. This is the moment to build on and harness this new momentum, and take further steps to ensure a steady supply of clean water for our children, and theirs.
We discuss promising new technologies and programs that can help us stretch our existing supplies further, as well as the state of play in the rapidly developing world of desalination, which promises to provide us with substantial new sources of fresh water.
Most importantly, this report makes a series of policy recommendations for our Legislature that could help provide water supplies ample enough to ensure that Texas can continue its remarkable growth and prosperity.
Texas’ water problems can and will affect every facet of our economy. My office is ready to help state and local policymakers throughout Texas grapple with this complex and all-important challenge.
*Susan Combs*
*Texas Comptroller*
The drought year of 2011 was catastrophic for Texas, costing billions in agricultural revenue — and six lives in fires across the state. These losses have made a deep and continuing impact on the way in which Texans think about the value — and the scarcity — of water.
Today, as we prepare for what could be another dry year, many of us feel a sense of foreboding. But we’re hardly alone.
For most of the world, the need for dependable water supplies may well be the most challenging issue of the 21st century.
**WATER EVERYWHERE, BUT NOT ENOUGH**
Earth is a “blue marble,” a water world. But about 97.5 percent of that is salt water, unusable to us without far expensive and energy-intensive desalination techniques.
The United Nations (UN) estimates that, of 1.4 billion cubic kilometers (1 quadrillion acre-feet) of water on Earth, just 200,000 cubic kilometers (162.1 billion acre-feet) represent fresh water available for human consumption.
Many parts of the world are already experiencing shortages of this precious resource. Supplies are being strained by factors including a drier climate, population growth, increased urbanization and industrialization, pollution and even changing dietary patterns.
Texas is experiencing extended drought, and while the state may enjoy wetter conditions in the near future, a burgeoning population may already be reaching the limits of its available water. In many places, groundwater is being used more quickly than it can replenish.
**COULD WE CHANGE THE GAME?**
In many ways, the outlook concerning fresh water could mirror what has happened for oil, another finite resource. Oil markets have been upended in the last few years by vast new supplies brought to market by the application of new technologies, in this case the use of increasingly sophisticated horizontal drilling and hydraulic fracturing techniques.
It’s possible — though not certain — that similar game-changers will affect the outlook for water. New techniques and technologies may help us conserve significant amounts of water in industrial and agricultural operations. And just as importantly, the rapidly evolving technologies of desalination, water reuse and aquifer storage and recovery may provide us with new supplies of fresh water from either wastewater or vast reserves of brackish (salty) water in Texas aquifers. These technologies may offer a way to head off the seemingly inevitable collision between Texas’ rapid growth and its finite supplies of water.
---
**HOW THE EARTH’S WATER IS DISTRIBUTED**
- **SALT WATER**: 97.5%
- **FRESH WATER**: 2.5%
Of the world’s fresh water, nearly 70 percent is bound up in permanent ice and snow, in glaciers (including the polar icecaps) and on mountaintops. A bit more is in the atmosphere.
| Category | Percentage |
|-------------------|------------|
| Glaciers | 68.7% |
| Permafrost | 0.8% |
| Groundwater | 30.1% |
| Surface and Atmospheric Water | 0.4% |
Only a little more than one-half of 1 percent of that freshwater is available for human use.
If all of the planet’s waters were represented by a standard five-gallon water cooler bottle, the fresh water available for our use would amount to about a tenth of an ounce — less than a teaspoon.
Both climate and geology have distributed the world’s fresh water unevenly across the planet. This simple fact is likely to have serious implications for the 21st century.
- According to the UN, today almost one-fifth of mankind — 1.2 billion people — lives in regions affected by water scarcity.
- Estimates by the U.S. intelligence community indicate that world demand for fresh water will exceed supplies by 40 percent by 2030. In that year, 3.9 billion people — almost half the world population — may live in areas of “severe water stress.”
**WATER AND BORDERS: INTERCONNECTING COMPLEXITIES**
Water problems do not respect political boundaries, as with the current drought ravaging southern Texas and northern Mexico alike. But water regulation and use are definitely affected by such boundaries. As water becomes scarcer, will we see efforts to transport significant amounts of water across political boundaries?
- Canada, with one-fifth of the world’s fresh water, has been characterized as a potential “OPEC of water,” though many Canadians support banning bulk water transport.
- Alaska has authorized water exports; its city and borough of Sitka, for instance, is seeking proposals to export up to 29,235 acre-feet of fresh water per year.
But even interstate water transfer can be highly controversial. The U.S. Supreme Court recently upheld Oklahoma’s decision to block a 460,332 acre-feet transfer of its water by Texas’ Tarrant Regional Water District, which serves nearly 2 million Metroplex-area residents.
In addition to jurisdictional challenges involving national and regional self-interest, the cost of massive water transfers could be enormous, primarily due to the infrastructure needed.
- China’s South-North Water Transfer Project will create an aqueduct from the water-rich south to its drought-plagued north, and will cost about $65 billion.
- Long-distance transport by ship is possible and does occur to a small degree, but it is unlikely to become commonplace due to cost and logistical constraints.
These factors make it unlikely that we will see mass transfers of water across political boundaries in the near future — unless the planet’s water difficulties become significantly more severe.
---
**WHAT IS AN ACRE-FOOT?**
An acre-foot of water is equal to one acre covered with one foot of water. This is equivalent to a football playing field covered with nine inches of water.
Source: Texas Water Development Board
In South Texas, farmers and communities don’t just depend on Mother Nature for their fresh water — they also rely on Mexico.
Under a 1944 treaty between Mexico and the U.S., the Mexican government is obligated to release to the Rio Grande River 1.75 million acre-feet every five years from Mexican tributary rivers. The current cycle began in 2010 and ends in 2015.
Mexico, however, does not have a history of consistent compliance with the terms of this treaty, causing hardship for farmers and communities on the river’s U.S. side who depend on reliable water supplies. From 1992 to 2002, Mexico ran up a significant water-release deficit that reached 1.5 million acre-feet. Only after direct involvement from then-President George W. Bush was the debt repaid in full.
Unfortunately, this trend has continued into the present, despite the heavy rains across the southern Rio Grande Basin caused by Hurricane Ingrid, Hurricane Manuel and Tropical Storm Octave. Over the past six months, Mexican reservoir levels have increased by more than 50 percent, and now hold 6.055 million acre-feet.
While recent releases have decreased the deficit somewhat, as of November 23, 2013, Mexico’s water deficit is still more than 270,000 acre-feet. As a result, Mexico is more than nine months behind in its releases to the Rio Grande. With its quickly rising reservoirs, Mexico could easily eliminate this deficit, which amounts to about 5 percent of the total amount of water they have in storage.
Irrigation water from the Rio Grande is vitally important to farmers in the Lower Rio Grande Valley, a key agricultural region. Texas Commission on Environmental Quality and the Texas Department of Agriculture recently estimated that the loss of Rio Grande irrigation could cost the region $394.9 million in lost economic output as well as 4,840 jobs linked to agricultural production and sales.
**THE RIVERS OF MEXICO FEEDING INTO THE RIO GRANDE**
**THE U.S.-MEXICO WATER DEFICIT**
| 2010-2015 |
|-----------|
| **1.75 MILLION ACRE-FEET OF WATER.** |
| The amount TO BE RELEASED OVER FIVE YEARS into the Rio Grande River by Mexico as AGREED UPON IN A 1944 TREATY. |
| The amount of water that SHOULD HAVE BEEN RELEASED by Mexico AS OF NOVEMBER 2013 |
| 62% |
| The amount of water ACTUALLY RELEASED by Mexico AS OF NOVEMBER 2013 |
| 46% |
**POTENTIAL LOSS in ECONOMIC OUTPUT in the Lower Rio Grande Valley: $394.9 MILLION and 4,840 JOBS.**
Source: Texas Commission on Environmental Quality and Texas Department of Agriculture
Source: The Center for Space Research, The University of Texas at Austin
Persistent drought has spurred a conflict between the state and federal governments concerning the whooping crane, one of the most well-known endangered species.
South Texas is home to the world’s only wild flock of whooping cranes, which winters in marshy areas along the Gulf Coast including the Aransas National Wildlife Refuge. An environmental group, The Aransas Project, has sued the Texas Commission on Environmental Quality (TCEQ), maintaining that the agency violated the Endangered Species Act by failing to ensure adequate water supplies for the birds’ nesting areas. The group attributes the deaths of nearly two dozen whooping cranes in the winter of 2008 and 2009 to inadequate flows from the San Antonio and Guadalupe rivers.
In March 2013, a federal court ordered TCEQ to develop a habitat protection plan for the crane and to cease issuing permits for waters from the San Antonio and Guadalupe rivers. A judge amended the ruling to allow TCEQ to continue issuing permits necessary to protect the public’s health and safety. An appeals court eventually granted a stay in the order during the appeals process.
The Guadalupe-Blanco and San Antonio river authorities have joined TCEQ in the lawsuit, and warn that restricting the use of their waters would have serious effects on the cities of New Braunfels and San Marcos as well as major industrial users along the coast.
The case threatens Texas’ right to manage its rivers and could increase the cost and difficulty of delivering water to one of Texas’ fastest-growing regions.
Go Deeper: To see how environmental issues will increasingly complicate water planning, visit www.TexasAhead.org/texasfirst/.
**TEXAS WATER SUPPLY**
According to the Texas Water Development Board (TWDB), Texas had **8.4 million acre-feet** of surface water and about **8.1 million acre-feet** of available groundwater supplies as of 2010. In addition, about **482,000 acre-feet** of reclaimed or reused water were available at that time. Those figures, of course, do not reflect losses from the subsequent drought.
It will come as no surprise to Texans that the state’s **eastern** regions have the largest fresh water concentrations, and have been the fastest to recover some reservoir capacity since 2011.
- Many surface reservoirs in East Texas are at **80 percent** capacity or better, and are much larger than those elsewhere in the state.
**TEXAS WATER DEMANDS**
The TWDB reports that the state’s rapidly growing population will spur changes in our demand for and use of water. In 2010, irrigation was projected to account for **56 percent** of Texas’ water use, followed by municipal use at **27 percent**. By 2060, municipal water use is expected to become the largest category, at **38.3 percent** of all water use, followed closely by irrigation at **38.1 percent**.
**STATE WATER DEMAND PROJECTIONS, 2010-2060**
WATER DEMAND PROJECTIONS — ACRE-FEET IN MILLIONS (MAF)
Source: Texas Water Development Board
WHO OWNS TEXAS WATER?
Untangling Texas water rights is no easy task. Ownership depends largely on where the water is located — underground, on the surface, or in the sea — and each of those sources is regulated differently. To find out who manages your water, visit www.TXWaterReport.org/distribution/controls.php
GROUNDWATER
Texas recognizes that a landowner owns the groundwater (both fresh and brackish) underlying his or her land as real property. Known as the "Rule of Capture," this longstanding common-law rule allows landowners to draw as much water as they can capture — as long as water isn't wasted or taken maliciously — without liability for losses to neighbors' wells, subject to reasonable groundwater conservation district regulations.
SURFACE WATER
State government owns all waters flowing on the surface of Texas. The Texas Commission on Environmental Quality (TCEQ) issues and manages permits based on a “first in time, first in right” principle, meaning that those holding the oldest permits have first access to available water.*
* In June 2013, the 53rd Civil District Court upheld this principle, concluding that TCEQ does not have the authority to curtail water rights based on use instead of seniority of time. TCEQ was allowing junior rights holders such as municipalities ahead of senior agriculture rights holders.
SEA WATER
Texas owns its lands and the waters above them out to the limit of “three marine leagues” (about 10.3 miles) in the Gulf of Mexico.
STATUS OF MAJOR SURFACE RESERVOIRS IN TEXAS, DECEMBER 2013
(BY PERCENT OF FULL CAPACITY)
Source: Water Data for Texas
WEST BEAR CREEK
Waters flowing through Texas streams can belong either to the state or to property owners, depending on how they are classified. If stream beds meet criteria that would make them potentially useful for commercial purposes, they are considered "navigable" and belong to the state. Outside of limited exceptions, landowners must get permission to restrict or redirect water flow.
In principle, this distinction is intended to promote commerce, but it can create entanglements. The Texas Commission on Environmental Quality (TCEQ) recently fined a Kimble County rancher and ordered him to destroy a dam on his property after a review of General Land Office maps found West Bear Creek navigable. TCEQ initiated its investigation after an anonymous complaint alleged that the rancher was impounding state water without the proper permit.
For the past few years, water scarcity has become a troubling fact of everyday life in many regions. Texas’ rapidly growing population and burgeoning economy have created new strains on an already precious resource. Recent drought conditions only underline the importance of planning for our future water needs.
**DRY IN TEXAS**
According to the U.S. Drought Monitor, a joint effort of the National Drought Mitigation Center, the U.S. Department of Agriculture and the National Oceanic and Atmospheric Administration, as of late October 2013, about **4 percent** of Texas remains in “extreme” or “exceptional” drought, the two most severe categories.
**COMMUNITIES AT RISK**
Since 2011, two small Central Texas communities, **Spicewood Beach** and **Barnhart**, have **run out of water**, the former in early 2012 and the latter in June 2013. **GO DEEPER:** Read about Spicewood Beach at [www.TXWaterReport.org/scarcity/spicewood.php](http://www.TXWaterReport.org/scarcity/spicewood.php)
Unfortunately, water problems aren’t limited to small towns. Some of Texas’ largest metro areas are feeling the pinch as well.
- The U.S. Drought Monitor reports that **Lubbock** has experienced the nation’s **worst average level of drought** since the beginning of 2011. **McAllen, Harlingen, Brownsville** and **Corpus Christi** also ranked among the nine U.S. cities **most affected** by extreme drought.
- According to the Texas Commission on Environmental Quality (TCEQ), **46** of the state’s **public water systems** were at risk of running out of water within **180 days** as of Jan. 8, 2014.
- Seven Texas communities could run out of water in **45 days or less**, which TCEQ classifies as an “emergency” level of drought. **GO DEEPER:** See cities that could run out of water at [www.TXWaterReport.org/scarcity/cities.php](http://www.TXWaterReport.org/scarcity/cities.php)
As of October 30, 2013, **26.5%** of the state’s community water systems were under voluntary or mandatory water restrictions.
Source: Texas Commission on Environmental Quality
Urban areas throughout Texas are taking steps to secure their water futures. However, some of the state’s largest urban centers are still vulnerable to water shortages.
A University of Florida report ranked daily per capita water availability for 225 large urban areas across the U.S. The study weighed fresh water available to cities from naturally occurring and constructed sources such as reservoirs, aquifers and imports.
Of the cities reviewed, San Antonio ranked last, or most vulnerable, and El Paso ranked as 10th-worst, though other Texas cities made the list.
State Water Plan projections show that many of these urban areas in Texas will continue to experience rapid growth. Denton-Lewisville’s population, for instance, is expected to more than triple by 2050.
Source: American Geophysical Union
The 2011 drought was the worst one-year drought in Texas since 1895, causing billions of dollars in losses throughout the state economy.
**AGRICULTURE**
Farmers and ranchers were among those hardest hit by that year of drought. The Texas A&M AgriLife Extension Service estimates that Texas agricultural producers lost nearly **$7.6 billion** due to the drought, including:
- livestock — **$3.2 billion**
- hay production — **$750 million**
- cotton — **$2.2 billion**
- corn — **$736 million**
- wheat — **$314 million**
- sorghum — **$385 million**
Irrigated agriculture is a key contributor to our economic fortunes, pumping **$4.7 billion** into the Texas economy in 2007 alone. Improved irrigation technologies and production methods have allowed producers to greatly increase crop yields while reducing water consumption levels since the 1970s.
For example, Texas AgriLife Extension states that average per-acre corn yields have increased by **62 percent** since 1975. Cotton yields have more than doubled. Yet water used to irrigate Texas farmland decreased by **15 percent** between 1974 and 2011.
A recent report by the Texas Water Resources Institute found that agricultural irrigation averages less than **18 inches per acre annually**. In comparison, a city of College Station study found average households applied **22 inches annually** to lawns.
Water circumstances may differ from region to region, but one fact remains clear for growers throughout the state: Urban expansion will continue to gobble up farming acres and increase water demands.
To successfully balance their needs, all stakeholders must improve water efficiency. Cities such as San Antonio increase utility rates for top water users, for example, and the farming community can further ease water needs through greater use of methods such as:
- **irrigation audits**, sometimes offered by groundwater conservation districts, which can provide producers with critical information about their irrigation systems’ efficiency and identify problems before they affect the entire system;
- **variable rate irrigation**, in which individual sprinklers on a center-pivot system can be turned on and off to vary the amounts of water applied in various sections of a field;
Texas’ livestock losses alone from the 2011 drought totaled **$3.2 billion**, and much of the Panhandle’s pasture and range remains in poor condition.
Source: Texas A&M AgriLife Extension Service
• **soil moisture sensors**, wireless nodes that collect soil moisture data; and
• **irrigation scheduling**, which employs soil moisture measurements to make decisions on when to irrigate.
**HIGH PLAINS PINCH**
Before the drought, the Texas High Plains region produced **65 percent** of the state’s cotton (about a fifth of the entire nation’s output) and **63 percent** of its corn, but agriculture relies heavily on groundwater irrigation.
• The near-total absence of rain in 2011 resulted in a **43 percent** increase in water use for irrigation in that year.
• High Plains agriculture endured a major part of Texas’ **$7.6 billion** in 2011 losses, and is still struggling to recover.
• Wheat production in particular was **67 percent** lower than the previous decade’s average. Farmers can grow crops in the High Plains without irrigation, but “dryland” farming yields less and provides fewer profits. [GO DEEPER](#): Visit [www.TXWaterReport.org/gamechangers/dryland.php](http://www.TXWaterReport.org/gamechangers/dryland.php) to learn more.
**THE OGALLALA AQUIFER**
The more than 150 million acre-feet taken from the Texas portion of the Ogallala aquifer from 1950 to 2011 could cover Dallas in about **690 FEET OF WATER**.
Source: U.S. Geological Survey
Most Texas High Plains agriculture relies on irrigation from the enormous Ogallala aquifer, which underlies 36,515 square miles of Texas across 48 counties, as well as portions of seven other states.
Since the 1940s, however, substantial pumping from the Ogallala has drawn the aquifer down more than **300 feet** in some areas. Producers have taken steps to reduce their reliance on irrigated water. Streamlined operations allow them to produce significantly greater yield using roughly the same amount of water needed four decades ago. Still, losses to the aquifer between 2001 and 2011 equated to a **third** of its cumulative depletion **during the entire 20th century**.
Although many High Plains communities rely on the Ogallala as their main source of drinking water, in Texas about **95 percent** of the waters taken from the aquifer are used for irrigation.
The Ogallala is recharged primarily by rainwater, but only about **one inch** of precipitation actually reaches the aquifer annually. Rainfall in most of the Texas High Plains is minimal, evaporation is high and infiltration rates are slow.
**CONSERVATION DEMONSTRATION PROJECTS**
In 2004, the Texas Water Development Board (TWDB) began offering Agricultural Water Conservation Demonstration Initiative (AWCDI) grants to support projects to increase agricultural water conservation while maintaining or increasing profitability.
TWDB has awarded about 50 AWCDI grants totaling more than **$4.4 million**. **Texas Alliance for Water Conservation** and **Texas Project for Ag Water Efficiency** are the two largest projects.
**Texas Alliance for Water Conservation** is a producer-driven demonstration project designed to extend the life of the Ogallala aquifer. More than 20 working farms in Floyd and Hale Counties demonstrate production practices, technologies and management tools to maximize water use. Producers make all the growing decisions, from grazing and tillage methods to technology integration.
After eight growing seasons, researchers have woven the results into a series of recommendations and assistance methods. An online toolkit helps growers track their daily balance of soil moisture and estimate yield profitability after irrigation costs.
**Texas Project for Ag Water Efficiency** promotes the efficient management of irrigation systems, which can significantly reduce water loss while increasing profits and crop quality.
The project provides resources including inexpensive classes and workshops on the best irrigation techniques, showing farmers how to link the techniques with soil moisture sensors, evapotranspiration networks and other technologies.
In 2011, timber lost to drought and wildfire could have produced $1.6 billion worth of forest products, resulting in a $3.4 billion economic impact in East Texas.
**TIMBER**
The 2011 drought killed an estimated **5.6 million** trees in urban areas and **301 million** rural trees.
- The commercial timber area of **East Texas** was hit particularly hard, with direct economic losses of **$824 million**.
- In addition, the drought spurred more than **21,000** wildfires that consumed **one-third** of the state’s forestry crop.
- In East Texas alone, **2,151** fires destroyed **15 million cubic feet** of timber — enough lumber to build a six-foot privacy fence around the world **1.5 times**, according to the Texas A&M Forest Service.
- The lost timber could have produced **$1.6 billion** worth of forest products, resulting in a **$3.4 billion** economic impact in East Texas.
**GOVERNMENT**
Many state entities reported significant costs or revenue losses due to the drought. According to the Legislative Budget Board (LBB), the drought cost state agencies and institutions of higher education more than **$253.1 million** in fiscal 2011 and nearly **$131.9 million** in fiscal 2012, including **$1.3 million** in revenue losses related to the drought.
These figures, moreover, do not reflect the costs of restoration following the 2011 Labor Day fires in Bastrop State Park; LBB estimates those at an additional **$4.9 million**.
In addition, state and local governments were forced to grapple with infrastructure repairs, as drought-baked soils buckled building foundations, cracked streets and highways and burst water pipelines.
- LBB reports the drought cost Texas state government **$34.1 million** in additional infrastructure costs in 2011 (no 2012 figures are available).
**TOURISM AND RECREATION**
When Texas’ lakes and rivers lose water, industries related to fishing, boating, water skiing, tubing and camping suffer.
- In 2011, the drought and wildfires contributed to a **$4.6 million gap** in the Texas Parks and Wildlife Department’s operating budget.
Local economies across Texas felt similar impacts due to reduced tourism and recreational activity.
The outlook suggests continuing water problems in Texas and an ever-greater need for conservation. What could break the pattern?
One obvious avenue for improvement is the introduction of better conservation techniques.
- If Texas could reduce its municipal water use by **10 percent**, for instance, the state could save nearly **487,000 acre-feet** of water annually.
- If the state’s manufacturing, mining, steam-electric, irrigation and livestock sectors reduced their water use by **10 percent**, Texas could save **1.3 million acre-feet** of water annually.
**MUNICIPAL CONSERVATION**
A number of Texas cities have developed comprehensive water conservation programs that use the latest conservation techniques and incentives to maximize water supplies. The best of these offer incentives as well as penalties to encourage water conservation.
**GRAYWATER SYSTEMS**
Water from bathtubs or showers, sinks and washing machines — graywater — can be used for landscaping.
- Many cities in California offer **subsidies** for graywater kits and permit application fees, but residential use of graywater is rare in Texas due to strict permit requirements and difficulties with code compliance.
- For example, after strict requirements caused Austin to issue only one residential graywater permit since 2010, a working group formed to streamline the permitting process. In 2013, the city created new code that has eased the requirements, resulting in four more permits.
- **Nine Texas cities** allow or are planning to allow graywater systems.
- Considering its low cost and large potential for savings, graywater use could become **much more common** for water conservation in Texas.
**WATER REUSE**
Cities recycle wastewater for purposes such as irrigation and air conditioning cooling towers, reducing the demand for fresh water.
- **El Paso** uses reclaimed water to help recharge the Hueco Bolson aquifer it relies on for much of its drinking water.
- **Austin** Water Utility’s Water Reclamation Initiative saves **1.2 billion gallons of water** per year. As one example of many, the booming Austin-Bergstrom International Airport utilizes reclaimed water for its irrigation system.
- In the North Texas-area water planning Region C — which serves a quarter of Texas’ population — conservation and reclaimed water use are projected to generate **23 percent** of the region’s water supply by 2060. [GO DEEPER](#). See steps that **Austin** and **San Antonio** are taking to conserve water at [www.TXWaterReport.org/gamechangers/twocities.php](http://www.TXWaterReport.org/gamechangers/twocities.php)
**GRAYWATER COSTS**
Graywater systems are relatively inexpensive. Installation can cost as little as $100-$400 and could save an average family of three 43,000 gallons of water annually.
**GALLONS OF WATER IN THOUSANDS**
| Gallons | Description |
|---------|--------------------------------------|
| 100 | Average annual water use of a three-person household |
| 60 | Average annual water use with a graywater system |
Source: Texas Water Development Board
**GIVEN PROPER TREATMENT, RECLAIMED WATER CAN EVEN BE REUSED AS TAP WATER.**
The Colorado River Municipal Water District recently completed construction of a **$13 million plant** — the first of its kind in the nation — to generate nearly **2 million gallons of drinking water daily** from treated wastewater.
This plant, sited in Big Spring, uses treated wastewater that otherwise would have been pumped into the area’s creeks and lakes. Instead, it is fed directly into the new plant, where it is treated and then piped to a regular water treatment facility for further processing.
AQUIFER STORAGE AND RECOVERY
Aquifer storage and recovery (ASR) involves the storage of water in an existing aquifer during times of relative plenty so that it can be recovered in times of need. Underground storage protects water supplies both from contamination and evaporation. It also has a very low environmental impact compared to other storage methods such as reservoirs.
ASR technology is used around the world and has proven to be cost-effective and efficient.
- El Paso, Kerrville and San Antonio all use ASR. San Antonio stores drinking water in its Carrizo ASR facility, which contains more than 91,000 acre-feet of water and has a maximum capacity of 120,000 acre-feet.
ECONOMIC CONSIDERATIONS
A 2012 Florida study comparing the costs of ASR and reservoir storage found that unit costs for water are similar, but the capital costs involved in creating an ASR are considerably lower.
- At an average capital cost of $1.25 per gallon per day of recovery capacity, ASR is about half as expensive as other methods of water storage.
- Larger facilities typically have even lower costs. San Antonio’s ASR facility, for instance, incurred capital costs of just 87 cents per gallon per day.
Treatment costs, which vary depending on geological conditions, existing infrastructure and water conditions, can offset lower capital costs. Water being injected into an aquifer must meet or exceed existing water conditions, and once recovered, it must again be treated to meet minimum standards for municipal use. In effect, the water often must be treated twice. As a whole, though, the Florida study supported the viability of ASR as a component of an overall water supply strategy.
BARRIERS TO ASR
A 2010 Texas Water Development Board (TWDB) survey of Texas water utilities found four primary objections to ASR:
- legal and physical limitations;
- the quality of the recovered water;
- cost-effectiveness; and
- the potential for other pumpers to capture the utility’s stored water.
TWDB reports that concerns about cost-effectiveness are not supported by the experiences of existing Texas ASR systems. Of course, the cost-effectiveness of ASR will vary from site to site.
INTERBASIN TRANSFERS
Interbasin transfers (IBTs), as the name suggests, involve the physical conveyance of surface water between river basins via canals or aqueducts.
IBTs have been used around the world to supplement local and regional water supplies. Due to the large capital costs involved, IBTs generally are used to transfer large amounts of water to fast-growing urban areas. Texas’ Coastal Bend region, for instance, relies on IBTs from the Lavaca to the Nueces River basin to meet its water needs.
ECONOMICS
A 2007 TWDB report analyzed the costs and benefits of IBTs in Texas, concluding that while some are essential, other, more cost-effective means of securing water are available in the near term. The report cites barriers to IBTs including cost, resistance to new reservoir construction and environmental impacts. Residents opposed to IBTs argue that siphoning water from donor basins causes unforeseen harm to local economies and environments. In 2011, residents of Liberty and Harris Counties who opposed an IBT from Trinity River to Lake Houston noted that water levels in the river are already low, and questioned if “…the city of Houston [had] the right to absolutely drain the Trinity River.”
While no other method of securing water can provide the sheer volume of water offered by IBTs, the report characterizes them as a last resort due to these barriers.
Despite the costs and other concerns involved, IBTs play an essential role in the State Water Plan’s 50-year planning horizon. Of 44 recommended ground and surface water conveyance and transfer projects included in the 2012 State Water Plan, 15 would rely on IBTs.
GO DEEPER: To see a map of Texas aquifers, visit http://www.window.state.tx.us/specialrpt/tif/water.html.
AUTHORIZED INTERBASIN TRANSFERS IN TEXAS
Interbasin transfers convey surface water between river basins to supplement local and regional water supplies.
| BASIN OF ORIGIN | CONVEYS TO |
|--------------------------|-------------------------------------------------|
| LAVACA-GUADALUPE | LAVACA |
| NUECES | NUECES-RIO GRANDE, SAN ANTONIO-NUECES |
| CYPRESS | SULPHUR, SABINE |
| SAN JACINTO-BRAZOS | SAN JACINTO, BRAZOS |
| SAN JACINTO | TRINITY-SAN JACINTO, TRINITY, SAN JACINTO-BRAZOS|
| NECHES | SABINE, TRINITY, NECHES-TRINITY |
| SABINE | NECHES, TRINITY, SULPHUR |
| SAN ANTONIO-NUECES | GUADALUPE, NUECES, SAN ANTONIO |
| CANADIAN | RED, BRAZOS, COLORADO |
| SULPHUR | TRINITY, SABINE, CYPRESS, RED |
| RED | TRINITY, SABINE, SULPHUR, BRAZOS |
| LAVACA | LAVACA-GUADALUPE, SAN ANTONIO, SAN ANTONIO-NUECES,NUECES-RIO GRANDE, NUECES |
| BRAZOS | SAN JACINTO, SAN JACINTO-BRAZOS, COLORADO, TRINITY, BRAZOS-COLORADO |
| SAN ANTONIO | NUECES, GUADALUPE, SAN ANTONIO-NUECES, LAVACA, LAVACA-GUADALUPE |
| GUADALUPE | COLORADO, COLORADO-LAVACA, LAVACA, LAVACA-GUADALUPE, SAN ANTONIO |
| TRINITY | RED, SULPHUR, BRAZOS, NECHES, NECHES-TRINITY, SAN JACINTO, TRINITY-SAN JACINTO, SAN JACINTO-BRAZOS |
| COLORADO | BRAZOS, BRAZOS-COLORADO, COLORADO-LAVACA, LAVACA, SAN ANTONIO, NUECES, LAVACA-GUADALUPE, SAN ANTONIO-NUECES, NUECES-GUADALUPE, GUADALUPE |
*Rio Grande Basin Not Included.
Source: Water for Texas 2012 State Water Plan
**INDUSTRY WATER USE**
**BY THE NUMBERS**
$1 BILLION — Amount the semi-conductor industry spends annually on water and wastewater systems in the U.S.
- Manufacturing a large integrated circuit requires approximately 2,200 GALLONS of water, of which 1,500 GALLONS is costly “ultrapure” water.
40 MILLION GALLONS — Annual water saved by GE, working with National Semiconductor Ltd., by improving reverse osmosis systems and increasing water recovery to 99 PERCENT in a single plant.
---
**INDUSTRY**
Water is vital to Texas’ economic growth. Nearly every economic sector relies on it to operate. Rising water costs and increased public scrutiny have encouraged companies across all sectors to look for ways to reduce their water use. Texas Water Development Board data show that by 2011, the state’s manufacturing sector had reduced its water consumption by 32 percent since 1974, saving about 165 billion gallons of water. Municipal water use grew by 152 percent during the same period.
- The textile industry is exploring new production methods to reduce its dependence on water to process, dye and finish fabric.
- The San Antonio Frito-Lay plant has saved 1 billion gallons of water a year since implementing water conservation efforts in 1999. These conservation practices include recycling the water used in production.
- Texas Instruments’ recycling and reuse practices in 2009 saved enough water to fill 1,802 Olympic-sized swimming pools. That year, 14 percent of the company’s total water use, or about 1.2 billion gallons, was recycled.
---
**GREENER GROCERY**
H-E-B recently opened a “green” store in Austin that pilots a number of innovative energy- and water-saving technologies, and expects a 65 percent reduction in water consumption — a savings of about 2.4 million gallons annually — compared to stores built to the company’s 2010 design standards.
Few technological innovations have transformed the Texas economy recently as much as the use of hydraulic fracturing to access oil and natural gas in shale formations. The process typically involves injecting enormous quantities of fresh water deep underground at high pressure to break up rock formations, allowing oil and gas to accumulate.
A recent report by IHS CERA states that in 2012, the hydraulic fracturing-driven boom in U.S. energy production supported **2.1 million jobs**, generated **$283 billion in gross domestic product** and **raised household income by more than $1,200**.
In Texas, the **Eagle Ford Shale alone** is expected to continue driving enormous economic benefits. A 2011 report released by the Institute for Economic Development at UT-San Antonio estimates that by 2020, the play is expected to produce **nearly $11.6 billion in gross state product**, support **$21.6 billion in total revenues** and provide for nearly **68,000 full-time jobs**.
In November 2013, more than **$2.5 billion** of oil and natural gas revenues was transferred from the General Revenue to the Economic Stabilization Fund (or “Rainy Day Fund”). This transfer put the Rainy Day Fund balance at approximately **$6.69 billion** after voters approved moving **$2 billion** to the newly created State Water Infrastructure Fund for Texas (see page 20 for details).
- While hydraulic fracturing has given a boost to U.S. and Texas energy production, it does use considerable amounts of water. According to the Environmental Protection Agency (EPA), about 35,000 wells are fractured each year across the U.S., consuming **70 to 140 billion** gallons of water — roughly the amount used by **40 to 80 cities** of 50,000 people in a year.
- Some shale energy producers have developed **low-water and water-free hydraulic fracturing techniques** that could greatly reduce the industry’s need for water. [GO DEEPER](#): To learn more about them, visit [www.TXWaterReport.org/gamechangers/fracturing.php](http://www.TXWaterReport.org/gamechangers/fracturing.php)
- In March 2013, the Railroad Commission of Texas adopted new rules to encourage Texas operators to continue their efforts to reduce fresh water use in the hydraulic fracturing process. Major changes to the commission’s water recycling rules include an amendment that eliminates the need for a recycling permit if operators recycle fluid on their own leases or transfer their fluids to another operator’s lease for recycling.
In fiscal year **2010** alone, taxes on natural gas production contributed **$1.5 billion** to the state’s Rainy Day Fund.
**WHAT IS BRACKISH WATER?**
Brackish water is **saltier than fresh water**, but **not as salty as sea water**. Texas does not, however, precisely demarcate the point at which fresh water becomes brackish, complicating regulation of brackish water’s withdrawal.
---
**DESALINATION**
Nearly all of Earth’s water is salt water. Converting these waters into fresh water — the process called desalination — may prove to be the **most important component** of any solution to America’s water shortages.
Texas is **uniquely positioned** to take advantage of advancements in desalination. The state lies beside a sea — and above another.
- According to Texas Water Development Board (TWDB), Texas aquifers contain about **2.7 billion acre-feet** of brackish groundwater. It’s an amount that **dwarfs** the state’s supply of fresh water — enough to **cover Texas to a depth of more than 15 feet**.
- If this brackish groundwater were converted to fresh water, it could maintain Texas’ current consumption levels for **about 150 years**.
Desalination is already in use around the world, at about **15,000 plants in 120 countries**, including about **250 in the U.S.** and **46 in Texas**.
- The largest desalination plants are found in the Middle East and employ seawater; **El Paso** has the world’s largest inland desalination plant, processing brackish water.
- **San Antonio** is building an inland desalination plant that, in its first phase, could produce **10 million gallons** (nearly **31 acre-feet**) of fresh water daily; further expansion could ultimately lift its daily output to **25 million gallons (77 acre-feet)**.
---
**TEXAS DESALINATION PLANT CAPACITY**
**PRODUCTION DESIGN — MILLIONS OF GALLONS PER DAY (MGD)**
Of these 46 desalination plants, 12 facilities use brackish surface water as a source of raw water while the remaining 34 plants use brackish groundwater.
---
**EL PASO WATER UTILITIES PRODUCTION COST COMPARISON**
In 2008, El Paso conducted a study gauging the costs of water from sources including desalination and reclamation. While these are 2008 prices, they provide perspective on the relative expense of desalinated water.
| SUPPLY SOURCE | COST PER ACRE-FOOT/YEAR |
|------------------------|-------------------------|
| Surface Water | $300 |
| Groundwater Not Desalinated | $163 |
| Desalinated Water | $534 |
| Reclaimed Water | $706 |
Source: Stratus Consulting, Inc. and El Paso Water Utilities
Note: Production costs are figured in 2008 dollars.
Today, desalination is a relatively **expensive and energy-intensive** process. In addition, the process leaves behind concentrated brine that must be disposed of safely.
Loose definitions of brackish water — not to mention variations in its quality and accessibility — will further complicate desalination efforts across much of the state. Cheaply extracting brackish water without sullying existing fresh-water supplies could prove challenging, and will most likely require hydrological analyses.
### Economics
Costs for desalinating water vary considerably, depending on factors including the salinity of the water, the size of the plant and available brine disposal methods.
At this writing, Texas has no **seawater** desalination plants. While TWDB has projected seawater desalination to cost **$800 to $1,400** per acre-foot in Texas, current plants in California and Florida produce water at **$1,140 to $2,800** per acre-foot.
Despite recent technological advancements, desalination remains relatively expensive, primarily due to energy requirements that can account for up to **half** the cost of the process.
In 2012, the Texas Water Development Board found the total production costs for desalinating brackish water at recently completed plants ranged from **$357 to $666 per acre-foot**.
Desalinating **brackish** water through reverse osmosis requires **289 to 815** kilowatt-hours per acre-foot, while **seawater** desalination requires **3,260 to 4,890** kilowatt hours per acre-foot. By comparison, it takes roughly **800** kilowatt-hours to power a computer and monitor for eight hours every day for a year.
Since the 1970s, however, increasingly efficient membranes have reduced the energy requirements for reverse osmosis to about **10 percent** of energy originally required.
**GO DEEPER:** Find out more details on El Paso’s Kay Bailey Hutchison Desalination Plant at [www.TXWaterReport.org/desalination/elpaso.php](http://www.TXWaterReport.org/desalination/elpaso.php)
While costs can vary considerably depending on local conditions, brackish desalination is often more affordable than importing water through pipelines. A 2011 study looking at El Paso’s available water supply options found that importing water would cost **$1,309-$2,535** per acre-foot, compared to **$534** per acre-foot for brackish desalination.
Geography and weather conditions also impact the salinity of water in the Gulf Coast, meaning the cost of desalinating even seawater can vary from season to season based on factors such as rainfall and evaporation rates.
In recognition of Texas’ increasingly severe water problems, the 2013 Legislature made sweeping changes to Texas’ administration of water projects. The new legislation alters the makeup of the Texas Water Development Board (TWDB) and, now that this has been approved by voters, will provide additional state funding for water projects and create a system for prioritizing them.
For a definition of acronyms and other important terminology, refer to the glossary on the right side of page 21.
1 THE NEW STRUCTURE
In 2013, Texas lawmakers passed House Bill 4, which made changes to Texas’ administration of water projects. HB 4 changes the governance structure of TWDB as shown below:
**NEW TWDB BOARD STRUCTURE**
- Three appointed, full-time, salaried members.
- Must have expertise in engineering, finance, law or business.
- Must represent diverse regions of the state.
Governor Rick Perry appointed the new board members August 13, 2013.
**PREVIOUS TWDB BOARD STRUCTURE**
- Six appointed, part-time volunteer members.
- No requirements for any member to possess special expertise or represent diverse regions of the state.
2 PROPOSITION 6
On Nov. 5, voters approved Proposition 6, moving $2 BILLION from the RAINY DAY FUND to the State Water Implementation Fund for Texas (SWIFT) and the State Water Implementation Revenue Fund for Texas (SWIRFT).
The funds will be used to finance projects on the STATE WATER PLAN (SWP), compiled from 16 regional plans developed every five years.
HB4 also requires TWDB to prioritize these regional water project proposals using a point system to rate projects based on the size, diversity and needs of the population they would serve.
3 THE NEW CRITERIA:
SWIFT legislation requires TWDB to use more rigorous criteria when evaluating proposed water projects:
**TIMEFRAME:** When is the project needed?
**FEASIBILITY:** Are water rights available? How easily can the water be transported? Will the project do enough? How will we know?
**SUSTAINABILITY:** How long will this project provide a solution?
**COST-EFFECTIVENESS:** What’s the return on investment?
**LOCAL CONTRIBUTIONS:** Who’s going to pitch in? How much can they afford? Can they find other backers? What happens if they run into problems?
ADVISORY COMMITTEE
The legislation creates a seven-member advisory committee to guide SWP projects.
The committee includes:
- the comptroller or a designee
- three state senators appointed by the lieutenant governor
- three state representatives appointed by the speaker of the House
4 THE SWIFT/SWIRFT
HOW EXACTLY DO THEY WORK?
The SWIFT/SWIRFT funds were created to provide a state of Texas revolving loan program that ultimately reduces borrowing costs for local entities. Without assistance from the state, local water entities would have to borrow money or issue bonds backed only by their own locally generated revenues, usually at a much higher cost. TWDB may issue General Obligation (GO) bonds using its existing $6 billion bonding authority or it may issue revenue bonds to help local entities access cheaper financing.
SCENARIO 1
Interest Rate Subsidy
TWDB can use the $2 billion from the SWIFT/ SWIRFT to support lower interest rates for GO or revenue bonds and provide a subsidy that can reduce the costs of borrowing for local entities.
BOND MARKET
will purchase bond at market interest rate based on state* and/or local entity credit.
TWDB will loan proceeds of bond to local entity at less than market interest rate
SWIFT will provide subsidy to reduce interest rate up to 50% less than market interest rate
LOCAL WATER ENTITY
*GO bonds are backed by the full faith and credit of Texas.
SCENARIO 2
Additional Security
TWDB can use the $2 billion from the SWIFT/ SWIRFT to provide additional security for revenue bonds that can reduce the costs of borrowing for local entities.
BOND MARKET
will purchase bond at market interest rate based on local entity credit, plus additional security set aside
TWDB will loan proceeds of reduced-cost bond to local entity
SWIFT will set aside additional security to reduce the overall bond issuance
LOCAL WATER ENTITY
SCENARIO 3
Debt Service
TWDB can use the $2 billion from the SWIFT/ SWIRFT to provide support for debt service payments during deferral or incremental repayment terms on GO or revenue bonds that can reduce the costs of borrowing for local entities even further.
BOND MARKET
will purchase bond at market interest rate based on state* or local entity credit
TWDB will loan proceeds of bond to local entity at less than market and/or proceeds of reduced-cost bond to local entity
SWIFT Will set aside debt service amounts to cover deferral/incremental repayment periods, creating self-supporting bonds
LOCAL WATER ENTITY
THE GLOSSARY:
RAINY DAY FUND: Otherwise known as the Economic Stabilization Fund, this pool of money serves as the state’s bank account to protect against budget downturns or other needs. It is filled mostly by oil and gas production taxes and excess general revenue. Tapping into it requires a two-thirds majority of the Legislature.
TEXAS WATER DEVELOPMENT BOARD (TWDB): The state agency charged with creating and administering Texas’ water plan. Think of it as a bank for funding water infrastructure projects. Its governing body was overhauled by the Legislature this year.
STATE WATER IMPLEMENTATION FUND FOR TEXAS (SWIFT): A new fund that lowers the cost of borrowing for regional water projects. Voters were asked Nov. 5 to amend the Texas Constitution to allow $2 billion to flow from the Rainy Day Fund to SWIFT. Lawmakers expect this money to help finance more than $25 billion in water projects over the next 50 years.
STATE WATER IMPLEMENTATION REVENUE FUND FOR TEXAS (SWIRFT): A fund used to issue revenue bonds, meaning bonds repaid through income generated by the project. SWIRFT secures lower cost financing for regional water providers that couldn’t otherwise afford costly infrastructure projects.
STATE WATER PLAN (SWP): A massive blueprint for balancing the sometimes-conflicting water needs of cities, agriculture, ranching, manufacturing and other users. It is compiled mostly from 16 regional water plans submitted to the TWDB.
GO DEEPER: FOR DETAILS ON HOW BONDS PAY FOR TEXAS WATER PROJECTS, VISIT www.TXWaterReport.org/water/fund.php
CONCLUSION
Texans’ approval of Proposition 6 is a positive step toward assuring our water supplies — but it’s only a step.
This additional funding for water projects will help enormously, but it cannot and will not provide a permanent solution. We can’t afford to become complacent now.
The current drought will end eventually, but the challenge of providing clean water to support our remarkable growth will continue. That’s why it is vital that we maintain our focus, moving forward with multifaceted strategies including increased conservation efforts and innovative technologies, to ensure that Texas remains a vibrant place for businesses and homeowners alike.
1. The Texas Legislature should consider establishing a program providing grants to water authorities and major water users to help them achieve meaningful increases in water efficiency due to conservation activities.
This program would award grants to local water authorities, including cities, counties, river authorities, water conservation districts, municipal water utilities, municipal utility districts, irrigation districts and water supply corporations, as well as major industrial water users, for improved water efficiency, particularly verifiable reductions in total annual water use driven by conservation efforts.
Efforts could include water reuse and reductions in water loss due to infrastructure improvements.
The program should consider both the percentage and volume of water reduction, to ensure that it can recognize the efforts of both small and large entities.
The Legislature should consider setting aside $25 million for this grant program, to be distributed over a five-year period, with a maximum of $10 million in grants awarded in any one year.
The Texas Water Development Board (TWDB) should set appropriate targets for water efficiency. Its advisory board could assist and oversee the establishment of these targets.
Grant funds could be spent at local discretion so long as they are used for water and wastewater projects.
To further encourage efficiency, the Legislature should consider revising the way that water infrastructure projects — especially those using SWIFT funding — are financed with a goal of making these projects more reactive to drought conditions. This should encourage municipalities to more readily implement drought plans.
2. The Texas Legislature should consider increasing state funding for innovative demonstration projects.
The major barrier to more widespread adoption of new water technology is cost. Thus cost reduction should be the goal of sustained, state-supported research.
Demonstration projects are vital to the widespread adoption of any innovative technology. Water planners need to know the risks of embracing new technologies; demonstration projects help planners make informed decisions.
TWDB has grant programs for research, but their expenditures are relatively small. Inadequate investment in demonstration projects will be an obstacle in any effort to scale up innovative technologies that could ultimately help make water more affordable.
3. The Texas Legislature should consider establishing a prize framework to award research dollars for successful achievements in innovative technology.
A prize structure for technologies should be awarded for innovations with direct and demonstrable commercial applications in Texas.
- A prize structure would set objectives rather than methods, allowing innovators to proceed in their own ways toward the goal.
- Prize structures eliminate the appearance of “picking winners” that has dogged recent grant programs.
A prize program should be funded with $25 million in state funds. The program should be structured carefully, providing specific, realistic objectives in price reduction.
According to the Higher Education Coordinating Board, of $519 million in research and development expenditures at our four-year universities in fiscal year 2012, only $28.7 million went to water-related issues.
Prizes would be awarded for the successful achievement of milestones along the way to the ultimate goal: a price point for water as close as possible to the production cost of fresh groundwater, surface water or reclaimed water.
Texas has recently, and successfully, used a prize structure to encourage a desired result: growing academic research activity at its public universities.
In 2009, the Legislature created the National Research University Fund (NRUF), offering financial assistance to universities with potential to match the research output of Texas’ three Tier One institutions (the University of Texas at Austin, Texas A&M and Rice University).
These universities, designated by the Texas Higher Education Coordinating Board, become eligible to tap into NRUF funding once they meet benchmarks designed to increase their national research prominence. The benchmarks measure factors such as endowment size, research spending, doctorate graduations, graduate research and freshman class achievement.
Creation of NRUF sparked immediate action among the eight universities named emerging research institutions: Texas State University — San Marcos, Texas Tech University, The University of Texas at Arlington, The University of Texas at Dallas, The University of Texas at El Paso, the University of Texas at San Antonio, University of Houston and The University of North Texas.
In May 2012, Texas Tech and the University of Houston became the first universities to gain access to NRUF — then valued at approximately $620 million — each receiving more than $8 million over the first biennium for research support and faculty hiring. Other emerging universities have made strides to qualify for NRUF, demonstrating that the Legislature achieved its goal of stimulating relatively rapid advancements in Texas’ academic research.
PRIZES SPUR ADVANCEMENT
The use of prizes to spur advancements in scientific and technical research has a long and distinguished history.
- Perhaps most famous is the Orteig Prize, a $25,000 prize established in 1919 for the first nonstop transatlantic flight. Charles Lindbergh earned the prize in 1927.
- The Orteig prize directly inspired the creation of the X Prize, a $10 million prize created in 1998 for the development of the first privately financed manned space vehicle. This prize generated $100 million in private investment, and helped create the burgeoning “New Space” industry.
- It also spurred interest in the use of similar prizes by government.
Since then, federally funded prize programs have included:
- The Defense Advanced Research Projects Agency’s “challenge prizes” for projects such as self-driving robotic vehicles;
- NASA’s Centennial Challenges Program, offering cash prizes for achievements such as highly fuel-efficient aircraft ($1.35 million) and robotic geological sampling devices ($1.5 million); and
- The U.S. General Services Administration’s Challenge.gov, an online prize challenge platform used by at least 45 federal agencies to award more than $13.9 million in prize money in dozens of separate challenges.
Robots participate in the Sample Return Robot Challenge as part of NASA’s Centennial Challenges.
NASA initiated Centennial Challenges in 2005 to tap the expertise of independent inventors, offering prizes for novel solutions to technological challenges that so far have included wireless power transmission, lunar landing and oxygen generation.
TEXAS WATER DEVELOPMENT BOARD (TWDB)
http://www.twdb.state.tx.us/
TWDB is the state’s water supply and infrastructure planning agency, responsible for updating the State Water Plan every five years.
TEXAS WATER DEVELOPMENT BOARD – 2012 STATE WATER PLAN
http://www.twdb.state.tx.us/waterplanning/swp/2012/index.asp
TEXAS WATER DEVELOPMENT BOARD – WATER USE SURVEY
http://www.twdb.state.tx.us/waterplanning/watersurvey/estimates/index.asp
The TWDB conducts annual surveys of ground and surface water use by municipal and industrial entities. Through these Water Use Survey reports, Texans can discover how much water their city, county, planning region and state uses each year.
TEXAS COMMISSION ON ENVIRONMENTAL QUALITY (TCEQ)
http://www.tceq.state.tx.us/
As the agency responsible for the health of Texas’ public water systems, air and soil, TCEQ is the best source for state environmental information.
THE TEXAS ECONOMY – NATURAL RESOURCES
http://www.thetexaseconomy.org/natural-resources/articles/article.php?name=mapDrought
This website is a one-stop shop combining data from the U.S. Drought Monitor, TWDB and TCEQ, allowing Texans to explore drought conditions, check the water levels of Texas reservoirs and monitor public water supply across the state.
SAN ANTONIO WATER SYSTEM (SAWS)
http://www.saws.org/conservation/
Learn how SAWS’ conservation programs have become a cornerstone of San Antonio’s long-term water management strategy.
TEXAS AHEAD
http://www.texasahead.org/texasfirst/species/
This website provides specific information on endangered species on the Current Watch List and offers an interactive at-a-glance map showing the concentration of endangered species in each Texas county.
LIQUID ASSETS: THE STATE OF TEXAS’ WATER RESOURCES
http://www.window.state.tx.us/specialrpt/water/PDF/96-1360-LiquidAssets.pdf
This report examines current and future water resources in Texas.
THE IMPACT OF THE 2011 DROUGHT AND BEYOND
http://www.window.state.tx.us/specialrpt/drought/
This report examines the impacts of the disastrous drought and fires that cost Texas lives and billions in revenue.
TEXAS A&M AGRILIFE
http://agrilife.org/
As part of The Texas A&M University System, Texas A&M AgriLife programs work on issues in agricultural production and economics, environmental stewardship, animal and public health and energy development for the future.
BUREAU OF ECONOMIC GEOLOGY
http://www.beg.utexas.edu/
As the oldest research unit at The University of Texas at Austin, the bureau provides research on energy and environmental issues, and serves as the State Geological Survey.
THE ENERGY INSTITUTE
http://www.energy.utexas.edu/
The Energy Institute at the University of Texas at Austin studies critical worldwide energy policies.
This document can be found on the Web:
www.TXWaterReport.org
Texas Comptroller of Public Accounts
Data Services Division
P.O. Box 13528
Austin, Texas 78711-3528
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Solution Stoichiometry and Chemical Reactions
Chapter 3 & Chapter 4, or “Chapter 4 Part II”
Chemistry 221
Professor Michael Russell
Last update: 4/26/24
In SOLUTION we need to define the -
• SOLVENT
the component whose physical state is preserved when solution forms
• SOLUTE
the other solution component
• Compounds are soluble when they dissolve, insoluble when they stay as solids
Terminology
Water Solubility of Ionic Compounds
If one ion from the “Soluble Compd.” list is present in a compound, the compound is water soluble.
| SOLUBLE COMPOUNDS | EXCEPTIONS |
|-------------------|------------|
| Almost all salts of $H^+$, $Br^-$, $I^-$ | Halides of $Ag^+$, $Hg^{2+}$, $Pb^{2+}$ |
| Salts of nitrate, $NO_3^-$ | Chlorate, $ClO_3^-$, perchlorate, $ClO_4^-$, acetate, $CH_3CO_2^-$ |
| Compounds containing $F^-$ | Fluoride of $Hg^{2+}$, $Cu^{2+}$, $Zn^{2+}$, $Ba^{2+}$, $Pb^{2+}$ |
| Salts of sulfate, $SO_4^{2-}$ | Sulfates of $Ca^{2+}$, $Sr^{2+}$, $Ba^{2+}$, $Pb^{2+}$ |
| INSOLUBLE COMPOUNDS | EXCEPTIONS |
|---------------------|------------|
| Most salts of carbonate, $CO_3^{2-}$, phosphate, $PO_4^{3-}$, chromate, $CrO_4^{2-}$ | Salts of $NH_4^+$ and the alkali metal cations |
| Most metal sulfides, $S^{2-}$ | |
| Most metal hydroxides and oxides | |
WATER SOLUBILITY OF IONIC COMPOUNDS
Not all ionic compounds dissolve in water. Some are INSOLUBLE.
Many ions, however, make compounds SOLUBLE all of the time.
Examples: $Na^+$, $K^+$, $Li^+$, $NH_4^+$, $NO_3^-$, $ClO_3^-$, $ClO_4^-$, $CH_3CO_2^-$, and most $SO_4^{2-}$, $Cl^-$, $Br^-$ and $I^-$ compounds.
| SOLUBLE COMPOUNDS | EXCEPTIONS |
|-------------------|------------|
| Almost all salts of $H^+$, $Br^-$, $I^-$ | Halides of $Ag^+$, $Hg^{2+}$, $Pb^{2+}$ |
| Salts of nitrate, $NO_3^-$ | Chlorate, $ClO_3^-$, perchlorate, $ClO_4^-$, acetate, $CH_3CO_2^-$ |
| Compounds containing $F^-$ | Fluoride of $Hg^{2+}$, $Cu^{2+}$, $Zn^{2+}$, $Ba^{2+}$, $Pb^{2+}$ |
| Salts of sulfate, $SO_4^{2-}$ | Sulfates of $Ca^{2+}$, $Sr^{2+}$, $Ba^{2+}$, $Pb^{2+}$ |
| INSOLUBLE COMPOUNDS | EXCEPTIONS |
|---------------------|------------|
| Most salts of carbonate, $CO_3^{2-}$, phosphate, $PO_4^{3-}$, chromate, $CrO_4^{2-}$ | Salts of $NH_4^+$ and the alkali metal cations |
| Most metal sulfides, $S^{2-}$ | |
| Most metal hydroxides and oxides | |
Ionic Compounds in Aqueous Solution
Many reactions involve soluble ionic compounds, especially reactions in water - aqueous solutions.
KMnO$_4$ in water
$K^+(aq) + MnO_4^{-}(aq)$
Aqueous Solutions
How do we know ions are present in aqueous solutions?
The solutions conduct electricity! The ions are called ELECTROLYTES
HCl, KMnO$_4$, MgCl$_2$, and NaCl are strong electrolytes. They dissociate completely (or nearly so) into ions.
$KMnO_4(aq) \rightarrow K^+(aq) + MnO_4^{-}(aq)$
A strong electrolyte conducts electricity. CuCl$_2$ is completely dissociated into $Cu^{2+}$ and $Cl^-$ ions.
Aqueous Solutions
HCl, MgCl₂, and NaCl are **strong electrolytes**. They dissociate completely (or nearly so) into ions.
Acetic acid ionizes only to a small extent, so it is a **weak electrolyte**.
\[ \text{CH}_3\text{CO}_2\text{H(aq)} \rightarrow \text{CH}_3\text{CO}_2^-(aq) + \text{H}^+(aq) \]
Some compounds (sugar, ethanol, acetone, etc.) dissolve in water but do not conduct electricity. They are called **nonelectrolytes**.
An acid --------> H⁺ in water
Some **strong** acids include:
- HCl hydrochloric
- HNO₃ nitric
- HClO₄ perchloric
- H₂SO₄ sulfuric
All strong acids are **strong electrolytes**
The Nature of Acids
Weak Acids
All weak acids are **weak electrolytes**
- CH₃CO₂H acetic acid
- H₂CO₃ carbonic acid
- H₃PO₄ phosphoric acid
BASES
Base ---> OH⁻ in water
Bases are often metal hydroxides
NaOH(aq) ---> Na⁺(aq) + OH⁻(aq)
NaOH is a strong base
All strong bases are strong electrolytes
Ammonia, NH₃
An Important Weak Base
NH₄⁺(aq) + H₂O(l) ⇌ NH₃(aq) + OH⁻(aq)
ammonia, base, water
weak electrolyte = 100% ionized
ammonium ion
hydroxide ion
All weak bases are weak electrolytes
Common Acids and Bases
| Strong Acids (Strong Electrolytes) | Strong Bases (Strong Electrolytes) |
|------------------------------------|-----------------------------------|
| HCl Hydrochloric acid | LiOH Lithium hydroxide |
| HBr Hydrobromic acid | NaOH Sodium hydroxide |
| HF Hydrofluoric acid | KOH Potassium hydroxide |
| HNO₃ Nitric acid | | |
| HClO₄ Perchloric acid | | |
| H₂SO₄ Sulfuric acid | | |
Weak Acids (Weak Electrolytes)*
| Weak Acids (Weak Electrolytes)* | Weak Base (Weak Electrolyte) |
|---------------------------------|------------------------------|
| H₃PO₄ Phosphoric acid | NH₃ Ammonia |
| H₂CO₃ Carbonic acid | |
| CH₃CO₂H Acetic acid | |
| H₂C₂O₄ Oxalic acid | |
| C₃H₅O₃ Tartaric acid | |
| C₆H₈O₇ Citric acid | |
| C₉H₁₀O₄ Aspirin | |
*There are representative of hundreds of weak acids.
Net Ionic Equations
Mg(s) + 2 HCl(aq) → H₂(g) + MgCl₂(aq)
Aqueous solutes (HCl, MgCl₂) dissociate; we really should write:
Mg(s) + 2 H⁺(aq) + 2 Cl⁻(aq) → H₂(g) + Mg²⁺(aq) + 2 Cl⁻(aq)
We leave the spectator ions (Cl⁻) out in writing the NET IONIC EQUATION:
Mg(s) + 2 H⁺(aq) → H₂(g) + Mg²⁺(aq)
See Net Ionic Reactions Handout
Net Ionic Equations
K₂CrO₄(aq) + Pb(NO₃)₂(aq) → PbCrO₄(s) + 2 KNO₃(aq)
NET IONIC EQUATION
Pb²⁺(aq) + CrO₄²⁻(aq) → PbCrO₄(s)
K⁺ and NO₃⁻ are spectators
See Net Ionic Reactions Handout
CHEMICAL REACTIONS IN WATER
We will look at **EXCHANGE REACTIONS**
\[ AX + BY \rightarrow AY + BX \]
The anions exchange places between cations
\[ Pb(NO_3)_2(aq) + 2 KI(aq) \rightarrow PbI_2(s) + 2 KNO_3(aq) \]
**Exchange reactions often called Double Displacement Reactions**
---
Precipitation Reactions
The "driving force" is the formation of an insoluble compound - a precipitate.
\[ Fe(NO_3)_3(aq) + 3 NaOH(aq) \rightarrow 3 NaNO_3(aq) + Fe(OH)_3(s) \]
**Net ionic equation**
\[ Fe^{3+}(aq) + 3 OH^-(aq) \rightarrow Fe(OH)_3(s) \]
See "Five Types of Reactions" Handout
---
Acid-Base Reactions
Acids react readily with bases. The "driving force" is the formation of water.
\[ NaOH(aq) + HCl(aq) \rightarrow NaCl(aq) + H_2O(liq) \]
**Net ionic equation:**
\[ OH^-(aq) + H^+(aq) \rightarrow H_2O(liq) \]
This applies to ALL reactions of STRONG acids and bases.
Acid-base reactions often called "neutralizations"; water and "salt" created
See "Five Types of Reactions" Handout
---
Gas-Forming Reactions
\[ CaCO_3(s) + 2 HCl(aq) \rightarrow CaCl_2(aq) + H_2CO_3(aq) \]
Carbonic acid is unstable and forms CO₂ & H₂O
\[ H_2CO_3(aq) \rightarrow CO_2(g) + water \]
Another gas forming species:
\[ NH_4OH(aq) \rightarrow NH_3(g) + water \]
See "Five Types of Reactions" Handout
---
Combustion Reactions
A special example of a gas-forming reaction
Used in quantitative chemistry; high temperatures
**Reactants:** oxygen (O₂) and "something organic" (C, H, sometimes O or N)
**Products:** water and carbon dioxide (also NO₂ if N present)
**Examples:**
\[ C_2H_4(g) + 3 O_2(g) \rightarrow 2 H_2O(g) + 2 CO_2(g) \]
\[ 4 C_8H_5NO_2 + 29 O_2(g) \rightarrow 10 H_2O(g) + 24 CO_2(g) + 4 NO_2(g) \]
See "Five Types of Reactions" Handout
---
Oxidation-Reduction Reactions
REDOX = reduction & oxidation
\[ 2 H_2(g) + O_2(g) \rightarrow 2 H_2O(liq) \]
See "Five Types of Reactions" Handout
**LEO says GER**
- **Lose**
- **Electrons**
- **Oxidized**
- **Gain**
- **Electrons**
- **Reduced**
\[ \text{Zn(s)} \rightarrow \text{Zn}^{2+} + 2\text{e}^- \quad \text{Oxidized} \]
\[ \text{Cu}^{2+} + 2\text{e}^- \rightarrow \text{Cu(s)} \quad \text{Reduced} \]
*Can also use "OIL RIG":*
- **OIL** = "Oxidation Is Losing" (electrons)
- **RIG** = "Reduction Is Gaining" (electrons)
---
**REDOX REACTIONS**
In all reactions: if something has been oxidized then something has also been reduced:
\[ \text{Cu(s)} + 2\text{Ag}^+(aq) \rightarrow \text{Cu}^{2+}(aq) + 2\text{Ag(s)} \]
Redox reactions incredibly useful (fuels, batteries, much more)
**Oxidation numbers** help visualize electron transfer pathways
---
**OXIDATION NUMBERS**
Use oxidation number rules to determine redox activity:
- Atoms in free element have ox. no. = 0
- Zn(s), O₂(g), Br₂(liq)
- In simple ions, ox. no. = charge on ion
- -1 for Cl⁻, +2 for Mg²⁺
- In compounds, F is always -1, O is -2 (except peroxides \(O = -1\)) and with F) and H is +1 (except hydrides \(H = -1\))
- Sum of oxidation numbers = 0 for a compound or equals the overall charge for an ion
---
**Recognizing a Redox Reaction**
\[ 2\text{Al(s)} + 3\text{Cu}^{2+}(aq) \rightarrow 2\text{Al}^{3+}(aq) + 3\text{Cu(s)} \]
\[ \text{Al(s)} \rightarrow \text{Al}^{3+}(aq) + 3\text{e}^- \]
- Ox. no. of Al increases as e⁻ are donated by the metal; Al is **OXIDIZED** (or the **REDUCING AGENT**)
\[ \text{Cu}^{2+}(aq) + 2\text{e}^- \rightarrow \text{Cu(s)} \]
- Ox. no. of Cu decreases as e⁻ are accepted by the ion; Cu²⁺ is **REDUCED** (or the **OXIDIZING AGENT**)
Examples of Redox Reactions
NO = reducing agent
O₂ = oxidizing agent
\[ 2 \text{NO} + \text{O}_2 \rightarrow 2 \text{NO}_2 \]
Fe = reducing agent
Cl₂ = oxidizing agent
\[ 2 \text{Fe} + 3 \text{Cl}_2 \rightarrow 2 \text{FeCl}_3 \]
reducing agent = oxidized
oxidizing agent = reduced
Concentration (Molarity) of Solute
The amount of solute in a solution is given by its concentration.
Molarity (M) = \[ \frac{\text{moles solute}}{\text{liters of solution}} \]
Concentration (M) = [ ... ]
"3.6 M" means a concentration of 3.6 molarity
"concentration" and molarity often the same
PROBLEM: Dissolve 5.00 g of NiCl₂·6 H₂O in enough water to make 250. mL of solution. Calculate molarity.
Step 1: Calculate moles of NiCl₂·6H₂O
\[ 5.00 \text{ g} \cdot \frac{1 \text{ mol}}{237.7 \text{ g}} = 0.0210 \text{ mol} \]
Step 2: Calculate molarity
\[ \frac{0.0210 \text{ mol}}{0.250 \text{ L}} = 0.0841 \text{ M} \]
[NiCl₂·6 H₂O] = 0.0841 M
The Nature of a CuCl₂ Solution
Ion Concentrations
CuCl₂(aq) --> Cu²⁺(aq) + 2 Cl⁻(aq)
If [CuCl₂] = 0.30 M, then
[Cu²⁺] = 0.30 M
[Cl⁻] = 2 x 0.30 M = 0.60 M
USING MOLARITY
What mass of oxalic acid, H₂C₂O₄, is required to make 250. mL of a 0.0500 M solution?
moles = M • V
Step 1: Calculate moles of acid required.
\[ (0.0500 \text{ mol/L})(0.250 \text{ L}) = 0.0125 \text{ mol} \]
Step 2: Calculate mass of acid required.
\[ (0.0125 \text{ mol})(90.00 \text{ g/mol}) = 1.13 \text{ g} \]
Preparing Solutions
Weigh out a solid solute and dissolve in a given quantity of solvent or Dilute a concentrated solution to give one that is less concentrated.
You have 50.0 mL of 3.0 M NaOH and you want 0.50 M NaOH. What do you do?
Moles of NaOH in original solution = \( M \times V = (3.0 \text{ mol/L})(0.0500 \text{ L}) = 0.15 \text{ mol NaOH} \)
Therefore, moles of NaOH in final solution must also = 0.15 mol NaOH
\((0.15 \text{ mol NaOH})(1 \text{ L/0.50 mol}) = 0.30 \text{ L}\) or 300 mL = volume of final solution
Conclusion: add 250 mL of water to 50.0 mL of 3.0 M NaOH to make 300 mL of 0.50 M NaOH.
Preparing Solutions by Dilution
A shortcut
\[ M_1V_1 = M_2V_2 \]
Often abbreviated: \( M_1V_1 = M_2V_2 \) or \( C_1V_1 = C_2V_2 \)
SOLUTION STOICHIOMETRY
Zinc reacts with acids to produce H\(_2\) gas. What volume of 2.50 M HCl is needed to convert 10.0 g of Zn?
\[ \text{Zn(s)} + 2 \text{ HCl(aq)} \rightarrow \text{ZnCl}_2(\text{aq}) + \text{H}_2(\text{g}) \]
Step 1: Calculate moles of Zn
\[ 10.0 \text{ g Zn} \times \frac{1.00 \text{ mol Zn}}{65.39 \text{ g Zn}} = 0.153 \text{ mol Zn} \]
Step 2: Use the stoichiometric factor
\[ 0.153 \text{ mol Zn} \times \frac{2 \text{ mol HCl}}{1 \text{ mol Zn}} = 0.306 \text{ mol HCl} \]
Step 3: Calculate volume of HCl required
\[ 0.306 \text{ mol HCl} \times \frac{1.00 \text{ L}}{2.50 \text{ mol}} = 0.122 \text{ L HCl} \]
ACID-BASE REACTIONS
Titrations
\[ \text{H}_2\text{C}_2\text{O}_4(\text{aq}) + 2 \text{NaOH}(\text{aq}) \rightarrow \text{Na}_2\text{C}_2\text{O}_4(\text{aq}) + 2 \text{H}_2\text{O}(\text{lq}) \]
Carry out this reaction using a TITRATION.
**Setup for titrating an acid with a base**
1. A flask containing water and solution of acid being analyzed.
2. A solution of NaOH is added slowly to the acid being analyzed. The sample is mixed.
3. When the amount of NaOH added from the buret equals the number of H+ supplied by the acid being analyzed, the pH indicator changes color.
**LAB PROBLEM #1: Standardize a solution of NaOH - i.e., accurately determine its concentration.**
1.065 g of H\(_2\)C\(_2\)O\(_4\) (oxalic acid) requires 35.62 mL of NaOH for titration to an equivalence point. What is the concentration of the NaOH?
**Step 1:** Calculate moles of H\(_2\)C\(_2\)O\(_4\)
\[ 1.065 \text{ g} \times \frac{1 \text{ mol}}{90.04 \text{ g}} = 0.01183 \text{ mol} \]
**Step 2:** Calculate moles of NaOH req'd
\[ 0.01183 \text{ mol acid} \times \frac{2 \text{ mol NaOH}}{1 \text{ mol acid}} = 0.02366 \text{ mol NaOH} \]
**LAB PROBLEM #2: Use standardized NaOH to determine the amount of an acid in an unknown.**
Apples contain malic acid, C\(_4\)H\(_6\)O\(_5\).
\[ \text{C}_4\text{H}_6\text{O}_5(\text{aq}) + 2 \text{NaOH}(\text{aq}) \rightarrow \text{Na}_2\text{C}_4\text{H}_6\text{O}_5(\text{aq}) + 2 \text{H}_2\text{O}(\text{lq}) \]
76.80 g of apple requires 34.56 mL of 0.6642 M NaOH for titration. What is weight % of malic acid?
\[ \frac{0.02366 \text{ mol NaOH}}{0.03562 \text{ L}} = 0.6642 \text{ M} \]
\[ [\text{NaOH}] = 0.6642 \text{ M} \]
76.80 g of apple requires 34.56 mL of 0.6642 M NaOH for titration. What is weight % of malic acid?
**Step 1:** Calculate moles of NaOH used.
\[ M \times V = (0.6642 \text{ M})(0.03456 \text{ L}) \]
\[ = 0.02295 \text{ mol NaOH} \]
**Step 2:** Calculate moles of acid titrated.
\[ 0.02295 \text{ mol NaOH} \times \frac{1 \text{ mol acid}}{2 \text{ mol NaOH}} \]
\[ = 0.01148 \text{ mol acid} \]
\[ C_4H_6O_5(aq) + 2 \text{ NaOH}(aq) \rightarrow Na_2C_4H_6O_5(aq) + 2 \text{ H}_2\text{O}(l) \]
**Step 3:** Calculate mass of acid titrated.
\[ 0.01148 \text{ mol acid} \times \frac{134.1 \text{ g}}{\text{mol}} = 1.539 \text{ g} \]
**Step 4:** Calculate % malic acid.
\[ \left( \frac{1.539 \text{ g acid}}{76.80 \text{ g apple}} \right) \times 100 = 2.004 \% \]
---
**pH, a Concentration Scale**
pH: a way to express acidity - the concentration (M) of H\(^+\) in solution.
- **Low pH**: high [H\(^+\)]
- **High pH**: low [H\(^+\)]
| Solution Type | pH Value |
|---------------|----------|
| Acidic solution | pH < 7 |
| Neutral | pH = 7 |
| Basic solution | pH > 7 |
---
**The pH Scale**
\[ \text{pH} = - \log [\text{H}^+] \]
In a neutral solution,
\[ [\text{H}^+] = [\text{OH}^-] = 1.00 \times 10^{-7} \text{ M at 25 °C} \]
\[ \text{pH} = - \log [\text{H}^+] \]
\[ = -\log (1.00 \times 10^{-7}) \]
\[ = -(-7) = 7 \]
---
**[H\(^+\)] and pH**
If the [H\(^+\)] of soda is \(1.6 \times 10^{-3}\) M, the pH is ____?
Because pH = - log [H\(^+\)]
then
\[ \text{pH} = - \log (1.6 \times 10^{-3}) \]
\[ \text{pH} = - (-2.80) \]
\[ \text{pH} = 2.80 \]
---
**pH and [H\(^+\)]**
If the pH of Coke is 3.12, it is ____________.
Because pH = - log [H\(^+\)] then
\[ \log [\text{H}^+] = -\text{pH} \]
Take antilog and get
\[ [\text{H}^+] = 10^{-\text{pH}} \]
\[ [\text{H}^+] = 10^{-3.12} \]
\[ [\text{H}^+] = 7.6 \times 10^{-4} \text{ M} \]
more on acids, bases and pH in CH 223...
End of Chapter Four Part 2
See also:
- Chapter Four Part 2 Study Guide
- Chapter Four Part 2 Concept Guide
- Important Equations (following this slide)
- End of Chapter Problems (following this slide)
Important Equations, Constants, and Handouts from this Chapter:
- Know how the solubility guide works
- Know what makes an acid acidic (and bases basic) and strong or weak; know how to use the pH scale
- Know how to write and determine net ionic equations and find spectator ions
- Know how to use molarity with solution stoichiometry problems
- Molarity (M) = mol of solute per Liter of solution
- $M_1V_1 = M_2V_2$
Solutions: Solute, solvent, aqueous, electrolyte (strong, weak, none), solubility (use the Ksp ion product solubility table), precipitation, types of reactions, molarity (M)
Know the five types of reactions: precipitation, acid-base, gas forming, combustion and redox. Know how to determine if something has been oxidized or reduced (and the oxidizing agent and reducing agent)
When you dilute a solution:
Oh, I'm sorry, did I break your concentration?
End of Chapter Problems: Test Yourself
1. Predict whether these compounds would be labeled as insoluble or soluble: HCl, NaBr, AgCl
2. Predict the products of this precipitation reaction and write the net ionic equation: NiCl$_2$(aq) + (NH$_4$)$_2$Si(aq) → ? List any spectator ions.
3. In the following reaction, decide which reactant is oxidized and which is reduced. Determine the oxidizing agent and the reducing agent. Si(s) + 2 Cl$_2$(g) → SiCl$_4$(l)
4. Identify the ions and their concentration that exist in this aqueous solution: 0.25 M NH$_4$HSO$_4$
5. What volume of 0.109 M HNO$_3$, in milliliters, is required to react completely with 2.50 g of Ba(OH)$_2$? 2 HNO$_3$(aq) + Ba(OH)$_2$(s) → 2 H$_2$O(l) + Ba(NO$_3$)$_2$(aq)
6. A bottle of wine has a pH of 3.40. What is the hydrogen ion concentration of the wine? Is it acidic or basic?
7. If 50.0 mL of 0.0138 M BaCl$_2$ is diluted to a total of 400. mL, what is the new concentration of BaCl$_2$?
End of Chapter Problems: Answers
1. Soluble: HCl(aq), NaCl(aq). Insoluble: AgCl(s)
2. NiCl$_2$(aq) + (NH$_4$)$_2$Si(aq) → NiSi(s) + 2 NH$_4$Cl(aq)
spectator ions: NH$_4^+$ and Cl$
3. Si is oxidized and is the reducing agent; Cl$_2$ is reduced and is the oxidizing agent
4. 0.50 M NH$_4^+$; 0.25 M SO$_4^{2-}$
5. 28.6 mL
6. acidic; [H$^+$] = 4.0 × 10$^{-4}$ M
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Stories shape and constitute lives and guide how one acts, thinks and feels. They are created in social, cultural and historical contexts. When people in power narrate the story of the marginalized, they have the effect of filtering the information and experiences of the individual in margins. Hence it becomes important to see who is narrating the story and about whom. The usual story of the ‘orphan’ is that of a child who elicits pity, though a well-intentioned one; it is a story of a helpless child who needs to be molded, re-created and kept at an arm’s distance with showers of sympathy. When these assumptions dominate, the wisdom of lived experiences of a young person goes unnoticed and leaves the ground for a single-story, in which the young person is seen as a mere recipient of unfortunate events, helplessness and charity. This single story robs away the dignity of treating them as people with agency and in doing so invalidates the multiple stories of resilience and hope.
Pause for Perspective’s fellowship program is rooted in advocating for mental health in marginalized spaces. We believe that one way to decolonize therapy and mental health service offering is to step away from the couch and go into marginalized community spaces to make visible young people’s ways of being that already create containers for mental health. We believe in making people’s voices known, empowering people with knowledge of mental health, and embodying these know-hows as a way of contributing to a world that is just, compassionate and present.
Pause for Perspective’s fellowship program is rooted in the principles of social justice and embodied activism. Our fellow reached out to one of the Orphanages located in Hyderabad. Colloquially it is referred to as home and the same is used in the article. The home was approached with the hope to provide mental health support and bring to light the agency and voice of children within these homes. The aim was to ensure that children in these homes have access to understand, process and create safety within their emotional needs and in doing so find ways to root themselves in their own empowered voice and hopes. The home has 25
children between 7 and 18 years of age, coming from A.P, Telangana and Karnataka.
The framework for each session is rooted in principles of embodied activism which recognizes the intelligence of the body and works to make it accessible. Each session was held through the intentional frame of ‘safety-sharp-safety’, i.e., beginning with fun activities, then moving into sharp space, like discussing the problems or dominant discourses through story books, movie clippings, skits and other activities and finally closing in safety like check-in with the body or doing simple mindfulness exercises, eg. star-fish breathing. The goal of such a structure is to ensure trauma sensitivity and also to root the power of voice and ways of accessing safety, within the body.
**Phase one: Building Rapport and Relationship**
Our journey started with icebreakers which helped to build rapport and deconstruct the dominant ideas that inform and influence reality. For instance, reading story books “I like myself” reflected the impact of casteist comments like “Kare” on the young people in the home and it also helped in reminding them to love oneself with all the perfections and faults. In a similar way, the story book “the tiger days” normalized emotions and deconstructed the discourse "boys don’t cry".
**Phase two: Deconstructing Dominant Discourses**
After the icebreakers we moved into the second phase of deconstructing dominant discourses through externalization, which is a narrative idea, informing that ‘People are not the problem, the problem is the problem.’ Food, shelter, clothing, education, pursuing hobbies, everything that a child needs materialistically is provided, but when they express their emotions, they are called ungrateful and troublemakers. Therefore, to privilege children’s voice, a box was created to put all the problems they experience and identify in the world. Below are a few problems that were discussed.
**Periods:** Discussion about periods and puberty generated local stories. The systems that communicate and maintain the impurity were called out. Some ideas that we unpacked where:
1. Periods, in general, are regarded as ‘impure’.
2. Rituals that suppress women’s spiritual expression like staying away from God during menstruation.
3. Seeing red blood gushing out of a body in violent TV shows is not frowned upon, but when it comes to advertisements about sanitary napkins, blue-color liquid is used, indicating that period blood is shameful.
4. Older women police the younger ones about how it should be invisibilized, so it doesn’t make men uncomfortable.
5. This policing is carried forward by the children to the school, immediately looking out for period stains.
Overall, we also unpacked conversations around puberty. We discerned that the experience of puberty was different for boys and girls. For boys, their opinions and decisions mattered in the family and along with responsibilities it also burdened them sometimes. Whereas for girls, there were more restrictions on the body like ‘cover your breast’.
By the end of the discussion, they were able to identify gender discrimination, challenge societal myths on menstruation and notice the invisible power of cultural customs on women’s behaviour and mobility. And most importantly, the discomfort that occupied the room in the beginning no longer existed and the boys committed to taking up more work if any of the girls wanted to take rest during periods.
**Gender, sex, sexuality:** Institutional bodies like science, family, community, media and other sources decide the identity of the individuals. In spite of understanding that biology is not so clear-cut, its processes don’t always conform with gender expectations, the systems and cultures, with their existing political scripts, affect the individual in profound and hidden ways. When these labels are imposed by others, they become oppressive. To challenge these norms, videos, regional movies (Awe and Superdeluxe), scripts of different sexualities, and gender were used. Rigid gender and sexuality norms were debated and discussed.
Key themes that emerged during discussion were:
1. The pressure created by narratives ‘be like a girl’ and ‘be like a boy’ and confining their expression for instance being a girl is to be shy, quiet, to doll-up and a boy is to be brave, athletic, loud, head of the family, emotionless and resistant. It was also interesting to see the phrase ‘like a girl’ is used to insult, while ‘like a boy’ is meant as a compliment.
2. Women’s exclusion from positions of power by systematically trivializing their role in the household however, the monetary power redefining the gender roles and bringing flexibility, were highlighted with examples of famous chefs and designers being Men though in most of the households cooking and knitting are seen strictly as women's work.
3. Movies, stories and activities emphasized that all kinds of sex, genders, sexuality, stand next to each other in a vertical plane but the bias of structures and authorities turn them into horizontal one.
In similar ways different types of violence and its immediate and long-term impacts were discussed and a toolbox for the individual and community were built. For the individual's safety they have come up with skills like running away from the perpetrator if there is no one else in that place, saying No and calling out if there are people besides perpetrator(s) and they have identified at least 3 adults in their life with whom they can share and seek support in times of crisis. At the community level, they want to create a safe space for the victim, deep listening and asking questions to understand and support them but not to victim blame or shame.
**Young People’s Definition of Mental Health**
Mental health is defined again by the power structures according to their or scientific understanding. Keeping in mind that they are the best individuals to define their mental health, we created a document that defines our mental health and hopes for individuals and for the community. Most of the children want to start a home like this, where there is no bullying, crying is normalized, and love and care are the principles. Following are the images of these young people in action, building Mental health.
Phase Three: Creating hope and Solidarity
The last phase was to access the children’s hopes and create spaces of support. For this we used narrative ideas of Reauthoring and Outsider Witness.
In the words of ‘Maggie Carey & Shona Russell’- Re-authoring_- “People experience traumas and losses that cannot be undone. The ways in which these events are understood and interpreted, however, makes a considerable difference to their effects.”
Outsider witness - ‘People’s identities are shaped by what can be referred as a ‘club of life’. This ‘club of life’ is made up of people whose views matter most to us, who influence our identities significantly.’
To tie the strings of our work together, we ended with a reauthoring and outsider witness activity called crowning. At the end of the second phase, this space has become safe to hold the stories of vulnerability. Moreover, the activity facilitated taking up the position of inquiry and drawing out detailed descriptions of their responses and stance towards the untoward events that happened in their life before coming to the Home rather than seeing them as passive recipients of the events and it also opened up the scope for co-creation of alternative storylines of identity. While each child was narrating their story in the group, which is their emotional support, a preferred club with closely knit relations became the audience to the evolving preferred story. With this the story became richer, more visible, highlighting the speakers’ values, hopes and know-hows. One of the beautiful stories that emerged was of a 13-year-old boy who ran from his home, and a government hostel, before coming to this Home. He was teased for this, but when he expressed the importance and meaning behind his decision, it became possible to relate for others and share their experiences. Now he sees his running away as necessity, which led him to find a safety nest. Similarly, there was another young girl who lost both her parents and so was living with her uncle. He would tie her to a pillar, hit her and throw chilli powder in her eyes if she failed to take care of his children. This continued until she saw some children being rescued by the volunteers. Then she decided to move out of her uncle’s house and came to this Home. The group emphasised the girl’s decision to protect herself and the skills she used to respond to violence.
**Recommendation**
It is very well known that identities are co-created in relationship with others, one comes to see oneself by looking into the mirrors that others hold up. As these children are surrounded by the caretakers and volunteers it becomes important that they see these young persons as equals and make the space a decolonized one with everybody having a share in the power.
Aligning to the above observation, having a psychologist either in school or Home, who can model embodied conversations and holding safe space through their work with young people in institutional settings such as these is highly recommended.
In a similar way, creating a support group for the caretakers, volunteers to acknowledge the struggles and shortcomings in the system and creating a toolkit to support each other in fulfilling their hopes in working for children is also recommended.
References
Biegel, G. M. (2017). *The stress reduction workbook for teens: Mindfulness skills to help you deal with stress*. New Harbinger Publications.
Carey, M., & Russell, S. (2003). Re-authoring: Some answers to commonly asked questions. *International Journal of Narrative Therapy & Community Work, 2003*(3), 60.
White, M. K. (2007). *Maps of narrative practice*. WW Norton & Company.
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Lesson 1: ‘We are all one body, even though we are all different’
In these lessons, pupils will learn about a Christian aviation charity that uses small planes to help transport people to some of the most isolated communities in the world. Communities that are impossible to access due to dangerous conditions and the lack of proper roads. Pupils will know and understand more about the idea that we all depend upon each other, through several different active learning approaches. They will think about how they are involved in teamwork and co-operation.
Key words: Christian / Bible Scripture / Kingdom of God / Global serving / Faith / Mission work / Communities / Poverty / Impact / Suffering / Human rights / Jesus Christ / Belief & teaching / Worldwide Church / Christian charity / Inclusion / One body / Partnership
Connections to RE syllabuses:
These lesson ideas are provided to help pupils aged 7-11 to learn about key ideas from the Bible, from global Christian communities and from MAF. The learning contributes to the aims of Religious Education for 7-11-year-olds.
RE aims: In line with the outcomes RE seeks for 11-year-olds learning about Christianity, these lessons will enable pupils to work towards the outcomes across the 7-11 age group by:
- Demonstrating knowledge and understanding of Christianity, including the Bible’s key idea of community, interdependence (or ‘fellowship’), expressed as being ‘parts of one body’.
- Understanding some of the ways Christianity has a positive impact on people and communities through MAF’s work.
- Applying their knowledge and understanding by thinking for themselves and expressing their own ideas about Christian beliefs and values such as unity, global care and love.
- Making their own connections between what they learn and their own view of life.
To the teacher: Why learn about MAF?
MAF (Mission Aviation Fellowship) is an example of a Christian charity. It works in partnership with some 2,000 Christian and relief organisations. MAF enables the swiftest delivery of practical help, emergency relief, medical assistance and spiritual hope to provide help, hope and healing to some of the remotest and most inaccessible communities on earth. Their amazing fleet of over 130 light aircraft can reach places others can’t access, and has grown from small beginnings more than 70 years ago. MAF supports both goals of Christian mission and humanitarian compassion.
RE learning outcomes
Through this work, pupils will:
- Explore examples of the Christian work of MAF.
- Think about questions to do with the meaning of Christian mission.
- Learn about an example of how Christians try to put their faith into action.
- Consider examples of Saint Paul’s teaching and how it might apply to us today.
- Express their own views about the ideas of Christian fellowship and human interdependence and co-operation.
Curriculum connections
Religious Education: Pupils will find out about the Christian idea of fellowship and of ‘being one body in Christ’. They will learn about Saint Paul’s teaching on the Body of Christ. They will be asked to think about their own attitudes to team and community values. They will have the opportunity to respond to examples of MAF’s work by applying ideas about values for themselves in engaging ways.
RME in Scotland: Pupils develop knowledge and understanding of Christian beliefs and values, developing the ability to explain Christian beliefs in relation to biblical ideas; gaining insight into how beliefs and values affect the lives of Christians.
British Values: Pupils explore the meanings of values including individual liberty and respect for all.
Understanding Christianity: Pupils develop their understanding of key Christian concepts including creation, the people of God, salvation, fellowship and the Kingdom of God.
Biblical connections: How do teachings from the Bible connect to the work of MAF?
These lessons will enable pupils to think for themselves about biblical teaching, eg the teaching about the interdependent members of the body of Christ from 1 Corinthians 12.
Religious Education learning activities
The four lessons in this series encourage pupils to explore questions about Christian belief and its impact in today’s world.
Activity 1 - Crushed or supported? A classroom demonstration
Take about ten identical cardboard cups and ask the pupils, ‘What would happen if you stand on one of these cups? Of course, you will squash it. But what if you put ten cups on the floor together, put a sheet of card on top, and then stand on that?’ Try it out! Remarkably, ten cups will support the weight of a grown human! Stand some pupils on the cups as well. This little demonstration is designed to show that we can do far more in partnership, co-operation or fellowship than we can do alone. Give the pupils one cup each and ask them to design a paper sleeve for the cup which uses one of these concepts or quotes from the Bible to illustrate the idea that we are ‘better together’. They should also include some logos or images.
Jesus says to His followers: ‘I am the vine and you are the branches.’
Saint Paul says to Christians:
‘You are all one body, and each of you separately are parts of the body. The eye needs the hand, and the hand needs the eye.’
Jesus says: ‘Do to others what you would like them to do for you.’
The Psalms say:
‘Look how good and pleasant it is when brothers and sisters live together in unity.’
Saint Paul says to Christians:
‘Carry each other’s burdens. In this way you fulfil the law of Christ.’
The Ten Commandments in the Bible, says: ‘Love your neighbour as you love yourself.’
‘I am the vine. You are the branches.’
Delia Knapman’s pupils created cup sleeves to express their understanding of some key sentences about teamwork and co-operation from the Bible. MAF puts these ideas into action in all its work, making partnerships across the globe to help those who need transport, emergency aid or medical emergency flights.
When your pupils have designed their cup sleeves, they can stick them on to cups; possibly taking an assembly for younger pupils that shares this fun activity and explains the Bible’s teaching about teamwork.
Activity 2 - What sort of charity is MAF and what does it do?
Pupils will learn more about what MAF does through seeing a short film and working out how meeting transport needs might be especially important when people need help.
They will be able to discuss and consider ideas of their own about the kinds of support and care people need. They will consider some teaching from the Bible about co-operation and unity.
Show the video (3 minutes 54 seconds long) – a rather exciting sequence of landings and take-offs, along with some visuals without words to show where MAF makes a difference.
Ask pupils in pairs or threes to complete the tables on page 4 below with their own ideas.
Sit the whole class in a circle and have the groups share some of their answers, completing each other’s work where possible. Ask them to identify questions about MAF that will enable them to learn more about the charity. (An adult or a fast writer can note these down.) The questions may be answered by the short series of lessons they’re beginning on MAF.
Harriet Craig’s 8-9-year-olds made paper planes to express their ideas of what MAF’s Christian mission includes: flying help, hope, love, happiness, food, medicine, first aid and more. They tried to land the planes on a small airstrip, which isn’t as easy as it looks! Here are two examples of their plane outlines.
1. Talk about what you saw in the video. All the planes belong to a charity called MAF. Can you make a list of six things you saw that this charity is doing?
2. Can you think of any reasons why MAF’s small plane might be particularly helpful to people in need? Make a list. (There are lots of clues in the video.)
3. MAF is a Christian charity. Their planes provide people with emergency transport all over the world. How do you think their work relates to Jesus’ teachings?
4. What did you see in the film that was exciting or dangerous?
5. Can you think of anyone who might need help from this charity?
6. What did you see in the short film that you felt was scary or sad?
7. Most charities need gifts of money to do their work. What did you see that might be expensive, and cost a lot?
8. What surprised you about the film?
This is the MAF logo. Draw a symbol of your own to show how this charity puts Christian ideas into action.
In this example, a 9-year-old pupil considers different aspects of MAF’s work in simple written replies to questions about the video. He shows an appreciation of the ways that MAF makes a difference in places of great need.
| A. Talk about what you saw in the video. All the planes belong to a charity called MAF. Can you make a list of 6 things you saw in the short film that this charity is doing? | B. Can you think of reasons why a tiny plane might be very helpful to people in need? Make a list (there are lots of clues in the video). | C. MAF is a Christian charity. Their planes help people with all kinds of emergency transport, all over the world. How do you think their work connects up to what Jesus taught? |
| --- | --- | --- |
| Small planes, exploded or destroyed buildings, people in danger, animals, resources and airstrips. | To land on airstrips. To carry cargo. | To help people and give respect. |
| D. What did you see that was exciting or dangerous? | E. Who can you think of who might need the help of this charity? | F. What did you see in the short film that was scary or sad? |
| --- | --- | --- |
| Planes landing on small paths and planes on water. | People in Syria, people in cities, people who don’t have a home, people who haven’t water, people who are hurt and have no hospital. | The injured people and the homes and whole towns destroyed. |
| G. Most charities need donations of money to do their work. What did you see in the film that might be expensive, and cost a lot? | H. What surprised you about the film? | MAF Flying for Life Here is the MAF Logo. Draw a symbol of your own to show how this charity puts Christian ideas into action. |
| --- | --- | --- |
| The planes and the food and resources. | That small planes are so useful. | MAF |
Activity 3 - Little paper planes with messages of love
Give the pupils, in teams of 6, 20 sheets of A5 paper each. (You could colour code these, different for each team.) Tell them that MAF tries to fly messages of love and hope to places throughout the world where people need food, health, education, the Gospel (or Good News), love and hope.
Allow a short time for each team to write 20 messages of love and hope onto their pieces of paper. They could use the Bible quotes from slide 7 (activity 1), or they could create messages of their own. Then fold the sheets of paper into paper planes. Many children know one or more designs for making a paper plane. Have a class demo of these if it helps your pupils.
Remind the class what they saw in the film. (It isn’t easy to fly a small plane onto a small airstrip safely.)
Give each team a chance to fly their planes by placing a large strip of paper on the floor. (Write ‘Emergency airstrip’ or ‘Good news for people in trouble’ on it.) Pupils must launch their planes from three metres away; flying them through a hoop which is two metres from the end of the airstrip. Can they land 10 out of their 20 planes on the strip? MAF pilots must, of course, land 20 out of 20!
Discussion
- What have we learned so far about MAF?
- How can we find out more, and what else would we like to know?
- If you were part of a charity that does this job – flying Good News, love and hope to people in need, what do you think you would enjoy about the work? What would you find hard?
- Saint Paul says, ‘You are all members of one body, and each part of the body needs all the other parts.’ How is this idea connected to what MAF does with its ‘small planes’?
Nikki Bonnell’s pupils flew their paper planes onto the airstrip, through the hoop, with messages of solidarity, co-operation and hope written on the wings. They discussed how MAF puts Jesus’ teachings into action, and whether people can make a positive difference to their community by working like one body.
Kathryn Taylor’s pupils created a fleet of small planes to carry messages around the world, expressing their hopes for love, care, co-operation, equality and the idea that we are ‘better together’.
Activity 4 - Bible teaching being one body with many parts
Share the text below from 1 Corinthians with the class, and ask them to read it aloud to each other.
Human communities, like a family, school or faith community such as a church or mosque, can all see themselves in what Saint Paul says about being interdependent. But what about the whole world?
Is it true that we are all one (human) body, all 7 billion of us? Should those who are safe and well-off care for those who facing an emergency, who have no food, or are hundreds of miles from a hospital?
Ask the pupils to select a single phrase or sentence from the Bible text and use it to make their own ‘plane with a banner’ picture, using page 5 of the lesson plan for lesson 2. Print the outline onto card and hang the banners from the classroom ceiling – making your own display mobile of the key messages of this lesson.
Katherine Taylor’s pupils made ‘planes with a banner’ to show their thoughts about the caring work of MAF.
Saint Paul wrote:
‘A body is a unit and has many parts… all the parts of the body are one body, even though there are many… 5 If the foot says, “I’m not part of the body because I’m not a hand,” does that mean it’s not part of the body? 6 If the ear says, “I’m not part of the body because I’m not an eye,” does that mean it’s not part of the body? 7 If the whole body were an eye, what would happen to the hearing? And if the whole body were an ear, what would happen to the sense of smell? 8 But as it is, God has placed each one of the parts in the body just like He wanted. 9 If all were one and the same body part, what would happen to the body? 10 But as it is, there are many parts but one body. 21 So the eye can’t say to the hand, “I don’t need you,” or in turn, the head can’t say to the feet, “I don’t need you.” 22 Instead, the parts of the body that people think are the weakest are the most necessary. 23 The parts of the body that we think are less honourable are the ones we honour the most… 26 If one part suffers, all the parts suffer with it; if one part gets the glory, all the parts celebrate with it. 27 You are the body of Christ and parts of each other.’
Extracts from 1 Corinthians 12 (CEB)
A body is a unit and has many parts. All the parts of the body are one body, even though there are many. If the foot says, “I’m not part of the body because I’m not a hand,” does that mean it’s not part of the body? If the ear says, “I’m not part of the body because I’m not an eye,” does that mean it’s not part of the body? But as it is, God has placed each one of the parts in the body just like he wanted. If all were one and the same body part, what would happen to the body? But as it is, there are many parts but one body.
1 Corinthians 12
Rachel’s Year 5 pupils offered their interpretations of this text. This is a good example because it shows various ideas about the meanings of the text from the pupils’ point of view.
I think this means that we all need each other even if we think we don’t and if we were all the same it wouldn’t work. We were all made equal and everybody should be treated the same. We are stronger together and even if we think we don’t belong, we do.
For more information about MAF, visit: www.maf-uk.org
For more stories about the work of MAF, visit: www.maf-uk.org/how-we-help/stories
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The Natural History Society of South Australia is dedicated to the preservation of Australia’s native flora and fauna. The Society is comprised of a small band of enthusiastic members who dedicate their time and resources to actively promote, by example, the preservation of the native flora and fauna of Australia in their native habitat; promote the collection and dissemination of scientific knowledge; record and maintain the Australian natural and cultural heritage; promote the establishment of geological marine and wilderness reserves, national parks and conservation parks; organise, develop, stimulate and coordinate public demand for ecologically sustainable use of the environment; and promote non-destructive scientific research.
**Cullen Reserve**
The Natural History Society of South Australia acquired the Reserve in 1968 when local fisherman Dick Cullen wanted to sell some land for which he had no further use and it was Rick Cawthorne, a local land agent, who suggested he give it to the Natural History Society. Rick Cawthorne had previously enlisted the aid of the Society over local fishermen illegally using wallabies as bait for cray fishing. The Society had written to the appropriate Environment Minister and had the practice stopped.
Cullen Reserve consists of twenty nine hectares of recovered bushland, adjacent to Lake Fellmongery in Robe South Australia. There is an old well on the Reserve close to Lake Fellmongery, which it is understood from local historical information was used to water the horses that carted wool to the Lake for washing. Once title to the land had been handed over by Dick and Ida Cullen, the Society began to revegetate the land that had been used for trap shooting and as a dump.
The once degraded block now has a covering of local acacias, casuarinas and eucalypts all grown from seed collected from the site and replanted there. These seedlings originally had to be protected from rabbits with a wire mesh fence. There is an extensive ground covering of muntrees (*Kunzea pomifera*) on the Reserve and the Society recently became aware of a rare and endangered orchid, the Little Dip spider orchid (*Caladenia richardsiorum*), on the Reserve. Society members visit the Reserve annually to remove weeds and maintain fences with the guidance of the local Environment Officer from Mount Gambier. They have also had a “Trees for Life” group visit for weeding.
The Natural History Society is in contact with the local council to put in walking tracks for tourism in the area. Many local birds visit the Reserve, including red capped robins, blue wrens and yellow robins. Visits to the Reserve are encouraged and the Society welcomes donations for its upkeep.
*Red capped robin*
**Moorunde Wildlife Reserve**
In January 1967 the Society lobbied the Minister of Agriculture to take measures to protect Southern hairy-nosed wombats from extermination by setting up a wildlife reserve in the Nullarbor. This was not successful, but it made Jack Conquest aware of the Society’s interest in native wildlife and he asked what the Society was going to do about the starving wombats in the Blanchetown area.
Blanchetown is on the River Murray in the mallee area of South Australia. A number of our members went with Jack to a sheep station, which carried the largest concentration of wombats in the area, and during a two day expedition many unhealthy and dying wombats were seen. There were several carcasses of recently dead wombats. The paddocks of the station were almost completely denuded of ground-cover vegetation. In December of the same year members of the Society witnessed an air-borne dust storm as a result of a severe drought over much of this region of South Australia.
At this point it is worth noting that the Southern hairy-nosed wombat is different from the common wombat in that it prefers to live in the semi-arid areas, making its burrows under the hard limestone shelf found throughout many regions of the mallee. These burrows can reach up to one hundred metres under the ground and they are the wombats’ temperature control system by keeping out of the sun during the day and coming out only at night or during cooler days. Research has shown that it is humidity that most regulates wombats’ emergence from their burrows. During drought conditions wombats appear above ground more often as they are hungry and need to warm up in the sun.
The Society decided that the owner of the sheep station should be asked if he would be willing to sell part of the station for the establishment of a reserve. It was hard times with the drought, so he agreed that he would be willing to sell 3,000 acres at a price of $4 per acre. It was decided that an appeal would be launched to raise the necessary money.
The Duke of Edinburgh supported the campaign through his message of congratulation to the Natural History Society. Much voluntary assistance was received for establishing the Reserve. Perhaps the most significant was clearance of vegetation for fencing around the Reserve. The naming of the Reserve was in recognition of the post of Moorunde established by Edward John Eyre to administer the area as resident magistrate, which he named after the meeting place of three aboriginal tribes in the area.
**Fencing and watering Moorunde**
A five wire fence with strainers of railway irons and star droppers reaching five miles along the northern and eastern boundaries of the Reserve was built by contractors to separate the property from the rest of the sheep station, with much of the work done voluntarily by members and friends. The eastern fence was in more difficult terrain and wire netting was added to deter sheep.
Instead of piping water from the nearby Murray-Adelaide pipeline, as agreed to at the inaugural public meeting, the Society decided to build water collection points with galvanised iron from which rainwater was collected and stored in several tanks. From these the water was piped to a ballcock-regulated cistern and from there to a small pond constructed of cement and limestone rocks to blend in with the surroundings. Rainfall gauges were also installed at the same time. As a result rainfall data on the Reserve has been collected going back to 1967. More gauges have since been installed making a total of five at widely spread locations on the Reserve and it is often surprising how much variation in rainfall there is over the 2,020 hectare area. The higher level is usually recorded amongst the more heavily wooded areas.
**Management of the Reserve**
From the outset the Society adopted a policy of minimum human interference on Moorunde. In 1988 this was formally incorporated into a management plan for the Reserve. This has meant that any recovery of vegetation has been through natural regeneration, rather than through human-assisted planting or seeding. A few attempts were made to plant seedlings in the early years but these failed. Natural seeding has met with greater success and, since the fencing out of cloven-hoofed stock over the past forty years; the re-establishment of many plants has been noted. Many that were severely pruned to a mushroom shape by sheep, particularly sheep bush and native hops, have returned to their former habit that extends to ground level thus providing cover for wrens and other small birds.
Wombat at Moorunde
Over the forty years since the exclusion of sheep, the Society has observed the recovery process, recording on film the gradual re-establishment of many plants. Mosses and lichens were the first recolonisers since they can live on bare soil, deriving their nitrogen from the atmosphere and beginning the process of returning the soil to humus. These plants have not returned on the adjacent station where sheep still graze. There are many species of mosses and lichens on Moorunde and in aerial survey photos we can see that the Reserve is visibly darkened compared with the neighbouring property and the fence line is clearly visible. It is believed that this is due to the lichen and moss cover that is largely absent on the adjacent property.
Many of the plant species indigenous to the Moorunde area may only re-establish after a significant and sustained rainfall that may come only once every ten or eleven years. Some of these plants are eaten by rabbits, which are not excluded by the boundary fence. Hence very few new native pines, whose tender shoots are particularly attractive to rabbits, were established until poison baiting reduced the rabbit numbers. The use of poison baits was against the policy of non-interference in natural processes, however, in 1995, in response to a local council directive, the Society had to bait with 1080 for the first time. It was estimated that over 5,000 rabbits were killed that year. Apart from the legal obligation, it was obvious that rabbits were causing a substantial stress to the native vegetation of Moorunde. The baiting program has been continued each year ever since. Calici virus has reduced, but not eliminated, the need for baiting. Foxes, goats and cats also occur on Moorunde and further management dilemmas arise over the problems caused by these introduced pests.
The re-establishment of several other plant species such as sheep bush and native hops occurs after a wet year. Amongst the more remarkable recoveries has been two greenhood orchid species (*Pterostylis biseta* and *Pterostylis nutica*), which we first found on the Reserve in 1980, fourteen years after the sheep were removed. In 1995 over 2,000 plants of these species were counted on the Reserve. They grow on the shady southern side of bushes where mosses and lichens keep the soil moist and there is some leaf litter. The mosses also provide a nitrogen source that sustains termites. Moorunde is now rich in such microfauna as termites and other insects that are in turn food for other species such as echidnas and birds.
The Society has deliberately avoided removing fallen wood on the Reserve as it also provides food for termites. Wood can also provide scratching posts for wombats and protects seeds and seedlings of other plants that can then recolonise an area.
The water collection points described above are a source of dilemma for the Society as they think that wombats never use this water as any droppings or other evidence of their visits has ever been recorded. As this is the only surface water on the Reserve, it seems likely that these remarkable animals have evolved without the need for water and may be able to obtain all they need from their food. However, they have sometimes been seen licking dew from the rocks in the early morning. The water points are used by a variety of birds, red and grey kangaroos and emus that are attracted to them in such numbers that the areas immediately adjacent to the ponds become quite bare and dusty. National Parks officers have suggested that the Society should take the water points out. However, if they were to do this, kangaroos and emus would only be able to obtain access to free water in the hostile environment of local stock water troughs or from the River Murray several miles away. Moorunde is after all a wildlife sanctuary for the protection of all locally indigenous native species, not just for wombats.
The Society has conducted a long running wombat population study on the Reserve using a chart recorder wired up to flaps with micro switches at twenty one burrow entrances in a warren to record wombat activity. After the wombats stopped digging up the wires they were able to get data that allowed the Society to estimate wombat numbers across the whole Reserve. One of the immediate and unexpected effects of fencing the Reserve off was that wombats are rarely seen out during daylight hours on Moorunde, although from observations the Society knows that they are present in very good numbers. It is estimated that the number of wombats on Moorunde has increased from about two hundred in 1968 to about six to eight hundred by 2001. Rather ironically, wombats are more commonly seen during daylight hours on the adjacent sheep station, particularly during autumn and winter before the winter rains allow the grasses to regrow.
Moorunde supports a greater standing crop of grasses than adjacent properties, thus it seems that the removal of sheep as the wombats’ main niche competitor, other than rabbits, meant that the wombats on Moorunde were fed well enough that they no longer need to supplement the energy they obtain from food by basking in the sun.
The Society has taken the view that the Reserve is for the wombats. Hence it has been their approach that any activities, including research projects, should be totally non-invasive. Grazing exclosures are one example of an approach that has allowed them to monitor grazing pressures on the Reserve. Exclosures are fenced off areas that are used to exclude either rabbits, or kangaroos and wombats, or both.
From these it has been concluded that rabbits are a primary competitor for wombat food on Moorunde. Kangaroos also place considerable pressure on the feed available on the Reserve, particularly in seasons when feed is in short supply. The invasion of weeds such as horehound and stemless thistles is a continuing management problem. To keep these in check regular monthly working bees are held and as a result the Reserve is one of the most weed free in the state.
The efforts made by the members of the Natural History Society of South Australia to publicly raise the funds needed to purchase a reserve to conserve the Southern hairy-nosed wombat was a landmark in Australian wildlife conservation. Plant recovery since the sheep were fenced out on Moorunde Wildlife Reserve thirty three years ago has been slow but spectacular. The slowness of recovery is not surprising given that the Reserve is located on an area of low rainfall. At the same time as the vegetation recovery there appears to have been an improvement in the numbers of the Southern hairy-nosed wombats.
It is the fortieth anniversary of Moorunde Reserve this year.
Lake Short
In recognition of the work done by the Society, another parcel of land near to Moorunde was given to the Society in 1992 by the South Australia Lands Department to be managed as a wildlife reserve. Remarkable recovery of vegetation on this Reserve has been achieved after the sheep were fenced out.
Glen Taylor by the new sign at Lake Short Reserve ca 1992
In 1993 the Natural History Society of South Australia Inc took over management of Lake Short as a sanctuary and wildlife reserve. This ephemeral lake is situated near Blanchetown in the mallee and being in an area of very low rainfall fills only infrequently. The Lake was originally designated as a water reserve by the government since it is sometimes a rare lake in an otherwise parched environment. However, a Lands Officer visiting such reserves discovered that the area he thought was a water reserve had sheep grazing on it. He arranged for the area to be given over to the Natural History Society based on their efforts on Moorunde Wildlife Reserve. Just as the Society became aware of this arrangement, the Lake flooded in a rare November downpour in 1992. The Lake was filled to its edges covering over thirty four hectares to a depth of several metres in the middle. It had water birds, including pelicans, and there were even fish in it for a while (put there by locals). When the water finally dried out several months later some Society members noticed some seedlings of swamp box, the local eucalypt, sprouting. Since there were still sheep using the area, the few seedlings were protected with wire netting surrounds. A larger area was fenced off a few months later with the aid of a grant from Bushcare and several other clusters of seedlings were noted and protected. After another year more seedlings were noted and protected.
The next year the Society fenced off the whole Reserve and immediately began to see more and more eucalypt seedlings. Now, eleven years on, the Reserve is covered with over 2,000 seedlings and those that were originally protected have already grown into trees of five metres or more. This shows the importance of the rare flooding events to such areas in the mallee.
In 2006 the Society again added to the land for wombat protection by acquiring a further 4,900 hectares of land adjacent to Moorunde. This was again made possible by generous donations from their members and from like-minded societies, such as the Wildlife Preservation Society of Australia. The expanded Moorunde Reserve now encompasses 6,900 hectares and it is estimated it contains around 2000 wombats as well as many other native fauna and flora species.
The Natural History Society is proud of this regeneration feat due to the efforts of many members and volunteer helpers. Visitors to the Reserves are encouraged and any donations towards their upkeep are welcome.
The Natural History Society of South Australia can be contacted through their website at www.nathist.on.net
The Wildlife Preservation Society of Australia Community Conservation Award for 2007
At the 99th Annual General Meeting of the Wildlife Preservation Society of Australia, Dr Clive Williams announced that the Community Wildlife Conservation Award for 2007 was awarded to the Natural History Society of South Australia Inc.
Acceptance speech by Peter Clements, President of the Natural History Society of South Australia
I am very honoured to accept this award on behalf of the Natural History Society of South Australia. The Society, which was re-established in 1960 after having a brief twelve month existence in 1857, has maintained a goal of practical conservation in that all of our efforts go towards the establishment and maintenance of wildlife reserves of which we now have five. As a result of a fundraising campaign in 1967/68, after a severe drought hit South Australia, the Society was able to purchase 2,000 hectares of habitat of the Southern hairy nosed wombat near Blanchetown. This became Moorunde Wildlife Reserve, which has been maintained through a purely volunteer effort ever since. We estimate that in 1968 there were approximately two hundred wombats; and the latest count is around six hundred on Moorunde. In 2006 we were offered the chance to extend the Reserve with the sale of adjacent sheep property, which had significant numbers of wombats on it. We were keen to protect the habitat since the wombats depend on limestone shelves under which they build their up to one hundred metre-length burrows. The purchase was made possible by many generous donations, including one from the Wildlife Preservation Society and we have now been able to extend the reserve to a size of 6,900 hectares or nearly seventy square kilometres and we estimate that there are nearly 2,000 wombats on the new combined reserve. The generosity of donors has been extraordinary and the support from many like-minded societies such as yours has been invaluable in achieving this wonderful goal for the protection of wildlife habitat. We thank the Wildlife Preservation Society for this national recognition of the work of a lot of supporters in bringing this about.
Peter Clements accepts the award on behalf of the Natural History Society of South Australia, Dr Clive Williams (Vice President of the Wildlife Preservation Society of Australia) and Ian Cohen MLC | <urn:uuid:0157939b-7cde-4fd7-91ac-d9368940fce8> | CC-MAIN-2019-04 | https://www.aws.org.au/wp-content/uploads/2018/08/community_award_2007.pdf | 2019-01-21T19:00:20Z | crawl-data/CC-MAIN-2019-04/segments/1547583804001.73/warc/CC-MAIN-20190121172846-20190121194846-00300.warc.gz | 724,342,359 | 3,888 | eng_Latn | eng_Latn | 0.998653 | eng_Latn | 0.998983 | [
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WHEN TO SEE A SPECIALIST IN CHILDREN’S EAR, NOSE AND THROAT HEALTH
IN THIS GUIDE:
• When to see a specialist
• Recurring sore throat
• Ear infection
• Snoring
• Why choose CHOC
CHOC has been recognized as a Best Children’s Hospital in U.S. News & World Report’s 2021-22 rankings.
WHEN TO SEE A SPECIALIST
It’s important for children to receive the care they need for ear, nose and throat (ENT) conditions. Without proper treatment, these ailments may affect kids’ hearing, learning, speech and development over time. The CHOC ENT team provides specialized medical and surgical care for children of all ages, from infants to teens.
We understand it’s confusing for parents to know when their child needs a specialist. In this guide, CHOC’s pediatric ENT doctors provide expert advice and signs of what to look for when your child has these conditions:
• Recurring sore throat
• Ear infection
• Snoring
CHOC also cares for many other conditions, such as head and neck masses, airway and breathing problems, craniofacial conditions, balance and dizziness disorders, nasal dysfunction problems, voice issues, hearing loss and communication problems.
RECURRING SORE THROAT
In children, sore throats are often caused by the common cold, which is a viral infection. Less often, sore throats are caused by Streptococcus bacteria. A persistent sore throat can also be a sign of allergies, tonsillitis, mononucleosis, influenza or inhaling through the mouth instead of the nose.
When to see a specialist¹
• Sore throat that lasts more than 5 to 10 days
• Swelling of the face or neck
• Enlarged lymph nodes or lump in neck
• Difficulty breathing and swallowing
• Hoarseness lasting more than two weeks
Available treatments
• Antibiotics for bacterial infections
• Allergy medications
• Tonsillectomy — surgery to remove the tonsils
WHAT ARE TONSILS?
Two pads of tissue located on either side of the back of the throat that produce antibodies to help fight infection. Tonsillitis occurs when the tonsils become inflamed.
EAR INFECTION
What causes ear infection?
An ear infection is inflammation caused by fluid and bacteria behind the eardrum. Children are more prone to ear infections for several reasons. The passages in their ears are narrower, shorter and more horizontal than in adults. Because it’s easier for germs to reach the middle ear, it’s also easier for fluid to get trapped there.
When to see a specialist
• More than four infections per year
• Fluid in the ears for more than three or four months after an ear infection
• Ear infection with hearing loss that doesn’t get better after several weeks
• Rupture of the ear drum
Available treatments
• Antibiotics for bacterial infections
• Surgical insertion of tiny tubes in the ears
• Eardrum repair of holes caused by infection, injury or growths
• Adenoidectomy — surgery to remove the adenoids
WHAT ARE ADENOIDS?
The adenoids are a pad of tissue located behind the nose and the roof of the mouth that help fight infection. Adenoiditis occurs when the adenoids become inflamed.
SNORING
What causes snoring?
A condition called sleep apnea may be the cause of snoring in children. Central sleep apnea typically occurs more in infants, but obstructive sleep apnea is becoming a greater concern.
Obstructive sleep apnea happens when there’s a blockage in the airway that can impact the child’s ability to exchange air. It is commonly found in kids ages 3-6 years old, but can occur at any age.\(^4\)
When to see a specialist
• Thrashing or moving around in bed
• Periods of choking or gasping for breath while asleep
• Frequent nighttime awakenings
• Mouth breathing
• Excessive daytime sleepiness, irritability or hyperactivity
Available treatments
• Tonsillectomy — surgery to remove the tonsils
• Adenoidectomy — surgery to remove the adenoids
A CHEESEBURGER, PLEASE: TONSILLECTOMY TECHNIQUE SPEEDS RETURN TO NORMAL DIET, REDUCES PAIN
How intracapsular tonsillectomy — a new technique championed at CHOC — protects the muscle underneath, resulting in less risk of bleeding after surgery, vastly decreased pain after surgery and a rapid return to normal diet.
Less than four hours after her tonsillectomy, Madison had a request.
A cheeseburger, please.
The 3-year-old’s mother, Lisa, was amazed. After all, it took her other child, Nick, 7, a day or two to want solid food because of soreness that lingered after his tonsillectomy.
Like the vast majority of the nearly 300,000 children who have tonsillectomies in the U.S. every year, Nick had both of his tonsils completely removed via a technique known as an extracapsular tonsillectomy (ET).
Madison, however, had an intracapsular tonsillectomy (IT) — a technique championed at CHOC in which 95% of the tonsils are removed, preserving the “capsule,” and thus protecting the muscle underneath.
The result: less risk of bleeding after surgery, vastly decreased pain after surgery and a rapid return to normal diet.
A CHEESEBURGER, PLEASE: TONSILLECTOMY TECHNIQUE SPEEDS RETURN TO NORMAL DIET, REDUCES PAIN (CONT.)
Dr. Kevin Huoh, a pediatric otolaryngologist, brought the technique to CHOC when he started there in September 2013 after learning it during his fellowship at Stanford University Medical Center. So, too, did fellow pediatric otolaryngologist Dr. Nguyen Pham, who joined CHOC around the time Huoh did.
Since then, more than 1,000 children have undergone intracapsular tonsillectomies at CHOC, with the rate of tonsillar regrowth — the most cited concern for not performing ITs — remaining extremely low, Dr. Huoh says. In addition, the rate of post-tonsillectomy bleeding, the most feared post-operative complication, is pretty much zero, much lower than with traditional extracapsular tonsillectomy.
Now, in a recently published research paper in *The Laryngoscope*, the foremost publication for otolaryngologists (also known as ENTs — for ear, nose and throat practitioners), Huoh predicts there will be a “paradigm shift” over the next five to seven years.
He believes ITs will become the standard surgical technique for removing tonsils in children either for snoring and sleep disordered breathing or for chronic/recurrent tonsillitis.
And CHOC, Dr. Huoh notes, was among the first pediatric hospitals in the country to adopt ITs as the standard technique.
Dr. Huoh and other CHOC doctors mainly perform intracapsular tonsillectomies on children whose large tonsils cause obstructive sleep apnea.
Such was the case with Madison.
When she was 2, her parents noticed she snored a lot and woke up tired. She was sluggish and lethargic and took one or two three-hour naps per day.
“We went online and did some research, and sleep apnea popped up,” Lisa recalls.
Lisa says she and her husband, Cameron, researched the best hospital to take Madison to and they quickly settled on CHOC, where Dr. Pham diagnosed Madison as having large tonsils and adenoids as well as obstructive sleep apnea.
Madison had the surgery on Aug. 3, 2019.
“The doctors at CHOC were all dialed in, and I was holding her an hour after she went under,” Lisa recalls. “The recovery part is what was amazing. By the time we were home, she was totally out of the anesthesia fog and asking to eat.”
So, Lisa got Madison a cheeseburger.
She never complained about her throat — just soreness on the top of her hand from the IV.
“She completely recovered in a couple of days,” Lisa says of Madison, who enjoys dancing and gymnastics. “From that first night after surgery, she has been sleeping normally, and I feel that her personality has come out a little more.”
WHY CHOOSE CHOC
Children are the sole focus at CHOC
We care for kids of all ages — from newborns to teens. Our physicians are all fellowship-trained in pediatrics, bringing a specialized expertise to children’s care not found at adult practices. Even our anesthesiologists are pediatric trained.
Age-appropriate surgery preparation
Our team also includes certified child life specialists to help make your child’s treatment a positive experience. By introducing patients and families to the hospital environment, procedures and equipment, our child life specialists help kids feel comfortable.
Advancing ENT care for children
At CHOC, we are committed to research and ongoing education that keeps us at the forefront of pediatric ENT care. We offer the latest procedures for the best possible outcomes for children. Unlike an adult ENT practice, our surgical equipment is used for pediatrics only.
MEET OUR ENT TEAM
Gurpreet Ahuja, MD, Medical Director, Otolaryngology
Jay Bhatt, MD, FAAP
Kevin Huoh, MD
Nguyen Pham, MD
Qui Zhong, MD
SOURCES:
1. “Sore Throats,” American Academy of Otolaryngology—Head and Neck Surgery. https://www.enthealth.org/conditions/sore-throats/
2. “Ear Infection Information,” American Academy of Pediatrics. https://www.healthychildren.org/English/health-issues/conditions/ear-nose-throat/Pages/Ear-Infection-Information.aspx
3. “Kids and Ear Infections,” CHOC. https://health.choc.org/kids-and-ear-infections/?_ga=2.60213354.69043138.1625655942-942960082.1625500099
4. “Kids and Snoring,” CHOC. https://www.choc.org/health-topics/kids-snoring/
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1. Divina Proportione
Luca Pacioli. In 1509 Luca Pacioli’s book *Divina Proportione* (ref. 1) was published. A big part of the book is dedicated to the regular and semi-regular polyhedra, the Platonian and Archimedean solids. The illustrations for these figures were made by his friend Leonardo da Vinci.
**Figure 1:** *Luco Pacioli and his book Divina Proportione.*
Besides the thirty-eight drawings on the regular and semi regular polyhedral there are about twenty drawings on spheres (Fig. 1), columns and pyramids.
2. The Platonic Solids
Da Vinci’s drawings can be arranged in a few ways. They can be divided in two groups, the Platonic (Fig. 2) and the Archimedean solids (Fig. 3).
**Figure 2:** *The Platonic Solids.*
For all solids Leonardo used more than one ways to illustrate the construction of the solid, as you can see in the example of the dodecahedron in Figure 4. We will come back to this later.
3. The rediscovery of the Archimedean Solids in the Renaissance
Luca Pacioli only describes six of the thirteen Archimedean solids. This is due to the fact that in the Renaissance the Archimedean solids have been rediscovered. The story of the rediscovery is very well described by J.V. Field (ref. 2).
The first publication in the Renaissance about polyhedra was done by Piero della Francesca. He described six of the thirteen Archimedean solids, and these are all truncations of the Platonic solids. In the book of Luca Pacioli, who was a student of Piero della Francesca, we also see six Archimedean solids, but there are two new ones and two others were left out. You can find a solid which is called truncated cube but this is in fact the cuboctahedron. And so is, in Luca Pacioli’s book, what he calls the truncated dodecahedron, the solid we know as the icosidodecahedron. The other new solid in his collection is the rhombic cuboctahedron.
4. Elevation
A new and interesting concept in Pacioli’s book is a transformation which he calls Elevation. It can be described as follows: take the centre-point of each face and raise it till you can make a pyramid with equilateral triangles connecting the raised point with each of the edges of the original face (Fig.6). It is easy to understand that this can only be done with triangular, square and pentagonal faces.
So for three (Fig. 7) Archimedean solids this transformation cannot be applied because of the hexagonal faces.
You can see the illustrations, including the elevated versions, of the other three, the cuboctahedron (In Paciloi’s book referred to as Exacedron Abscisus (truncated cube)), the icosododecaheron (Duodecedron Abscisus) and the rhombic cuboctahedron (Vigintisex Basium) in Figures 8, 9 and 10.
5. The Mistake by Leonardo da Vinci
The drawings of the elevated versions of the rhombic cuboctahedron (Vigintisex Basium, 26 faces) (Fig. 10) are without any doubt a few of the most complex drawings of the book. As can be seen on the signs that Leonardo has drawn above each of the drawings (Fig. 11) it is sure that this is a serie based on the mathematical structure of the Archimedean solid, the rhombic cuboctahedron.
Figure 11: Labelling of the four versions of the Rhombic Cuboctahedron.
Because of the complexity I have made a computer-drawing of Leonardo’s version of the elevated rhombicuboctahedron. And after comparing the two drawings it is clear that there is a mistake in Leonardo’s drawing.
Figure 12: Computer drawing of the RCO and Leonardo’s original drawing of the RCO.
Zooming in at the bottom part of the drawing shows us that in Leonardo’s drawing a four-sided pyramid is placed in the position where we had a triangle face in the non-elevated version.
Figure 13: The mistake in Leonardo’s drawing.
And, maybe as a consequence of the mistake, we see triangular pyramids where we would expect four-sided pyramids at the left-bottom and right-bottom parts of the drawing.
6. Further Rediscovery of the Archimedean Solids.
A few years after Pacioli’s book Albrecht Durer published his book about geometry (first published in 1525). He describes a few new “rediscovered” polyhedra, among which the snub-cube. He did not make perspective drawings but he shows us the nets of the polyhedral, as you can see in the example of Figure 14.
**Figure 14:** Durer’s book and his drawing of the layout of the RCO.
With Barbaro’s publication in 1568 the list was almost complete (Fig. 15), but it was Kepler who in 1619 published all thirteen Archimedean solids (Fig. 16) in his Harmonices Mundi.
Till the beginning of the twentieth century it was always believed to be true that there were 13 Archimedean solids, convex solids with only regular faces of more than one kind and for which each corner point is surrounded by the same configuration of faces. As far as we know there is no classical text by Archimedes but Pappus stated (in his “Collection” – AD 300-350) that Archimedes had found the thirteen solids, and he gave a description of all of them. And then J.P. Miller came up with a new solid that completely satisfies all the criteria mentioned above. As Coxeter writes in book “Mathematical Recreations and Essays” the new Archimedean solid was discovered by mistake.
Figure 17: Coxeter about the discovery of the pseudo-rhombicuboctahedron.
7. Possible Explanation of Leonardo’s Mistake
Because this new discovered polyhedron can be seen as the Rhombic Cuboctahedron of which the lower part has been rotated, the position of the squares and the triangles in the lower part is exchanged. When we look back at Leonardo’s drawing now, is it possible that he made a mistake like this, and in fact made a drawing of the pseudo rhombic cuboctahedron instead of the normal
rhombic cuboctahedron? Of course this assumption still means that he made a mistake because of the sign he had drawn in the upper part of the illustration, but we have to examine this possibility. The difference between the two solids becomes very clear when we first start with the elevation of the triangular faces (Fig. 19).
**Figure 19:** Elevation of the pseudo rhombic cuboctahedron
**Figure 20:** Is the solid on Leonardo’s drawing the pseudo rhombic cuboctahedron?
In Figure 20 we can compare the computer drawing of the pseudo rhombic cuboctahedron with Leonardo’s drawing of the rhombic cuboctahedron. Although at first glance both pictures may look similar we still see big differences. When we take away some parts from the computer-image (Fig. 21 right) we see that the most lower pyramid, the pyramid that stands on the ground is either completely missing in Leonardo’s drawing or is the most lower square pyramid in his drawing. But then the triangular pyramid is missing.
8. Physical Models of Leonardo’s Drawings
The polyhedral drawings made by Leonardo appeared to be very inspiring for model makers. Many examples of real build models after the drawings are known. The most impressive collection is made by the Italian artist Adriano Graziotti. Between 1960 and 1980 he constructed many polyhedral models, not only the ones described by Luca Pacioli, but also the later rediscovered Archimedean solids. As you can see in the pictures it is a huge collection and it can still be seen in Rome in the museum of the University.
A remarkable example is the model of the elevated rhombic icosidodecahedron which he did in the Leonardo style.
Just like in the rhombic cuboctahedron a section of the solid can be rotated to create a new solid. However, in this case we do not get a new Archimedean polyhedron, because each corner point is not surrounded by the same configuration of faces. At some points it is now square, square triangle, pentagon instead of square, triangle, square, pentagon (Fig. 24 right).
Figure 25 (left) shows us the drawing that Graziotti made before he constructed the real model. In the text above the drawing we can read: “In stellating this polyhedron we followed the method discovered by Leonardo da Vinci.” Looking close at his drawing we see that also Graziotti made a mistake here. In the mid-part of the upper section we see two connected square pyramids which means that he has used one of the rotated versions of the rhombic icosidodecahedron. In the real wooden model this mistake seems to be corrected (Fig. 25 right).
9. Errors in the Da Vinci Museum
Making mistakes is part of the creative process. Also in science we see that mistakes quit often turn out to be a starting point of a new discovery. In Leonardo’s case, maybe he could have discovered the fourteenth Archimedean solid before Miller did it in 1907. But in some cases mistakes have to be avoided. In the Leonardo da Vinci Museum in Vinci you will find one room dedicated to the polyhedral models. Wooden models in the style of Leonardo are hanging on the ceiling and the walls are covered with plates to explain how to build polyhedral models yourself.
One plate shows us how to cut out a plan of eight triangles for the construction of the octahedron. There are eleven ways to draw a configuration of eight triangles in such a way that you can fold an octahedron out of it. The one on the plate of the museum is different from all eleven. Did they find a twelfth way or is it a mistake?
Trying to fold a three dimensional object from the plan given by the museum results in boat-like shape instead of the octahedron. An error that shouldn’t be there.
10. References
1. Luca Pacioli – *La divina proporcion* – Ediciones Akal, S.A., Madrid, 1991
2. J.V. Field – *Rediscovering the Archimedean Polyhedra.* – Department of History of Art, University of London, 1996
3. Wilma di Palma – *Polyhedra* – I Poliedri della donazione Adriano Graziotti – Argos Edizioni, Roma, 1994 | <urn:uuid:e2360ac0-4754-43fa-877c-a93db90ebedd> | CC-MAIN-2017-39 | http://rinusroelofs.nl/info/download/info-dl-17-rr-2012-le-mi.pdf | 2017-09-21T15:47:45Z | crawl-data/CC-MAIN-2017-39/segments/1505818687833.62/warc/CC-MAIN-20170921153438-20170921173438-00639.warc.gz | 299,115,671 | 2,419 | eng_Latn | eng_Latn | 0.975074 | eng_Latn | 0.997564 | [
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During the spring, I had the pleasure of meeting with both Patricia Samford, Ph.D and Sara Rivers-Cofield, Director and Curator of Federal Collections for the Maryland Archaeological Conservation Laboratory (MAC Lab). Marshy Point sought help with identifying items found during our archaeology project and some artifacts previously residing in the nature center. This inquiry prompted our archaeological investigation of site 18BA623, Cassandor Hamilton.
Our hypothesis was reinforced with the identification of items ranging between the early and middle-18th century through the middle of the 19th century. We have a pit, dubbed the Chevy Pit, which is still under review as a trash pit containing a Chevy truck part and other 20th-century samples.
If you were able to attend our spring festival, we had a looping slide of some of the newly identified items. Highlights of the samples included a printed underglaze refined white earthenware ca. 1800-1830, Astbury red earthenware ca. 1720-1750, British brown salt glaze stoneware ca. 1690-1775, a clay pipe stem fragment 4/64” ca. 1750-1800, a Dipt mocha refined white earthenware ca. 1780-1820, and hand-painted pearlware underglaze polychrome ca. 1795-1815. One of the identified faunal remains is a pig’s tooth showing its potential diet.
There are many more artifacts which still need to be cleaned for review. Items are batched from our shovel test pits where we dig uniform holes and document the soil’s strata layers until we hit a sterile area. We then continue further down to confirm our end of study. The dirt is sifted while you look to find anything involving human interaction. Keeping history and archaeology together, we are discovering the forgotten.
Not only can you enjoy the historical timelines of the families I have written about, but you can partake in the hands-on experience to bring their stories back to life with hidden clues never seen before. Get your hands dirty and join us! Our digs and artifact cleaning days are open to the public. All ages and abilities are welcome.
For more information or to register, please email us at email@example.com.
Bees come in all colors, shapes, and sizes here in Maryland and are champions in the pollination world. Around 400 native and non-native species make their home in our great state, working to keep our crops growing and our flowers gloriously abloom. The USDA estimates 80 percent of insect crop pollination is accomplished by bees. Such little creatures do so much work! What’s their secret weapon? It’s their eyesight!
The five common families of bees found in Maryland are the Adrenidae (miner bees), Apidae (honey bees, bumble bees, and allies), Halictidae (sweat bees), Megachilidae (leaf-cutter bees, mason bees, and allies), and Colletidae (plasterer bees).
Bees are insects; like all insects, they have a head, thorax, and abdomen. Donning six legs and two pairs of wings, a bee’s abdomen is segmented with the female having six segments and the male seven. Bees’ multi-functional antennae that allow them to feel and smell sit on their head. Only females have a stinger that is actually a modified ovipositor, or egg-laying device.
Bees have two different eye types with different functions. The three smaller eyes, located in their head’s center-top, are called ocelli. These little eyes have single lenses and help with bees’ stability and navigation; they enable bees to judge light intensity and stay oriented. Their two compound eyes provide a 280-degree field of vision.
A bee’s compound eyes are made up of thousands of tiny lenses called facets. Each of these facets takes in one small part of the insect’s vision. The bee’s brain then converts these signals into a mosaic-like image. Every facet is connected to a tiny tube that contains eight cells that respond to light. Each of these units, called an ommatidium, contains a lens (facet), a cone of visual cells, and pigment cells that separate it from its neighbor cells. Four of these cells respond to yellow-green light, two respond to blue light, and one responds to ultraviolet light. These lenses work together to provide a complete picture of the bee’s surroundings. The bee uses its compound eyes for seeing shapes and colors and to navigate.
Bees have a far higher flicker threshold, which allows them to see individual flowers while traveling at a high rate of speed, whereas humans can’t. Because of this, they respond better to moving rather than stationary objects and can pollinate plants with pinpoint accuracy.
Colors that people see are based on how a pigment absorbs and reflects light. When light hits an object, some color is absorbed and some is reflected. Our eyes perceive the reflected portion as color, but we are far more limited in what colors we can see. Bees have a much broader range of color vision; they can see what we can’t! In addition to a broader color spectrum, bees can also see ultraviolet light. Studies found that if deprived of ultraviolet light, bees lose interest in foraging and will remain in the hive until they are forced out by starvation and severe food shortages.
A bee’s super-sight powers go much farther than seeing mere colors. A bee can also detect polarized light. Polarized light moves in one direction and is caused when air molecules from the atmosphere scatter the photons to create a “superhighway of light. A bee’s amazing eyesight can scan and match the polarization patterns in the sky. What makes this such a super-cool characteristic is that bees can use polarized light to locate direction even when the sun isn’t shining; they communicate the directions to their colony. By checking the pattern of polarized light in the sky, bees can easily find their way; it’s a bee’s version of GPS!
Many patterns on flowers are invisible to humans, but the nectar “bullseyes” are visible to bees. In a bee’s world, the colors of flowers also help to target the nectar areas. In fact, some flowers—such as pansies, sunflowers, and primrose—have nectar guides that can only be seen in ultraviolet light.
Bees have mandibles used for a variety of tasks from biting to sculpting pollen to digging. However, their teeth are not like human teeth. Bee mandibles or jaws, which function like human teeth, include sharp or rounded points that are used to bite, chew, carry, and protect. The number of teeth varies among the different bee species. In addition, bees have special tongues that are either long or short, depending on the shape of the flower they visit to consume nectar.
All bees need nests, and just about all bee species build their own. Miner bees select open, sunny areas to excavate a network of tunnels underground to lay their eggs. Other bees nest in holes, and many species take advantage pre-existing holes made by other insects to construct their nests. Some bees—such as carpenter bees—burrow into wood, as many a homeowner can attest. Most of our native bees are solitary nesters and do not share with others, while some bees are colonial, centering their complex society around a queen.
Scientists consider bees to be a keystone species, meaning that they are so essential to our ecosystem, it will collapse without them. Not only do we love our bees for their gifts to our beautiful landscapes, but their contribution to the US economy is worth approximately 14.6 billion dollars thanks to the crops they pollinate; at least 90 commercially grown crops, such as almonds, apples, blueberries, cherries, avocados, cucumbers, onions, and oranges, depend upon bee pollination for survival.
So, here’s the buzz: bees do something remarkable every single day. Their favorite flower colors are purple, violet, and blue. “Bee” friendly—invite them into your environment instead of swatting and spraying pesticides to get rid of them. “Bee” wise—these super pollinators are needed!
---
**Tree Identification**
Carl Gold
The older I get, the more interested I am in trying to identify which tree is which. Perhaps it is because of that old saw (no pun intended) “A society grows great when old men plant trees, the shade of which they know they will never sit in.” Identifying trees when they have their leaves is fairly easy if you have a dichotomous key. Like a cheat code for a video game or a “you decide” children’s book, a dichotomous key provides a sequence of observation steps, each offering a choice of alternatives that ultimately lead to a conclusion. If there are many trees with similar leaves, then look to branch and bark structure for identification. It can be harder to do this in winter with no leaves and you must rely on bark and branch structure.
**Leafy Tree Key**
- Are the leaves simple or compound? Simple leaves have a single blade attached to a stem known as a petiole. Compound leaves have multiple blades known as leaflets.
- Are the leaves alternate or opposite? This refers to the arrangement of the leaves on the twig. If they are zig zag, they are alternate. If they are directly across from one another, they are opposite.
- Are the leaves entire or toothed? Entire leaves are smooth on the edges (also known as the margin);
- Toothed leaves are serrated, or zigzagged, on the margin.
- Are the bases (bottoms) of the leaves even or uneven? Do both sides of the leaf line up symmetrically with one another or are they offset?
- Are the leaves lobed or not lobed? This refers to the actual shape of the leaf – does the leaf have sections that jut out or does it have a consistent leaf edge?
Some native tree leaf examples are:
- **Pawpaw**—simple, alternate, entire, even, not lobed. Native Umbrella magnolias also fit all these indicators as do persimmons, sassafras, and black gum. Faced with these commonalities, dig deeper (pun intended) and examine the leaves more closely. Are they oval (persimmon) or elliptical (pawpaw), smooth or hairy (sassafras), dark (black gum), white (Sweetbay magnolia white on underside) or shiny (black gum)?
- **Red Oak**—simple, alternate, entire, even, lobed, and not oval. Pin, black, and scarlet oak share these characteristics.
- **Eastern Redbud**—simple, alternate, entire, even, not oval, and not lobed.
- **American Elm**—simple, alternate, toothed, uneven.
**Branch and Bark Key-Deciduous Trees**
In winter, reliance is focused on branch and bark.
If you are in Maryland and the branches are opposite, i.e., symmetrical, you can almost always narrow your choice to maple, ash, or dogwood—MAD—(plus buckeye and horse chestnut much less commonly). If asymmetrical, you know you are looking at something else.
As the tree grows each year, it gets taller and its circumference expands. Bark must accommodate this expansion without failing its responsibility to protect the tree. Just like a yearly tree ring, a new layer of bark is created every year. The pattern of the overlapping layers of bark provides not only beauty but a way to identify the tree. Some deciduous (loses leaves in winter) native tree examples are:
- American beech—alternate branches and smooth bark.
- Ash—opposite branches, smooth bark when young, and textured when older. Unfortunately, the emerald ash borer has wiped out most of our native ash trees. When you find one, it is likely to be riddled with holes from this nonnative insect. The birds then strip away the bark to go after the borer.
- Sweet gum—alternate branches and bark in four quadrants or wings, fantastical.
- Native cherry—alternate branches, smooth bark on young trees that turns in to textured potato-chip-looking pieces that peel off.
**Evergreen Trees**
For native evergreen conifers, such as pine, spruce, fir and hemlock, the best identification tactic is to look at the needles and how they attach to the branches of the tree. For example:
- Eastern white pine—the green needles are in bunches of five.
- Red pine—bunches of two.
- Yellow pine—bunches of three.
- Spruce—needles are sharp and shiny, and they hang downward. The seeds are found under the scales of the cones.
- Fir—needles are similar to spruce but not as sharp or spiny; they don’t hurt when you touch them.
These are just a starting point to add to your enjoyment of the woods. See you out there.
Carl R. Gold is a Maryland Master Naturalist and a Baltimore City Forestry Board certified Tree Keeper; he can be reached at firstname.lastname@example.org.
Parents can find it daunting when their young daughter or son starts using words like brontosaurus, triceratops, or even Cretaceous! Fortunately, the Chesapeake region has several locales where families facing “dinosaur fever” can find some hands-on paleontology.
Throughout geological time, the Chesapeake region was repeatedly inundated and exposed by oceans and inland bays. As the Earth’s tectonic plates shifted and continents fragmented and collided, hundreds of layers of sediment buried the traces of uncountable billions of creatures. Today, paleontologists—both professional and amateur—hunt for those traces at several regional sites.
The Calvert Cliffs in Southern Maryland’s Calvert County hold one of the world’s most extensive exposures of fossils from the Miocene Era, 10 to 20 million years ago. The cliffs border the Chesapeake Bay’s western shore for more than thirty miles, with bands of fossil-filled sand, clay, and marl layering the cliff’s face, marking the bottoms of ancient shallow seas. The cliffs erode onto the narrow beaches, depositing relict shells, whalebone, sharks’ teeth, and other traces of Miocene life.
**Hunting Along the Tideline**
The cliffs at Calvert Cliffs State Park, in Lusby, hold more than 600 species of fossil sharks, whales, crocodiles, fish, and supporting vertebrates and invertebrates. Strewn along the tideline, shards of prehistoric Chesapectens scallop shells mix with precursor snails and bivalves. Fragments of dense, dark whalebone or effective-looking sharks’ tooth reward lucky and observant collectors. While you can use shovels to sift the sand for fossils, many people prefer to prowl the
foreshore and shallows, prepared to quickly plunge an arm into the water to grab a Charcarodon tooth or an ancient porpoise vertebra.
The Flag Ponds Nature Park, also in Lusby, offers fossil hunting in a topography that is completely different than the Calvert Cliffs. This county park’s wide expanses of Chesapeake Bay beach and foreshore, wetlands, and freshwater ponds once enclosed a sheltered harbor that supported a major “pound net” fishery. Now, a visitors’ center with wildlife exhibits, a boardwalk, observation platforms and pier, and hiking trails to forested heights combine with fossil hunting to make Flag Ponds a collecting experience for the whole family.
While the beach is accessible at both parks, neither permits access to the actual cliffs. For a small cash fee, Matoaka, a cabin colony in St. Leonard, offers day use at their beach and an opportunity to approach the cliffs.
“At Matoaka, you can get in front of the cliffs and walk for miles, staying below mean high tide line,” explained Paul Murdoch of Chesapeake Heritage and Paleontology Tours. “In the cliffs you can see nearly 10 million years of almost uninterrupted evolution.”
Certified as a Chesapeake Bay Storyteller by the National Park Service and Maryland Department of Tourism, Murdoch leads customizable, guided fossil hunting tours at Flag Ponds Nature Park and other Calvert County sites. His two- or three-hour tours can include lunch and a tour of the Calvert Marine Museum in Solomons. The museum’s exhibits serve as an excellent “primer” about life in the Chesapeake, from the prehistoric to the modern.
Where Dinosaurs Roamed
For actual dinosaurs, Dinosaur Park in Laurel preserves a rare deposit of the extinct reptiles’ remains from the early Cretaceous period, about 115 million years ago. First discovered in 1858 by African American miners digging for iron ore, the open pit mine’s riches range from vestiges of early flowering plants to bones and teeth of the Maryland State Dinosaur Astrodon johnstoni.
Bones from this deposit helped scientists understand and reconstruct dinosaurs’ true-life appearance and diversity. Today, on scheduled Saturdays at Dinosaur Park, the public can work alongside paleontologists to help uncover the past. Hundreds of fossils discovered by visitors have been collected and cataloged.
At Westmoreland State Park, on the Potomac River in Virginia’s Northern Neck, visitors can participate in fossil programs and interpretive tours along the river’s eroding shoreline. Trails lead from the Visitor Center to the Potomac’s shore below Horsehead Cliffs. Erosion over time has exposed the remains of porpoises, whales, and sharks from 15 million years ago.
Chesapeake fossil hunting—for child or parent—can be an exciting introduction to paleontology or an opportunity to expand an existing collection. Regardless the reason for the hunt, it will surely be an education and an adventure.
For More Information
Calvert County Office of Tourism
410-535-4583 | www.Choosecalvert.com
Flag Ponds Nature Park
410-586-1477 or 535-5327
Calvert Cliffs State Park
443-975-4360 | https://dnr.maryland.gov
Chesapeake Heritage And Paleontology Tours
443-764-0767| http://www.chaptours.org
Dinosaur Park
301-627-1286 | https://www.pgparks.com
Westmoreland State Park
804-493-8821 | http://www.dcr.virginia.gov
Reed Hellman is a professional writer living. E-mail questions and comments to email@example.com.
If we’d been told a year ago we would be budding citizen scientists a year later, we would have been surprised; we didn’t know what a citizen scientist did. Now things are a bit different thanks in large part to the tutelage of Dr. Tom Fisher, Professor Emeritus at Horn Point Lab, UMCES.
Our story begins with taking the Maryland Master Naturalist course to learn more about the nature around our property, land that straddles Stratton Creek and came with an old farmhouse that we bought in 2000. While our first focus was fixing up the house and putting it on the National Historic Register, we also put the land in two conservation programs with the USDA. One is forest buffer strips in two fields adjacent to Stratton Creek, which flows by the house, and the other is a wetlands restoration effort along the Mason Branch of the Tuckahoe River that receives the outflow of Stratton Creek. The property is surrounded by farm fields.
As we learned more in the Master Naturalist program, we began to wonder whether the buffer strips were making a difference when it came to farm runoff, specifically concentrations of nitrate and phosphate that eventually find their way into the Chesapeake. A call to Shore Rivers led us to Tom, our teacher and mentor. He suggested we do monthly water quality sampling at four points along the Creek, beginning where it comes into the property, and then near where it flows into Mason Branch, with a couple sites in the middle. He and his colleague Anne Gustafson also taught us how to do the sampling, loaned us some equipment, and lined us up with Chesapeake Biological Lab to analyze the water samples.
So far, we’ve had some initial data analyzed by the lab. A story is starting to emerge, which we hope to be able to better tell with a full year of data early next year. What is truly rewarding, however, is to begin to better understand our own land, and hopefully add a bit of data and insight into the science related to water run-off from agriculture into the Chesapeake. We’d be happy to share the data with anybody interested, such as a grad student in search of a thesis topic.
While we both shied away from careers in “real science,” such as biology and chemistry, instead choosing business and news media, it has been a true pleasure to become budding citizen scientists with Tom’s guidance. We’ll happily share our full results once the project is complete and then move on to developing a better understanding of how the wetlands restoration we did is affecting the wildlife habitat and water quality of the Tuckahoe River’s Mason Branch.
There is a lot that can be done on your own property to make the Chesapeake better. Citizen science can help you understand your impact, while contributing to greater scientific knowledge and understanding. Get involved—it’s fun!!
Well, the mummichogs have emerged from the mud of the Dundee Creek, so that is a sure sign spring has finally found its way back to us in this little corner of Baltimore County. The mummichogs’ awakening also brings the eastern blue birds’ nesting, mayapples’ flowering on the forest understory, and the grey tree frogs’ trill through the sweetgum canopy.
In terms of human activities around the park, we have had some great things percolating after the equinox. We had another successful round of trail guide training in collaboration with Cromwell Valley Park. For Marshy Point’s training day, we took the class out and canoed the Dundee in preparation for all of their volunteerism for canoe field trips in the spring and summer. For the first canoe trip of the year, we had wonderful weather and got to encounter treasures of the marsh before the emerging vegetation hides them for the growing season. We observed two muskrat lodges along the marsh edge and several game trails were easily identified through the mud. Overall, it was a real treat and I already look forward to the fall session of trail guide training.
Marshy Point held its annual spring festival this year; like many festivals before, it was a busy day, beloved by many who came out to enjoy the dozens of vendors, exhibitors and activities. I would like to express my gratitude to all of the staff, volunteers and community members that make events like that such a success. The thunderstorms by the end of the day did not damper the day, but it did make for an incredibly fast festival break down to say the least.
I can honestly say that this time of the year, field trip season, is most agreeable for a naturalist. Every week staff are engaging with the hundreds of children that come to the park to explore and learn about nature. Time sure flies by when you are wading in the wetlands looking for leaches and whirligigs or teaching a group how to do a pry stroke in a canoe.
This certainly looks like a promising summer at Marshy Point – I encourage you all to keep your eyes on our program calendar for June, July and August. We will be leading watersports, nature study, night hikes, campfires, historical days and an engaging citizen science opportunity. Marshy Point will becoming a SAV Watch site this summer. Subaquatic vegetation, or SAV for short, is the vegetation that grows underneath the surface of the water. It can provide food and shelter for shellfish, fish, mammals, birds and helps improve overall quality of the water. Marshy Point nature center will host a free training on July 14 to become a SAV watcher and once a month in the summer, we will have SAV watch workshops. In these workshops, the group will go out in the creek to study and record the species they find for that day. This data will then be shared to Chesapeake Monitoring Cooperative for long-term monitoring and restoration efforts throughout the Chesapeake Bay. Therefore, if you cannot find me this summer, that just means I am up to my elbows in wild-celery studying some SAV.
Thank you to everyone who came out to the Spring Festival on April 15th. Despite the poor weather forecast, we stayed dry, and more than 1000 community members came out to see us. Of course, the Spring Festival is the start to our busy season down at the Marsh. The frogs are calling, our native trees are flowering, our osprey are sitting on their eggs, we are planning our archeology digs and summer calendar, and the “crops” are starting to grow in our Community Garden plots. I hope to see you around the park this summer, taking advantage of all the awesomeness that is Marshy Point.
Support Marshy Point Nature Center
Help support Marshy Point by becoming a member! Our annual memberships are valid January 1 – December 31. Membership fees vary by type, which includes individual, single senior, senior couple, and family options. Members receive special program discounts, have access to priority summer camp registration—including a $25 discount for family membership holders—and are invited to members-only events. Membership fees support the nature center and park by funding programs, scholarships, animal care, exhibit development, trail maintenance, and more. You can begin or renew your membership on our website or by completing and returning the membership registration form; fees may be paid by check made out to MPNCC, with cash, or on our website.
Marshy Point Newsletter Staff
Editor: Gerry Oshman
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deviate
(verb)
to stray from an established course, standard, or principle
The road construction forced me to deviate [stray] from my usual route home.
The math teacher deviated [strayed] from the original topic of her lesson by taking a minute to talk to her students about hygiene.
deviate = to stray from an established course, standard, or principle
Sentence starters:
Today, the weather deviated from the rest of the week’s weather, and so instead of ______, it ______.
While writing her essay, she accidentally deviated from the topic of the paper, and wrote about ________ instead of the theme of the short story.
The couple deviated from the norm, and got married in a _____ instead of a ______.
During the track meet, one of the runners deviated from the track and ran...
parameter
(noun)
a limit that controls the way you can do something
Usage note:
This word is usually used in the plural form, parameters.
My parents have set strict parameters [limits] regarding what I am allowed to watch on TV.
The parameters [limits] of a family’s income and budget determine how much they can spend.
parameter = a limit that controls the way you can do something
Sentence starters:
Our teacher said we could choose any topic for our research paper within these parameters:
Our Constitution allows for freedom of speech; however, certain parameters guide citizens in exercising this right. For instance,...
Children need consistent parameters (limits). For example,...
Teachers have to stay within certain parameters such as ______ when choosing which Hollywood movies to show their classes.
(verb) acknowledge
1. to accept or admit the existence or truth of
2. to recognize the fact, importance, or quality of
It took a few centuries for people to finally acknowledge [accept] that the Earth revolves around the sun.
During the award ceremony, the high school English teacher was acknowledged [recognized] for her hard work and dedication.
acknowledge = accept or admit the existence or truth of; recognize the fact, importance, or quality of
Sentence starters:
When giving a speech, it is important to acknowledge people who...
Sometimes we acknowledge people in the hallway by...
She blushed when the announcer acknowledged her great accomplishment of...
When people go out of their way to help, for example by _______-ing, it is important to acknowledge them, and show your appreciation.
inevitable
(adj) unable to be avoided, evaded, or escaped; unavoidable; certain to happen
When he saw the F on his paper, he knew that summer school was inevitable [unavoidable].
She had known it was inevitable [unavoidable] that her baby boy would grow up, but she still cried at his graduation ceremony because he had grown up so fast.
inevitable = unable to be avoided, evaded, or escaped; certain to happen
Sentence starters:
Certain aspects of life are inevitable, like seasons changing every year, and...
I have lived in Michigan long enough to know that it is inevitable that summer weather will sometimes be....
No matter what I try, it seems inevitable that my cookies will always...
Given my lack of computer skills, it was inevitable that I would eventually break the computer by trying to...
option
(noun) a choice; the power or right to choose
In our school students have many special area or elective options [choices].
She had the option [choice] of getting a summer job or taking a vacation.
option = a choice; the power or right to choose
Sentence starters:
Because she got into so many fights in school, the principal had no option but to...
I am very fortunate to be able to choose______. Some people don’t ever get that option.
Given the option, I’d rather ___ on the weekend than ____.
Menu options at _____ include...
[Name a restaurant.]
(noun) **status**
1. rank: the comparative position or standing of somebody or something in a society or other group
2. condition: a condition that is subject to [likely to] change
Some people believe the richer a person is, the higher status [rank] he/she has.
A hospital reports the status [condition] of their patients telling how they are doing. This patient’s status [condition] is critical, or very serious.
status = rank or condition
Sentence starters:
Some people believe that wearing certain brands of clothing such as _____ gives them a higher status.
Person A: What is the status of the game?
Person B: It’s the ___ quarter and the score is____-____ . The ______s are winning!
One career many people associate with status is…
What is the marital status of____? [Name someone.]
He/She is married / single / divorced.
withstand
(verb) not to be harmed or affected by (something); survive; to stand against; to oppose successfully
G-Shock watches are designed to withstand [survive] hard knocks and vibrations.
The Golden Gate Bridge was built to withstand [survive] winds of more than 100 MPH and was designed to sway 27.7 feet to withstand [survive] earthquakes.
withstand = not to be harmed or affected by
Sentence starters:
Her new camera can withstand...
_____ could not withstand the attack of _____.
My ______ cannot withstand high temperatures, so I shouldn’t leave it in the car on a hot day.
Ideally, a country’s military defense system should be able to withstand...
emerge
(verb)
- to become known or apparent;
- to come out; to rise or appear from a hidden or unknown place or condition
There is growing evidence that the economy is finally emerging [coming out] from recession.
We watched as the butterfly emerged [came out] from its cocoon.
emerge = to become known or apparent; to rise or appear from a hidden or unknown place or condition
Sentence starters:
After a thorough investigation, the true facts emerged regarding the candidate’s ___ and he was removed from office.
Sea mammals such as _____s must emerge from the ocean from time to time to breathe.
The ___ emerged from behind the ____.
According to some analysts, the economy of ____ is rapidly emerging.
coincide
(verb)
to correspond; to happen at the same time
to agree or be the same
October 2012
The event coincides [corresponds] with his birthday party.
They got along well because their viewpoints coincided [agreed].
coincide = happening at the same time or being the same
Sentence starters:
My dentist appointment coincided with my science test; therefore,...
Their political views do not coincide; however, they...
Her appearance on the talk show coincided with the release of her new ____.
My mother usually schedules my doctor’s checkups to coincide with days off from school because...
accommodate
(verb)
1. to do what someone wants, often by providing them with something
2. to fit; to have enough space somewhere for a number of things or people
3. to provide someone with a place to live or stay
Our houseguest does not eat meat, and we were happy to accommodate [provide for] her by cooking vegetarian meals.
To accommodate [fit] the large class size, we will need more desks in this classroom.
Olympic Villages are capable of accommodating [housing] about 3,000 athletes.
accommodate =
1. to do what someone wants, often by providing them with something
2. to fit; to have enough space somewhere for a number of things or people
3. to provide someone with a place to live or stay
Sentence starters:
Our school makes every effort to accommodate the needs of people with disabilities. For example,...
The banquet hall can accommodate ____ people and should be perfect for our wedding reception.
accommodate =
1. to do what someone wants, often by providing them with something
2. to fit; to have enough space somewhere for a number of things or people
3. to provide someone with a place to live or stay
Sentence starters:
My parents bought a large ______ to accommodate our _____.
Our accommodations at the fancy hotel included....
comprehensive
(adjective) covering completely; in-depth, full
She did a comprehensive [in-depth] study on the average water temperatures of the city’s river in the summertime.
The state test will show the students’ comprehensive [complete] abilities in math and language arts.
Sentence starters:
It is best to prepare a comprehensive list of school supplies before shopping; otherwise,...
Our teachers give us a comprehensive exam at the end of each semester. This means...
The School Board had a comprehensive discussion about_____ before deciding to...
The FBI did a comprehensive search for the missing girl which included...
adapt
(verb) to change to fit a new situation
Some homes must be adapted [changed] to allow access for people with disabilities.
Many animals adapt [change] their coloring to match their environment.
Sentence starters:
I think I (could/couldn’t) easily adapt to living in a very cold environment because...
If I traveled to Asia, it would probably be (easy/difficult) for me to adapt to the time change because...
I (could/couldn’t) easily adapt to eating spicy food every day.
One animal that adapts to its surroundings is the ______, which... [Explain the adaptation.] [Name the animal.]
civil (adjective)
1. adequately courteous and polite
2. having to do with the lives and problems of citizens
1. Even though the candidates were on opposing sides, they were very civil [polite] towards each other.
2. The Civil War got its name because it was between two groups of citizens of the same country.
civil = 1. adequately courteous and polite 2. having to do with the lives and problems of citizens
Sentence starters:
Even though he didn’t get along with a boy in his class, he was civil to him because...
Certain civil rights, such as ________, are very important to the citizens of the United States.
Civil servants are people who work for the government. One example of a civil servant is a...
When my mom caught my sister and me fighting about ________, she told us that she would take away our cell phones if we weren’t civil to each other for the rest of the night.
prohibit
(verb)
to forbid (not allow) by law
to hinder (stop) or prevent something from happening
Smoking is prohibited [not allowed] in restaurants in Michigan.
During Prohibition (1919-1933) the use or sale of alcohol was prohibited [not allowed] in the United States.
prohibit = to forbid by law; to hinder
Sentence starters:
Copyright laws prohibit unauthorized persons to...
The Federal Equal Employment Opportunity Laws prohibit employment discrimination based on...
In school we are prohibited from....-ing...
In our city, we have rules prohibiting...
adjust
(verb) to make a small change
Another form (noun): adjustment
I had to adjust [change] my schedule when my teacher gave me additional homework.
My body will have to make quite an adjustment [change] to adapt to the different time zone when I travel to China.
Sentence starters:
Before driving my dad’s car, I always have to adjust...
When I use a camera, I sometimes adjust the....
During my music lesson, I had to make an adjustment to...
The picture on the TV isn’t quite right. I think we should adjust the...
phenomenon
something that exists or happens, usually something unusual
[plural: phenomena]
The formation of lightning is a phenomenon [an event] still not completely understood.
After observing the odd phenomena [happenings] in the haunted house, the owner quickly moved out.
phenomenon = something experienced
Sentence starters:
A rare phenomenon in the night sky is...
We learned about the interesting phenomenon of the life cycle of the caterpillar. [Explain...]
An exciting phenomenon in science class occurred when...
The explorer observed several interesting phenomena of nature during her trip along the Amazon River. These included...
transform
to change appearance, character or situation
Another version: transformation (noun)
The old barn was transformed [changed] into a beautiful house when the new owners moved in and renovated it.
The map of Europe has undergone some major transformations [changes] in the past centuries because of wars and conquests.
Sentence starters:
transform = to change appearance
In the morning, it was almost as if she went through a transformation! She woke up with her hair in knots and her clothes wrinkled, but when she showed up at school...
In some horror movies, on a full moon, people transform into...
You can transform an ordinary school cafeteria into a beautiful ballroom by...
If I could transform myself into anything, it would be a...
ambiguous
(adjective)
something that is unclear or uncertain; capable of being understood in multiple ways
The book summary used an ambiguous [unclear] sentence when it said that, “Charlotte’s Web is a book about a pig that is saved from being killed by a spider named Charlotte.”
The invitation was ambiguous [unclear] about the time the party started, so a lot of the guests arrived too early or too late.
Where: My house
When: Around dinner
RSVP: firstname.lastname@example.org
ambiguous = something that is unclear or uncertain; capable of being understood in multiple ways
The teacher’s directions about how to do our science fair project were too ambiguous. I couldn’t tell if he meant for us to _____ or to ______.
This picture is ambiguous because it can be seen as different things. When I look at it, I see...
Can you see an old lady? A young lady?
ambiguous = something that is unclear or uncertain; capable of being understood in multiple ways
Some street signs can be very ambiguous. For example...
There is a popular children’s book that has an ambiguous picture on the cover of a rabbit or a duck. I think it’s a _____ because...
implement
(noun) tool: a useful piece of equipment, usually a specially shaped object designed to do a particular task
(verb) carry out or fulfill something: to put something into effect or action
My mother has a large collection of gardening implements [tools].
Should our school implement [carry out] an anti-bullying program?
implement = tool; to carry out or fulfill
Sentence starters:
Here is one example of a way I have implemented what I have learned in school in my everyday life...
During prehistoric times, tool users made hunting implements out of...
One helpful learning strategy I have implemented this year is...
Mechanics need certain implements, such as... in order to fix cars.
The scope of an activity, topic, or piece of work is the whole area that it deals with or includes or its extent.
The scope [extent] of the material covered in this book is quite extensive [very large].
This graphic illustrates the scope [extent] of the problem of illiteracy in America.
(noun) The **scope** of an activity, topic, or piece of work is the whole area that it deals with or includes.
**Sentence Starters:**
The daycare center decided to expand the **scope** of its services to include not only weekday childcare but also ____.
My teacher suggested I narrow the **scope** of my research paper. I guess ______ is too broad a topic for one paper.
“Performing _______ surgery is not within the **scope** of my medical training and practice,” said the ___ doctor.
The lawyer for the accused declared that the police exceeded the **scope** of their authority when they...
(noun)
**analogy**
a comparison of two unrelated things based on their being alike in some way(s)
---
**Water Analogy**
Comparing a DC Circuit to the Flow of Water
- **Upper Water Tank**
- **Lower Water Tank**
- **Pump**
- **Water-driven Turbine**
---
The science teacher used the analogy [comparison] of an aquarium’s water circuit to explain the electric circuit which students were studying.
---
An analogy [a comparison] can show the relationship between two pairs of words.
---
Author is to write as chef is to... cook!
analogy = a comparison of two unrelated things based on their being alike in some way(s)
Sentence starters:
Some US History teachers use the analogy of how neighbors get along (or don’t) to explain relationships between countries. For example,...
analogy = a comparison of two unrelated things based on their being alike in some way(s)
“Sometimes doing your homework can feel like climbing a mountain.” This analogy makes sense because both homework and climbing a mountain...
analogy = a comparison of two unrelated things based on their being alike in some way
In her speech to the workers, the boss used the analogy of ______ to discuss the concept of teamwork because...
I can figure out this word relationship analogy. (Choose one.)
1. Cry is to sob as giggle is to ______.
2. Knife is to cut as ruler is to ____.
3. Inch is to yard as centimeter is to _____.
4. Nucleus is to cell as yolk is to ____.
consistent
(adjective)
always behaving or happening in a similar, especially positive, way; regular
Another form (adverb): consistently
The Dallas Cowboys won the Super Bowl consistently [regularly] for five years in a row.
With consistent [regular] exercise, and a better diet, I lost 100 pounds!
consistent = always behaving or happening in a similar, especially positive, way
Sentence starters:
Over winter break, I plan to finish the Percy Jackson novel series by consistently reading for _____ minutes a day.
His parents rewarded him with _______ for his consistent good grades and positive behavior.
If I attend my karate classes consistently, soon I will be able to...
The teacher told her class that if they watered and fed their sprouts consistently, they would grow into...
protocol
(noun)
a system of rules about the correct way to act in formal situations; a written agreement
The school has to follow proper protocol [written agreement] when handling discipline issues.
There is a specific protocol [system of rules] that must be followed when the president is inaugurated [sworn into office].
protocol = a system of rules about the correct way to act in formal situations
Sentence starters:
An example of proper protocol when meeting the queen of England would be...
The reason we need clear protocol in certain circumstances is so that...
According to expected protocol, during the playing of the national anthem, everyone should...
According to military protocol, ...
integrate
(verb)
to combine one thing with another; to unite
to combine parts to make a whole
Many foreign words such as magazine, from Arabic, have been integrated [combined] into the English language.
In the 1950’s and 60’s civil rights leaders and the American Civil Liberties Union worked tirelessly to integrate [combine] black and white students in public schools.
integrate = to combine one thing with another
Sentence starters:
Magnet schools focus on combining different classes into one. So two classes that might be integrated are ___ and ___.
Some restaurants integrate ingredients from two different countries. For example, taco pizza integrates Mexican and Italian. Another example would be...
Small schools will integrate services to save money. One example is combined sports teams, another would be...
If all grade levels (K-12) were integrated into one building,...
verify
(verb)
to prove that something is true; to check whether or not something is true by examination, investigation, or comparison
Another form: verification
The teacher checked our math problems to verify [check] that we did them correctly.
The scientists researched the chemicals to verify [prove] that they were the right ones for their experiment.
verify = to prove something is true
Sentence starters:
My mother will call the school to verify that...
I will check PowerSchool to verify that...
You sometimes have to show your ID card as verification that...
Your doctor can provide verification that you...
assert
(verb)
1. behave forcefully: to exercise your power and influence in an obvious way
2. to state clearly and strongly that something is true
Other forms: assertiveness & assertion (nouns)
He reached out to shake hands before the job interview. This showed his assertiveness [confidence].
The prisoner asserted [declared] his innocence even though the evidence suggested he was guilty.
assert = behave forcefully; speak clearly
Sentence starters:
An assertive person often gets what he/she wants or makes his/her position clear by...
She asserted her independence from her parents by...
The coach told the players to be more assertive. What he meant was...
The student was taken to the principal's office but asserted that he had not...
differentiate
1. to form or mark differently from other such things; distinguish
2. to change; alter
1. She wanted to differentiate [distinguish] her iPhone from everyone else’s, so she bought a case that looked like bamboo.
2. The photographer differentiated [changed] the images by using different filters to create a colorful effect.
differentiate = 1. to form or mark differently from other such things; distinguish 2. to change; alter.
Sentence starters:
One way to differentiate yourself from all the other students in middle school is to...
In science class we have been learning how to differentiate among different types of ______.
Some people say that _______ is what differentiates people from animals.
In movies and novels, the hero of the story is always differentiated from other characters by his/her ability to _______.
sufficient
(adjective)
adequate for the purpose; enough
The fingerprint found on the drinking glass was sufficient [enough] to match the prints with a known criminal and solve the case.
Ramen noodles don’t make a great dinner, but sometimes they’re sufficient [enough] when you don’t have much time to cook.
sufficient = adequate for the purpose; enough
Sentence starters:
I felt unprepared for my big presentation because I didn’t have sufficient time to...
When I have to clean my room, sometimes just ______ is sufficient.
We prefer to fly to a tropical location for vacation; however, sometimes when we don’t have sufficient time or money, we just...
After school there was still sufficient time for me to do my homework, make myself dinner, and...
facilitate
(verb)
1. to make something easy or possible
2. to assist the progress of
1. The funding [$] will help facilitate [make possible] the development of green technologies.
2. His tutoring helped facilitate [assist the progress of] my entrance in to college.
facilitate = to make something easy or possible
Sentence starters:
Teachers **facilitate** student learning by...
To **facilitate** access to a building by people with disabilities, some businesses...
Careful planning **facilitates** any work. For example,
A discussion leader can **facilitate** a class discussion by...
utilize
(verb)
to use (something) for a particular purpose
Parents expect their children to utilize [use] their brains for studying and learning.
We must be cautious about how we utilize [use] our natural resources.
utilize = to use (something) for a particular purpose
Sentence starters:
The poet utilized a/an ____ to make the poem more descriptive.
East Lansing residents can utilize the library’s many resources such as...
Teachers can utilize technology in their classrooms by...
I could utilize my time better by...
resolve
1. to find an answer or solution to differing positions
2. to decide to do something and be determined to do it
Another form: resolution (n.)
The referee attempted to resolve [solve] the argument between the two players.
After suffering from many health issues, he resolved [decided] to quit smoking.
resolve = 1. to find an answer or solution to differing positions
2. to decide to do something and be determined to do it
Sentence starters:
I think people should resolve their differences by...
On New Year’s Day many people resolve to make changes in their habits. One resolution people make is to...
We have to resolve a problem with our landlord. He thinks..., and we think...
A good job for someone who is good at helping people to resolve their differences would be...
bias
(noun)
an opinion about whether a person, group, or idea is good or bad which influences how you deal with it
Other forms (adj) biased/unbiased
It is not uncommon for gender bias [prejudice] to result in more men than women being promoted to higher-paying positions.
Studies indicate that racial bias [prejudice] causes some NBA referees to call more fouls on players with different skin color.
bias = an opinion about a person, group, or idea that influences how you deal with it
Sentence starters:
The newspaper was accused of not being objective because it showed bias towards...
A judge must make every effort to make unbiased decisions because...
If a boss shows bias toward a few workers over the others, feelings of _____ would begin to surface among the workers.
Ethnic and racial biases have caused many problems including...
mutual
(adjective)
shared by each of two or more people or things
My brother and I have several mutual [shared] friends on Facebook.
These scientists have a mutual [shared] interest in paleontology.
mutual = shared by each of two or more people or things
Sentence starters:
My friend and I have a mutual interest in …
It is good for teachers and students to have mutual respect for each other because…
For the mutual benefit (good/advantage) of each, I think the countries of _____ and _____ should get along together much better than they do.
Learning each other’s language and ______ can help to promote mutual understanding among people from different countries.
access
(noun) an entry or an approach
(verb) to find a way to enter or approach a place; to get information
Another form: accessible (adj)
The robber gained access [entry] into the building by breaking a window.
Landlocked countries cannot access [approach] other countries by sea and have more difficulty trading.
access = entry or approach; to get information
Sentence starters:
If a family doesn’t have Internet access at home, they can access the world wide web by...
The door was locked so I could not access...
To access a teacher’s website, you have to...
Some of the people who have access to my grades in PowerSchool include...
integrity
1. the quality of being honest and fair
2. the state of being complete, or undivided
Integrity
Doing what is right even when it is difficult.
1. A person who acts with integrity [honesty and fairness] does what is honest and fair even when it is difficult.
2. Students at MSU held a multicultural festival to celebrate and preserve their cultural integrity [unity].
integrity = 1. the quality of being honest and fair
2. the state of being complete
Sentence starters:
He has too much integrity to do something dishonest such as...
Because the integrity of the election is essential [very important], election officials make sure that...
If a politician has integrity, we would never expect him/her to...
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Dear farmer,
Kenya’s agriculture is at a very critical point. The fact that the government has made agriculture one of its key projects in the next five years is a clear indication that the policy makers have recognised an important role played by the sector. A country that cannot feed itself lacks the self-respect to say that it is independent. For many years now, Kenya has had to import food to meet its food requirements. The country has all that is required to produce adequate food.
However, there has to be a major policy change in the way the government handles food production. It cannot continue to do things the same way and expect to achieve different results.
The planting season started last month. Yet, many farmers who delivered their maize to the National Cereals and Produce Board (NCPB) cannot buy inputs because the government is yet to release funds to process their payments. This clearly shows lack of proper planning on the part of the government.
If we were to have a drought next year, the same government will spend billions of Ksh importing food. One wonders where the same funds which are unavailable to pay farmers now will come from to import food then.
As we produce food, we also need to take care of our environment. The ongoing rains will wreak havoc on many farms carrying away the top soil, which is the most fertile soil for food production.
Farmers need training on how to preserve their soils to maintain soil fertility. They should also know that about 70 per cent of chemical fertilizers used in planting maize will be lost through evaporation and leaching of nitrogen, which is an important nutrient during the growth phase. That is one of the reasons why we encourage farmers to go for organic fertilizers or foliar feeds which are easily absorbed by crops with minimal loss.
Farmers should also plant trees, because control of soil erosion is one component of environmental conservation. Trees planted on sloppy land could also provide firewood and building materials. Statistics show that 255,000 hectares are cut down every day across the country. Yet very few trees are planted to replace them. At this rate, the country is being transformed into a desert.
See page 4
Plant trees to protect our environment
Peter Kamau | We are again in the month of April when most farmers are either planting various crops or weeding. It is also a good time to plant trees to restore the tree cover and protect the environment. For about three decades to date, there has been mass destruction of forests bringing the total forest cover to less than 5 percent. The United Nations recommends a forest cover of minimum 10 percent. Although the government has this as its policy and says that tree cover should be raised to 7 percent, the results on the ground tell a different story.
Like other countries, Kenya is hard hit by the effects of climate change. The rain patterns have changed while temperatures have gone up bringing a resurgence of pests and diseases. Further negative effects have increased frequency of droughts and flooding in many counties. Additionally, the increasing population has put pressure on the few trees remaining in our forests on which they depend for firewood, charcoal and building materials. Many landless people have encroached forests converting huge swathes of land to shambas, often cutting down trees to create more land for farming.
But, the most surprising observation is that most Kenyans including farmers do not plant trees. If every farmer decided to plant, for example, 10 trees every year, the total number outside the gazetted government forests would increase within a few years. This would ease the shortage of firewood, charcoal, timber, building materials, restoring water in all water catchment areas while reducing biodiversity loss.
In the last few weeks, we have seen renewed effort by the newly appointed Cabinet Secretary for the Ministry of Environment and Forestry, Mr Keriako Tobiko calling for a stop to a further destruction of forests in the country, a move that has led to the interdiction of several forest rangers and officials. As we have said before, corrupt forest officers have been responsible for the massive destruction of Kenya’s forests through protection of illegal loggers, charcoal burners and saw millers who cut down trees and transport them out of forests at a fee. We hope this new effort will reduce the destruction of forests.
There are many ways to add value to sweet potatoes
Many farmers sell sweet potatoes immediately after harvest. But, sweet potatoes can be dried and milled into flour. They can also be cooked in different ways to make them delicious.
Amina Day Ojijo | In our continuing series on sweet potatoes (*Ipomoea batatas*), we focus on harvesting this crop and adding value to increase options of products. Harvesting usually begins three to four months after planting depending on the variety.
Many farmers know that sweet potatoes are ready for harvesting when the lower leaves start turning yellow followed by wilting. To some farmers, the cracking of the soil is an indication of the location of mature tubers.
**Harvesting**
Many farmers in Kenya practise piecemeal consumption to allow continuous harvest and preserve vines for future planting.
Since the roots spread 4 to 6 inches deep into the soil, harvesting of sweet potato after removing the vines is done by a blunt stick fork or hand hoe. The stick fork is used to loosen the soil (up to 18-inch diameter) to harvest the tubers.
The crop yield depends on the variety, good agronomical practices such as timely planting, weeding and the method of cultivation. An average yield of 10-20 tons per hectare (5 to 10 tonnes per acre) can be obtained under good management.
Sometimes, complete harvesting is done due to availability of a ready market for the crop.
**Harvesting methods**
Sweet potato vines can be harvested for use as vegetables two months after planting.
In many rural communities, hand and digger are the commonly and widely practised methods of harvesting sweet potatoes for home consumption and farm gate marketing. When a customer wants to buy sweet potatoes, a farmer goes to the fields and digs out the tubers. This kind of harvesting is demand driven. For large scale farmers, use of tractor-drawn platforms would be the best option to save on time and labour.
The process of piecemeal harvesting can only continue for about six months depending on the variety and conditions in the farms. After this, any roots remaining in the soil will be prone to attacks by sweet potato weevils or other pests or even start decaying.
**Be careful when harvesting**
Care should be taken to avoid cutting or injuring the roots. The roots are then lifted out of the ground, separated from the main stem and temporarily left on top of the soil or put directly into a sack for transportation.
The tubers are also dug up using tractors in wholesale harvesting for commercial purposes or when land is being prepared for planting another crop. Whichever method of harvesting is used, it is important that the tubers are free of surface wounds and bruises which may reduce their storage life. Curing can also be done to promote healing of wounds inflicted during harvesting.
**Curing and storage**
Tubers are cured by subjecting them to temperatures of 27°C - 30°C and relative humidity of 85%-90% for 4-7 days and then stored at 13°-16°C. In rural areas,
---
**How to make sweet potato chips and flour**
**Step 1**
- Choose undamaged and mature tubers which are three to four months old for the early maturing varieties and five to six months old for the late maturing varieties. Choose any variety of the sweet potato tubers.
**Step 2**
- Wash the sweet potatoes in clean water in large buckets, changing water as frequently as required.
- Do not peel the roots because the peel is rich in nutrients.
**Step 3**
- Drain the washed sweet potatoes on a raised and perforated rack to dry all the water on them.
**Step 4**
- Cut into chips the washed sweet potatoes to a uniform size (3-6 mm thick).
- You can slice them manually with a sharp knife or use a manual or motorized chipper to speed-up the process.
**Step 5**
- Sweet potato chips should be evenly spread on a raised platform, place them on a clean, black plastic sheet to dry under maximum sunshine for one to six to eight hours. It is best to do this during the hot and dry season.
- To ensure high-quality chips, solar dryers can be used. A modified solar dryer, called a hybrid solar dryer, has an additional energy source, such as charcoal, and can be used to dry chips. Information on the availability of fabricators of chippers and solar dryers can be obtained from your local extension officer or national agricultural research station.
**Step 6**
- Mill (grind) dried chips to flour using the ordinary *pesho* mill.
**Step 7**
- Pack dried chips or flour in strong (thick, grange) black polyethylene bags. Flour can be packaged in 2kg packs for distribution to shops and other retail outlets.
- Label products to a state where they were obtained, date of manufacturing and expiry date (usually after six months).
- Place bags of dried chips or flour in cardboard cartons to protect them from light.
**Step 8**
- Store in a cool, dry place, preferably on pallets or raised surfaces.
- Flour can be stored for six months.
Stop soil erosion to increase crop yields
Soil erosion takes place in every farm every year. But, its effects are only felt through decreasing yields and open water channels that take away the fertile top soil leaving poor soils that cannot support crop production.
Rachael Wangari | With the onset of the heavy rainfall, bare and loose soil is more likely to be broken down by the raindrops. It makes it easy for the soil to be washed away by the runoff water.
Soil erosion in cultivated lands takes place unnoticed in many seasons. This leads to increased loss of the fertile top soil which is rich in organic matter content.
This leads to an exposure of top soil resulting to reduced water infiltration into the soil, poor drainage and also low soil fertility. The most common form of soil erosion is the splash erosion from raindrops, sheet and rill erosion (rills are small water channels). Rill erosion is more prevalent in maize monocrops where the water flowing through gaps between stalks forms micro rills which over time develop into rills on the land.
Factors influencing soil erosion
Type of soil: Loose and very fine textured soil are more likely to be carried by runoff water compared to coarse-textured soil. Hence, knowing proper management practices would best control soil erosion. (Look out for the next issue on proper control practises of soil erosion).
Poor ploughing of land: Opening up soil during ploughing leads to the disintegration of the soil particles and this forms fine loose particles that are highly prone to soil erosion. No-till form of planting is highly recommended.
Cropping systems: Cropping systems such as mono-crop system (where one crop is planted for many years) mainly for row crop and those that do not provide sufficient soil surface cover, leave the soil exposed to soil erosion. Also, farming systems where land is left bare make the land highly vulnerable to erosion.
Farm characteristics: The slope and the steepness of a farm usually have high chances of soil erosion depending on the slope of the land. Erosion is accelerated with improper tillage practices on lands with such gradients.
Impacts of soil erosion
- Reduced ability of the soil to store and infiltrate water and nutrients. Leading to a decline in productivity of the land.
- Exposure of subsoil, which often has poor physical and chemical properties. This reduces the capacity of the soil to support plant growth. This is because the development of roots is hindered due to the shallow depth of the soil. Exposed subsoil also has a tendency of losing soil moisture rapidly through evapotranspiration.
- Higher rates of runoff, shedding water and nutrients. High runoff is caused by reduced infiltration and percolation rate of water leaving most of the water flowing over the land. The high runoff will also accelerate the loss of nutrients in the soil.
- Newly planted crops are likely to be washed away by the runoff water since they are poorly anchored on the eroded soil. Hence, the unstable roots are easily uprooted.
- Deposits of silt in low-lying areas and water bodies lead to siltation of watercourses and water storages (like clogged dams) as well as a reduction in water quality and quantity.
Ways of controlling soil erosion
Cover crops: Planting cover crops as well as ensuring that the soil is not left bare is essential in controlling soil erosion since the soil will not be exposed to the runoff water. The surface cover also reduces the impact of raindrops and the speed of the runoff water. Hence, reduced detachment, movement and deposition of the top soil. A farmer can make use of cover crops or crop residues.
Some of the cover-crops mostly used are the sweet potato vines, legumes such as beans and peas which also help in nitrogen fixation in the soil. These help to reduce the use of nitrogenous fertilizers. Dry material commonly known as mulch is placed on the soil surface. The organic mulches cover the soil reducing further loss of soil nutrients. Examples of crop residues include maize, beans or sorghum stalks among others. Other than preventing soil erosion, the mulches conserve soil moisture and enhance soil fertility when they decompose.
Tillage practices: Zero tillage is the best soil management practice to control soil erosion. It minimizes the use of mechanical tools that are likely to compact the soil leading to reduced infiltration, high runoff, soil loss and increased soil erosion. With reduced tilling of land, most of the organic matter is retained in the soil.
Contour farming: This ensures that the soil structure and infiltration reduces soil erosion. In sloping land, contour farming is recommended since land is tilled across the slope. Contour farming with hedges slows the speed of runoff water, giving it more time to infiltrate into the soil and reduces the impacts of soil erosion on the land.
Terraces: Terraces are used in controlling erosion in sloppy lands where natural or man-made terraces are used. Natural terraces use grass strips which are planted across the slope and along the contours within the distance between the strips being cultivated (see sketch left). Grasses with fibrous roots are recommended for terracing. An example of such grass is the Napier grass, vetivar grass and bahuchatria. Such grasses with fibrous roots hold the soil more firmly.
For more information on soil management http://www.infonet-biovision.org/soil_management
Plant trees to restore our disappearing forest
Every year, farmers can plan to plant at least 10 trees in their farms along hedges, boundaries and even woodlots for those who have space. After planting, trees need good care to reach maturity.
Ian Luvayo | Trees have many uses and that is why it is important to plant them. They can be used as food for both humans and animals, firewood and as shade for both humans and animals. For small scale-farmers, growing of trees is important because trees have the ability to stop soil erosion leading to improved soil fertility. Most of the tree species are not easily affected by drought as they use their roots to get water from deep into the soil. They can grow almost anywhere including on hills and rocky places. Trees offer home for wild animals, shade to both humans and animals, regulate the temperatures, shields homes from direct strong winds. Some trees are sources of food and fruits for both humans and animals among other benefits.
However, tree planting has not been fully embraced because they take time to grow. In fruit trees, for example, they at least take a period of two years before they start bearing fruits.
Agroforestry
This basically means the growing of both crops or pastures and trees in the same field. It has been a common practice for fruit trees to be planted between crops or pastures such as tree lucerne. Mixed cropping offers diversity and restores soil fertility. Trees have the ability to draw up water and food using their roots from deep down in the soil while the pastures assist in keeping the soil fertile and cool.
Leguminous trees are the better crops when intercropping. This is because they produce nitrogen to be used by the soil and their leaves can be used as mulch. Trees such as *Acacia albida*, if grown in hot areas should be left to remain in the field, because it enriches the soil. Alley-planting (in rows) is one of the systems used in agro-forestry. Here, the trees offer supply of wood, nitrogen-rich mulch for the crops and draw up nutrients from deep down the soil profile.
The trees in this system are planted 2-5 metres apart. If it is on a sloppy land, contours can be planted with crops such as pumpkins, bananas and sugarcane in wet areas. Alley-trees should:
- Be a legume, so as to fix nitrogen from the air.
- Grow fast so as to leave lots of leaves.
- Have the ability to regrow (coppice) strongly after being cut.
- Grow from seeds.
After a year, farmers can cut down these trees and use their woods as poles in their farms and their leaves put on the lanes of annual crops. This process is to be repeated after each season. The most promising kind of leguminous trees are; tree lucerne, Sesbania sesban, calliandra and leucaena.
Spacing: Before planting, farmers should know the spacing requirement for each type of tree. When planting, for example, pawpaw trees should be 3 metres apart, mango should be 7 metres apart while avocado trees should be 7 - 10 metres away from each other. However, when the trees are young, a farmer can plant crops between the rows.
Digging holes: Dig a hole 60cm square and 60cm deep for about 4 weeks before planting the tree. The hole has to be square to allow the roots to grow towards the corners and spread out in the soil. About 30cm of the top soil should be dug out and put on one side of the hole and 30cm of the bottom soil should also be dug out and put on one side. This is because the top soil has more nutrients and beneficial bacteria that break down nutrients for uptake.
The top soil should be mixed with half a wheelbarrow full of compost or farm yard manure and put into the bottom of the hole with the top soil from another place. Compost or manure should not be used in if it is too well decomposed as it will burn the seedling. If you use slurry (liquid farm yard manure), it should be applied some distance away from the base of the seedling since it can also burn the young seedling.
Trees for animal feed
Leucaena: Leucaena is a bush tree which is very rich in protein for animal feed and can either be eaten off the bushes or dried and stored as hay. It is nutritious for cattle, sheep and goats. However, it is poisonous to other animals such as pigs, chickens, rabbits and horses.
Leucaena does well in hot rainy places and is also drought resistant but, it does not grow in acidic soils. Leucaena tree has a lot of nitrogen which is good for soil fertility improvement. Its leaves can be used as fertilizer.
Woollot: Farmers are advised to plant many trees in a woodlot. A woollot is a special place set aside to put up a small forest in a farm. It is later fenced to protect it from goats and other animals. Examples of trees to plant in a woodlot include; acacia, eucalyptus, cypress or indigenous trees that grow well in poor soils or dry places. Such trees and can be used as a source of firewood, posts or for building purposes. Planting a variety of trees will make the soil healthier rather than planting one type of tree.
For more information on Agroforestry http://www.infonet-biovision.org/agroforestry
Learn ways of preserving food to stop spoilage
You can preserve excess food for future consumption using various methods such as drying, curing, salting, smoking and even heating. Avoid food preserved using chemicals that may be harmful to your health.
Linah Njoroge | Food preservation is a term used to refer to any one of a number of techniques used to prolong food from getting spoilt. Food preservation methods include smoking, drying, pickling, canning, freeze-drying, irradiation (where sharp rays are used to kill harmful bacteria), pasteurization and the addition of chemical additives. Most of the techniques of preservation are meant to extend food shelf-life.
Food preservation can be traced way back to over 5000 years ago and some of the techniques used during the ancient times such as smoking, drying, salting, freezing, and fermenting are still in use today. Food preservation is an important component of the food industry as fewer people are able to eat all the food they produce.
Preserve food by heating
When food is preserved, then it is available for consumers for purchase. Such food can be made available even when it is out of season. Food preservation also prevents the food from spoilage and attack by pathogens (disease-causing organisms) such as bacteria and moulds. Preservation also protects the food spoilage through oxidation (combining with oxygen). One common method of preserving food is by heating it to a recommended temperature. This process prevents or retards spoilage because high temperatures kill most types of harmful bacteria.
Curing using salt and sugar
Curing is another method of preserving food that has been practiced for many years. This is where a high level of salinity is used to impair the conditions under which pathogens can survive. Curing can be accomplished in a variety of ways. For example, meat can be submerged in a salt solution known as brine or the salt can be rubbed on the meat by hand. Sugar appears to have similar effects to that of salt of meat and fish. Honey-cured hams, bacon and corned beef. Another form of preservation that was practiced during ancient times and is still very popular now is fermentation.
Fermentation is a natural preservation method
Fermentation is a naturally occurring chemical reaction by which natural food is converted into another form of foodstuffs. It is a process in which food spoils, but results in the formation of an edible product. A good example of a most popular food that is liked worldwide is cheese.
Fresh milk does not remain in fresh condition for a very long period of time because some pathogens multiply faster than others. However, if well controlled the spoilage of milk can be controlled in such a way as to produce a new product such as cheese. Another product of fermentation is yoghurt and bread.
Chemical preservatives have side effects
There are many types and forms of chemical additives that are designed either to kill or retard the growth of pathogens or to prevent or retard chemical reactions that result in the oxidation of foods.
However, chemical preservatives have side effects. Consumption of some of the additives or chemical preservatives used to preserve food can also be detrimental to human health.
However, food preservation in itself can be a good thing as it ensures that there is food available even during off seasons.
Video: https://www.accessagriculture.org/solar-drying-pineapples
For more information on food preservation: http://www.faoonet-biovision.org/fruit_veg_processing
Simple rules to observe when handling food
- Wet the hands before applying the soap.
- Make sure you rub in between fingers and on the front and back of your hands. Remember to clean under fingernails.
- Rinse off with water.
- Dry your hands with a clean towel.
- Always wash hands after going to the toilet.
- Do not smoke while preparing food.
- Minimize the number of times you are touching food during preparation. If possible, handle food with tongs, a spoon or other clean utensil.
- Always cover your face with a tissue or the hands and turn away from the food when coughing or sneezing. Remember to wash your hands immediately after as they may have been contaminated.
- Avoid preparing food for others if you have diarrhoea or a flu.
- Do not leave food uncovered. Cover with a lid, clean cloth or cling film. Wrap to cover all the food.
- Do not let raw and high risk foods come into contact.
Zero-energy irrigation kit enables farming in dry season
The drip irrigation kit is simple to use, easy to maintain and can last longer than kits in the market. Farmers who have used it say they have managed to grow vegetables during the just ended dry spell.
Venter Muongera | Climate change has altered weather patterns globally and most of the African countries are hit-hardest by the erratic weather patterns. During the rainy season, embracing water harvesting measures and prudent use of such water during the dry season through drip irrigation can be a relief to many farmers in the country. Irrigation allows continuous crop production throughout the year for both domestic and commercial purposes.
Drip irrigation kit enables a continuous supply of vegetables
More than 500 households of small-scale farmers in arid and semi-arid parts of Kenya have embraced the use of zero-energy drip irrigation kit. The small-scale farmers have experienced water shortage for many years forcing them to devise different ways of accessing water for irrigation.
Some farmers have dug wells from which they draw water. Due to lack of rain, the water table falls forcing farmers to dig deeper to get water. Mr Eric Mutie is a small-scale farmer from Nduiri village, Kathiani Sub County in Marsabit County. He has practiced small-scale farming for many years. “I have a passion for farming. But, rainfall is no longer predictable and when it falls, it’s not enough for crops to grow well. I decided to dig a well to irrigate my land,” he adds.
Mr Mutie knows the importance of saving and using water economically for maximum returns. “I use zero energy drip irrigation kit to grow vegetables throughout the year. The drip irrigation kit has emitters that water a specific plant when water is switched on from the tank. Hence, there is no water wastage,” he states.
The zero-energy drip irrigation kit is a drip irrigation system that uses gravity to water the crop. “I use less water for irrigation on my small parcel of land and I’ve vegetables for domestic use and for commercial purposes throughout the year,” Reveals Mr Mutie.
How zero-energy drip irrigation kit works
Zero-energy drip irrigation kit is a technology that has emitters fixed at different parts of a water pipe. Once the source of water from where the zero-energy drip irrigation kit is connected is opened, the water flows through the pipe and to the crops through the emitters. The spacing of planted crops is equivalent to the space between the emitters.
Every drop counts
Each emitter waters a crop directly opposite it. This drip irrigation kit allows maximum use of water to irrigate crops leading to less wastage of water for a maximum yield.
“I bought zero-energy drip irrigation kit more than a year ago. To date, I’ve not repaired any part of it. I use it on a daily basis to water my vegetables for domestic and commercial use. I bought a kit at Ksh 39,000 and it waters 500 plants at once on an ⅓ of an acre. I’m happy about the investment,” Mr Mutie says happily.
The zero-energy drip irrigation kit has Four-Way Tank Connector (FWTC) with 4 outlets. It has a sump that has a filter and a cleaning brush for sieving any sediment in the water before it flows through the pipe, to the emitters and to the plants. In cases where small sediments pass through the sump pipe to the emitters and clog the emitter and hinders water flow; the farmer can open the emitter and remove the sediments to allow the free flow of water to the crops.
According to Mr Chryspin Aifiti, The Managing Director of Liquid Lever Kenya which supplies the irrigation kits says, “The zero-energy kit does not require connection to the electricity to pump water to the plants; special tools are required, allows for mixed planting and support fertigation using bio-slurry.”
“It only requires the tank where the water will come from to be raised one metre (1m) above the ground. Raised gradient allows proper functioning of the kit.”
Zero-energy drip irrigation kit requires minimal maintenance. In case of a clog from any of the emitters, the clog is removed manually and water flow is tested. To allow slow flow of the water, the farmer can pull the rubber on the emitter forward and back if a high flow of water is required.
Mr Aifiti explains that when the slow flow of water is set, the flow is 300 millilitres per hour per crop. “The farmer is able to calculate how much water to use each day,” Mr Aifiti explains.
Learned organic methods from TOF Magazine
As an ardent reader of TOF magazine, Mr Mutie has learnt many farming techniques on how to grow vegetables without using chemicals. “I read from TOF Magazine how to prepare and preserve manure, natural pesticides to keep mosquitoes and other pests away from my vegetables, I also learnt about nursery preparation. My family now enjoys good health because of eating vegetables grown with no chemicals. Frequent bouts of flu, running nose that were rampant when I used chemical fertilizers to grow vegetables are part of my history,” he asserts happily.
Mr Mutie has read TOF Magazine since 2013. “I borrowed my friend the magazine to flip through just to see what the message was. I’ve never missed a copy of the magazine since then.”
Mr Mutie has already formed a farmers group of about 26 farmers in his area and is mentoring to practice exclusive organic farming. “I’d like to subscribe for 11 copies of TOF Magazine to share with the farmers. I’d like to share the knowledge I’ve also learned from TOF Magazine with them. When they learn the various organic farming methods and apply to their farming activities, they will also enjoy a healthy lifestyle like I do and transform their families’ health just like my family,” he adds.
Contacts: www.liquidleverkenya.com, email@example.com
For more information on - www.infonet-biovision.org/EnvironmentalHealth/Water-irrigation
Dear Farmer,
External parasites may be caused by the presence of rats and mice in the poultry shed. Infested wild birds may also come into contact with the chickens. Another cause of external parasites in chickens is warm and damp poultry sheds which encourage thriving of parasites’ eggs. This leads to higher chances of the parasites finding their way into the chickens’ feathers including the eyes, ears and other parts of the chickens’ body. The consequences of the external parasites infestation in chickens are discomfort, loss of weight and appetite which lead to decline in egg production, growth rate, meat quality and feed intake. Infested birds may appear agitated because of the skin irritation caused by the external parasites.
Dry bedding a good measure
The most important measure you need to take to control external parasites in chickens is to maintain hygiene in poultry sheds. The dampness in poultry house can be controlled by sprinkling lime over muddy areas which is then mixed with the soil. Damp bedding including the chicken waste should be removed immediately and replaced with fresh, dry bedding. A farmer can do this by drying any grass or sawdust used as bedding under the sun before spreading it in the poultry shed.
Diatomite kills pests
Another control measure is to apply diatomite powder in areas where chickens take their dust baths. Studies have shown that adding diatomite kills external parasites. Diatomite can also be used to control internal parasites in chickens. Farmers are advised to add one teaspoonful of diatomite and add it in each cup of chicken feed. The studies established that chickens fed on diatomite had increased body weight, produced larger eggs with more yolk and albumen.
For more information:
http://www.infonet-biovision.org/AnimalHealth/Chicken-new-animal-welfare-information#simple-table-of-contents-4
I have a problem with flower abortion in my guava, pears and avocado trees. What could be the problem and how can I control it?
Flower abortion, which is flower drops is a major problem among many fruit growing farmers. There are many causes of flower drops in fruit trees. Fruit abortion may occur even when farmers are doing their best to manage their orchards.
For fruit trees such as avocados, flower abortion may be a natural occurrence which takes place as the tree gets rid of excess fruits than it can hold to maturity. Natural flower drops ensures that the tree protects itself and the quality of its seed since immature fruits are all competing for the same food and water.
For all avocado varieties, there are two seasons in a year when some of the fruits drop off naturally. This happens mostly when there is a heavy fruit set. In guavas, self pollination is common and this leads to fruit that are quite weak and may end up dropping off before maturity. Other causes of flower drops include:
Excessive or deficiency in nutrients: Too much nutrients accessible to the fruit trees lead to increased vegetative growth, low flowering and fruit setting. Deficiency of boron which is a trace element utilized by plants causes flower drops. Deficiency of phosphorous and potassium especially at almost fruit maturation may cause flower and fruit drops.
Pollination: For any fertilization to take place in fruit trees, they have to be pollinated. Although some fruit trees like guavas may self pollinate, most of the fruit trees depend on bees and other nectar foraging insects, such as carpenter bees, which play an important role in pollination of the fruit trees. Due to excessive use of chemical pesticides by farmers, the bees are destroyed reducing their pollination services. Therefore, this leads to reduced fruit tree pollination and consequently increased flower drops. Planting trees that attract bees foraging for nectar will be of importance in enhancing pollination of the fruit trees in a farm. For proper orchard pollination, a farmer should ensure that they put at least 4 beehives per acre of fruit trees to attract bees that will offer pollination services. Farmers should also ensure that they reduce the use of harmful chemical pesticides in the control of pests and diseases. There are many biopesticides in the market that can be used to control pests and diseases without harming bees and the environment.
Drought: When there is less moisture available for plant uptake, the trees might induce flower drop to stop fruit set as one way of adapting to drought conditions.
Temperature: Areas experiencing low temperature such as the highlands usually slow down pollen germination. Also, periods of low temperatures and overcast skies induce flower drops.
Birds and insect pests: Too many birds and insect pests cause flower drops in orchards. These pests should be controlled during the flowering stage.
Answers by Ekanah Isaboke
For more information on Flower drops (page 7) – link to crop management: www.infonet-biovision.org/crops-fruits-veg
IPM offers the best way to control pests
Musdalafa Lyaga | Managing pests and diseases in your coffee plantation can make a difference between average income and good profit from your crop. Coffee growers continue to face increased costs, reduced coffee quality and pest pressure.
The Coffee Berry Borer (CBB) is a tiny beetle which is amongst the most harmful pests to coffee across the world.
Other pests to coffee
Antestia bugs are also a major pest of Arabica coffee in East Africa. The adult bug is shield-shaped, about 6 to 8 mm long and strikingly coloured dark brown with orange and white markings. They feed on the flower clusters. Females lay eggs in groups of about 12 on the underside of the leaves. Newly hatched nymphs are about 1 mm long.
White coffee stemborer
This is another pest that is a threat to coffee production. White coffee stem borer mainly attacks Arabica coffee and can make the cultivation of coffee unconomical. The larvae feed on the coffee tree bark forming rings and finally bore into the coffee stem, weakening the plant and causing yellowing of the foliage. Infested trees that are less than two years old dry up, and a high percentage of older trees also succumb to the pest.
If the pests are effectively controlled, the coffee yields can improve and lead to an increase to the income.
IPM in coffee farming
Integrated Pest Management comprises several control tactics such as stripping which involves removing berries remaining on the branches. All unripe, ripe and dry berries that remain on the coffee trees after harvesting and pruning are removed.
How the CBB traps work
What is the bescap trap and why is it beneficial to us?
Trapping is the use of attractant traps to capture CBB colonizing females during their migratory flights. This technique doesn’t have a risk of contaminating the environment, it is simple to apply, compatible with other biological control measures and it does not affect biodiversity.
The trapping system remains active for a longer period of time until all the CBB pests have emerged from the berries. This technique enables the capturing of CBB during their migratory flights, which begins with the first rainfall.
How to use the CBB traps
This prevents their subsequent re-dispersion, which would lead them to colonize a new generation of trees. Traps are installed at the beginning of March and removed at the end of June. They work best when placed 3-5 feet off the ground. The recommended minimum number of traps per hectare is 18.
• Use traps along border locations.
• Do not place traps on trees as this may attract Coffee Berry Borer to some fruits like cherries.
• The traps should be inspected every fortnight and captured Coffee Berry Borer removed. The traps are then cleaned and refilled with water to their upper limit.
• It is important to check that the dispensers are working properly and contain enough attractant.
• Integrated Pest Management provides a sound, efficient basis for control, without the risk of contaminating the environment.
• Unlike chemical control which is harmful to the environment, it is a preventive type strategy which controls Coffee Berry Borer before they infest the harvest and cause damage.
Persistent, continuous and proper use of integrated pest management methods can keep Coffee Berry Borer and other pests under control.
Contact Real IPM, Thika on Tel. 0725806086.
For more information on coffee pests and their control http://www.infonet-biovision.org/PlantHealth/Crops/Coffeesimple-table-of-contents-3
Dear TOF reader,
We spend Ksh 70 to produce one copy of *The Organic Farmer* Magazine. As a smallholder farmer, we request you to contribute Kshs. 20 towards its production. Below are two charges for those who would like to receive the magazine through an existing distributor or through their postal addresses:
| Number of Copies | TOTAL COST by SUBSCRIPTION (Ksh) |
|------------------|----------------------------------|
| | Quarterly – 3 months | Bi-Annual – 6 months | Annual - 12 months |
| 1 (For additional copies, add Ksh 20) | 60 | 120 | 240 |
| 1 | 150 | 300 | 600 |
| 2 | 240 | 480 | 960 |
| 3 | 330 | 660 | 1200 |
| 4 | 510 | 1020 | 2040 |
| 5 | 570 | 1140 | 2280 |
| Over 5 | Please contact BvAT for more information |
DELIVERY OPTIONS
- Collection from a TOF Distributor
- Delivery to a Farmer Group address that already receives TOF
- Delivery to an address that will be provided to TOF
Payment details: Mpesa Pay bill number 833589, Account number is 66813200048. In case of any further clarification or placing an order, please call 0715 422 460.
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The new WALES CURRICULUM
What happens next
2019 Jul
Feedback period closes
2020 Jan
New curriculum and assessment arrangements finalised and available
2022 Sep
Schools using the new curriculum - Nursery to Year 7
2023+
New curriculum rolled out to Years 8 to 11 between 2023 and 2026
What’s changing?
| The Old Curriculum | The New Curriculum |
|--------------------|-------------------|
| **The basis of the old curriculum centres around:**
- Promoting the spiritual, moral, cultural, mental and physical development of pupils at the school and of society;
- Preparing pupils at school for the opportunities, responsibilities and experiences of later life. | **The new curriculum will be centred around:**
*The Four Purposes:*
- Ambitious, capable learners, ready to learn throughout their lives;
- Enterprising, creative contributors, ready to play a full part in life and work;
- Ethical, informed citizens of Wales and the world;
- Healthy, confident individuals, ready to lead fulfilling lives as valued members of society. |
What’s changing?
Subjects taught in the old curriculum include:
**Core subjects:**
- Mathematics;
- English;
- Science;
- Welsh (in Welsh speaking schools).
**Foundation subjects:**
- Design and technology;
- Information and communication technology;
- Physical education;
- History;
- Geography;
- Art and design;
- Music;
- Welsh (in non-Welsh speaking schools).
Subjects taught in the new curriculum will include:
**6 Areas of Learning:**
- Expressive arts;
- Health and well-being;
- Humanities (including RE which should remain compulsory to age 16);
- Languages, literacy and communication (including Welsh);
- Mathematics and numeracy;
- Science and technology.
What’s changing?
• Pupils voice, ownership
• Meaningful experiences, Authentic, Real-life contexts
• Creative, Engaging, Collaborative
• Accessible to all
Lower School
Coast & Country
Expressive Arts
Dance – Carnival of the Animals
Art – David Hockney
Health & Wellbeing
PE – Gymnastics PESS animals,
PSE – Talacre Trip
Keeping safe on the coast and in the countryside
Humanities
RE – Christian / Hindu creation story, Easter Gardens
Geography – Country Code, Rivers & Streams and the Water Cycle
Maths & Numeracy
Handling data, Venn and Carrol diagrams
Science & Technology
ICT – Music video making, photography, movie making
Science – RSPB Big Birdwatch, Animal adaptations, Bee Workshop, Life cycles, Talacre Trip – plants, animals & habitats, D&T – Seasonal salads
Language, Literacy and Communication
English – Poetry linked to a Winter walk, arguments, formal and informal letter writing linked to a windmill farmer, report writing linked to people who help us at sea including the RNLI
Welsh – Creation Story, weather, recipes and instructions and reports on animals
We are writing to you as we have some great news to announce. We are looking for some help creating a new and exciting program for children aged 7-14 for our city channel based on our ‘Coast & Country’ program on ITV.
We would like to invite you all to take part in this new exciting new project and hope you can help with creating a pilot program.
In the first instance we would like to ask you for your initial ideas. What should we include in an episode? Please check out the community website https://www.cwmbradfilk.com/ for some ideas put forward by parents and carers. You can also email us at email@example.com or tweet us @coastandcountry.
We would appreciate if you could email us some of your ideas, firstname.lastname@example.org. We look forward to working with you.
Yours faithfully,
Miss Tern Phishing
Executive Producer
Lower School
Coast & Country
Ysgol Maes Owen @MaesOwen · Jan 16
We became music producers this afternoon 😎🎵
3/4T made music videos for our coast and country topic! #moviemakers
#ourearthrocks 🎵
Ysgol Maes Owen @MaesOwen · Jan 18
3/4T worked hard on their animal shapes this afternoon
#aimtolearn#aimtosucceed
Coast & Country
Ysgol Maes Owen @MaesOwen - Jan 28
3/4T worked hard researching rivers this morning. #coastandcountry
Ysgol Maes Owen @MaesOwen - Feb 11
3/4T were busy feeding the birds, ‘bwydol’ arder’ i’r afternoon. We read and ordered the instructions in Welsh #readereader #outdoorexplorers. We can also name some birds ‘yn Gymraeg’! Gweialis i Twr Tomos Las, Ji-Binc, Jac-Do a Robin Goch!
Ysgol Maes Owen @MaesOwen - Jan 29
3/4B finding and identifying birds. ❤️
Ysgol Maes Owen @MaesOwen - Jan 21
Really pleased with 3/4B today. Got some great ideas for our metaphor poems on our winter walk. 🌲❄️
Ysgol Maes Owen @MaesOwen - Feb 12
3/4B creating a photomontage in the style of @davidhockneyart. #aimtolearnnotsucceed
Upper School
Ancient Egypt
Maths & Numeracy
Time, number work
Expressive Arts
Dance - Egyptian dancing
Art - Design and make a Canopic jar
Music - The music of Ancient Egypt / Instruments / create a ceremonial rhythmic piece to honour the gods.
Humanities
RE - Worshiping
Geography - Where is Egypt? Rivers, rich and poor Egyptians, Gods,
History - Timeline work, Pharos, mummification process
Science & Technology
Science - Light and shadow work, how we see, investigating torches, batteries and brightness, make a sundial, mummifying fruit,
D&T - Design, make and evaluate a Shaduf
Language, Literacy and Communication
English - Non-chronological reports on Egyptian Gods, Diary writing, Letter writing, explanations and instructions
Welsh - Places of the world, how to travel, diary writing based on a visit to Egypt, blog writing, poetry based on holidays,
Health & Wellbeing
PE - Intense Swimming for all upper school classes
Ancient Egyptians
Ysgol Maes Owen @MaesOwen · Apr 12
5/6J museum is ready! Looking forward to sharing our work with you! Come along between 11 and 12 today...
Ysgol Maes Owen @MaesOwen · Apr 12
5/6C enjoyed opening their museum this morning, they showed they were Ancient Egyptian experts and impressed our curious visitors #aimtolearnaimtosucceed
This is Me! Me Myself & I!
WOW Week
Upper & Lower School
Language, Literacy and Communication
English - Descriptive writing, Instructions, directions, Descriptive writing, instructions and directions
Welsh - Autobiography, video pen pal messages to a school in France, Biography writing
WOW Week - Researching jobs, interviewing adults, Creating a personal statement, Good and bad interviews, Teaching new skills. Maes Owen’s Got Talent!
Maths & Numeracy
Number work, Compass points, Average work, Measuring, Handling data, Average work, Measuring
Science & Technology
Science - Our body
Humanities
RE -
Geography - Where I live? Wales and Snowdon, map work Map work and directions History - Timeline work
Health & wellbeing
PE - Class matches PSE - Sex and Relationship Education
Expressive Arts
Music - Body percussion work, Body percussion work
Upper & Lower School
Ysgol Maes Owen @MaesOwen · May 22
All lower school classes enjoyed a fun packed morning talking to Steve our friendly paramedic. All were inspired and enthused to hear how to become a paramedic and what you do day to day! #WhenIGrowUp
@WelshAmbulance
@Oldenroad1
@CareersWales
Ysgol Maes Owen @MaesOwen · May 24
3/4D having lots of fun sharing and learning their talents. #aimtolearnlearntosucceed
Ysgol Maes Owen @MaesOwen · May 24
3/4S interviewed one another for the dream job this morning. They learnt about good body language and eye contact - Mrs W would definitely give them the job! @CareersWales
#WhenIGrowup
#aimtolearnlearntosucceed
WOW Week
Upper & Lower School
Ysgol Maes Owen @MaesOwen · May 21
3/4B had a visit from PC Hedley. They all learnt about how to become a police officer and what the role entails. #worldofworkweek, #aimtolearnaimtosucceed
Ysgol Maes Owen @MaesOwen · May 22
Dosbarth Miss Pye were totally enthused by a business woman today! Learning about owning and managing your own company. Dloich Paula, our children have been inspired by your visit today!
#WhenIGrowUp
@CareersWales
@ToyBocsTeganau
toy-bocs-teganau.com
WOW Week
What Matters in Expressive Arts
• **Exploration** through and of the Expressive Arts deepens our artistic knowledge and contributes to our understanding of identities, cultures and societies.
• **Responding** and reflecting, both as an artist and audience, is a fundamental part of learning about and through the Expressive Arts.
• **Creative** work combines knowledge and skills using the senses, inspiration and imagination.
The Expressive Arts AoLE centres on the five disciplines of art, dance, drama, film and digital media and music.
3 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What Matters in Health and Well-Being
• Developing physical health and well-being has lifelong benefits.
• How we process and respond to our experiences affects our mental health and emotional well-being.
• Our decision-making impacts on the quality of our lives and the lives of others.
• How we engage with different social influences shapes who we are and our health and well-being.
• Healthy relationships are fundamental to our sense of belonging and well-being.
The Health and Well-being AoLE will support learners to develop and maintain not only their physical health and well-being, but also their mental health and emotional well-being.
5 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What Matters in Humanities
These what matters statements are linked and are not intended to be taken in isolation.
- **Developing an enquiring mind** enables learners to explore and investigate the world, past, present and future, for themselves.
- **Events and human experiences** are complex and perceived, interpreted and represented in different ways.
- **Our natural world** is diverse and dynamic, influenced by physical processes and human actions.
- **Human societies** are complex and diverse and are shaped by human actions and beliefs.
- **Informed, self-aware citizens** engage with the challenges and opportunities that face humanity and are able to take considered, ethical and sustainable action.
The Humanities AoLE is all about asking questions about the human condition. It encompasses geography, history, religious education, business studies and social studies.
5 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What Matters in Science and Technology
• Being curious and searching for answers helps further our understanding of the natural world and helps society progress.
• Design thinking and engineering are technical and creative endeavours intended to meet society’s needs and wants.
• The world around us is full of living things which depend on each other for survival.
• Understanding the atomic nature of matter and how it shapes the world.
• Forces and energy determine the structure and dynamics of the Universe.
• Computation applies algorithms to data in order to solve real-world problems.
The Science and Technology AoLE draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance our knowledge and understanding of the world.
6 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What Matters in Languages, Literacy and Communication
• Learning about **identity and culture** through languages prepares us to be citizens of Wales and the world.
• Learners who **listen and read effectively** are prepared to learn throughout their lives.
• Learners who **speak and write effectively** are prepared to play a full part in life and work.
• Literature fires **imaginations** and inspires **creativity**.
The Languages, Literacy and Communication AoLE will enable all learners to gain knowledge and skills in Welsh, English and international languages as well as in literature.
4 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What Matters in Mathematics and Numeracy
- The **number system** is used to represent and compare relationships between numbers and quantities.
- **Algebra** uses symbol systems to express the structure of relationships between numbers, quantities and relations.
- **Geometry** focuses on relationships involving properties of shape, space and position and that measurement focuses on quantifying phenomena in the physical world.
- **Statistics** represent data, **probability** models chance and both support informed inferences and decisions.
The Mathematics and Numeracy AOLE.
4 What Matter Statements.
Under each there are 5 Progression Steps – these include I can statements. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. These will help learners, teachers, parents and carers to understand if appropriate progress is being made.
Planning for learning (Experience, Knowledge and Skills) – Learners need to experience / Learners need to know / Learners need to be able to do statements.
What’s changing?
The old curriculum prescribes:
- Summative Assessment;
- National tests;
- Formative Assessment.
The new curriculum will prescribe:
- Online Personal Testing;
- Annual online testing in addition to assessment against the proposed progression steps at ages 5, 8, 11, 14 and 16;
- Formative Assessment;
- Summative Assessment.
The old curriculum is divided into:
- Foundation Phase (ages 3 to 7);
- Key Stage 2 (ages 8 to 11).
The new curriculum will:
- Remove Foundation Phase and Key Stages;
- There will be a continuum of learning from ages 3 to 16;
- Progression will be signalled through Progression Steps at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16.
The old curriculum contains:
- Cross Curricular Subjects;
- Literacy;
- Numeracy;
- Digital Framework.
The new curriculum will contain:
- Cross Curricular Subjects;
- Literacy;
- Numeracy;
- Digital Framework;
The new WALES CURRICULUM
4 CURRICULUM PURPOSES
- Ambitious Capable Learners
- Enterprising Creative Contributors
- Healthy Confident Individuals
- Ethical Informed Citizens
6 AREAS OF LEARNING & EXPERIENCE
- MATHS & NUMERACY
- Maths
- LANGUAGE, LITERACY & COMMUNICATION
- English/Welsh/MFL
- SCIENCE & TECH
- Science/DT/ICT
- HEALTH & WELL BEING
- Food Tech/P.S.E./P.E.
- EXPRESSIVE ARTS
- Art/Drama/Music
- HUMANITIES
- RE/History/Geography
3 CROSS CURRICULAR SKILLS
- LITERACY
- NUMERACY
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Writing with POWER
Language
Composition
21st Century Skills
Perfection Learning®
Perfect for YOUR Classroom
(800) 831-4190 | perfectionlearning.com
Welcome to Writing with POWER
This program is specifically designed to equip all your students with the writing, language, and 21st century skills they need to be successful in a rapidly changing world.
- **Aligned to the Common Core State Standards**
- **In-depth writing instruction**
Capture students’ interest with engaging writing projects and follow through with aligned instruction and practice.
- **Online writing support**
Develop strong, independent writers by using the 6 Trait Power Write interactive, online writing tool.
- **Grammar concepts connected to writing**
Enable students to add variety, detail, and depth to their writing.
- **Comprehensive grammar instruction and practice**
Extensive support for grammar, usage, and mechanics—all available within an easy-to-use, reference-oriented design.
- **21st century skill development**
Strengthen students’ collaboration, media, and critical thinking skills.
## Program Components
| Student Resources | Print | Digital |
|--------------------------------------------------------|-------|---------|
| Writing with Power Student Edition | ✓ | ✓ |
| 6 Trait Power Write Online Writing Program | ✓ | |
| Composition Skills Practice | ✓ | ✓ |
| Language Skills Practice | ✓ | ✓ |
| Test Preparation | ✓ | |
| Vocabulary Skills Practice | ✓ | |
| Writer’s Resource | ✓ | |
| Web 2.0 Tools and Projects | ✓ | |
| Teacher Resources | Print | Digital |
|--------------------------------------------------------|-------|---------|
| Writing with Power Teacher Edition | ✓ | ✓ |
| 6 Trait Power Write Online Writing Program | ✓ | |
| Composition Skills Practice | ✓ | ✓ |
| Language Skills Practice | ✓ | ✓ |
| Composition Skills Practice & Language Skills Practice Answer Keys | ✓ | |
| Test Preparation & Answer Key | ✓ | |
| Vocabulary Skills Practice & Answer Key | ✓ | |
| Writer’s Resource | ✓ | |
| Web 2.0 Tools and Projects | ✓ | |
| English Language Learners Teacher Resource | ✓ | |
| Classroom Presentations | ✓ | |
| Assessment Resource | ✓ | |
| Professional Development Resource | ✓ | |
| Lesson Planner | ✓ | |
| ExamView Assessment Suite | ✓ | |
## Senior Consultants
**Peter Smagorinsky** wrote the activities that form the project-centered “structured process approach” to teaching writing at the heart of the composition units of *Writing with Power*. In addition to numerous articles, he has published the following books through Heinemann:
- *Teaching English by Design*, 2007
- *The Dynamics of Writing Instruction: A Structured Process Approach for the Composition Teacher in the Middle and High School*, with Larry Johannessen, Elizabeth Kahn, and Thomas McCann, 2010
**Constance Weaver** developed the “power” concept and features for *Writing with Power*. This includes offering strategies for using grammatical options to add power to writing and thinking. In addition, her Power Rules begin with the ten “must know” conventions for success in school and the workplace and expand into features more relevant for advanced writers. Published books include:
- *Grammar for Teachers*, NCTE, 1979
- *Teaching Grammar in Context*, Boynton/Cook, 1996
- *Grammar Plan Book*, Heinemann, 2007
- *Grammar to Enrich and Enhance Writing*, with Jonathan Bush, Heinemann, 2008
---
**Check it out today!**
For more information on *Writing with Power* or *6 Trait Power Write*, please visit perfectionlearning.com/writing-with-power
- Product Samplers
- Demos
- Standards Correlations
Writing to Persuade
Persuasive writing states an opinion on a subject and uses facts, reasons, and examples to convince readers.
Here are some of the ways in which persuasive writing can influence people’s lives and the society in which they live.
- **Speechwriters** help political candidates explain, defend, and “sell” the candidates’ positions on issues.
- **Business executives** prepare and deliver presentations to persuade their colleagues and clients to adopt their ideas for making or marketing goods and services.
- **Lawyers** write briefs presenting the reasons why judges and juries should decide in favor of their clients.
- **Advertising copywriters** craft ads aimed at persuading readers, viewers, or listeners to buy products.
- **Science writers** explain recent theories and discoveries in medicine and health, urging their readers to lead healthier lifestyles.
- **News reporters** write stories that expose illegal or immoral behavior by public officials, CEOs, industrialists, and others.
**Writing Project**
**Argumentative**
**Blow Your Whistle** Write a persuasive composition that exposes a problem and suggests solutions.
**Think Through Writing** You’ve probably heard the term “whistle-blower.” A whistle-blower is a person who calls attention to wrongdoing in order put an end to it. People who whistle-blowers have raised awareness of corruption in business, politics, education, and other important areas of life. Think of a situation in your school or community that you feel is not right and blow the whistle on it. Explain the problem so that readers agree with you and are motivated to put an end to it. Write about what the problem is and what people should do to stop it.
Chapter 8: Writing to Persuade
Assessment Resource
Assessment Resource: How to Use
Assessment Resource: Answer Key
Classroom Presentation Slides
Composition Skills Practice
English Language Learners Teacher Resource
Writer’s Resource: Student Models and Rubrics
Writer’s Resource: Writing Across the Curriculum
Lesson Planner
Chapter 9: Writing About Literature
Unit 3: Research and Report Writing
Collaborative Learning To prepare students for working on this project, role the times that they will be working with a partner or groups. See pp. 293, 295, 297, 298, 301, 302, 306, 308, 309, 313, 315, 318, 319, and 319.
Block Scheduling If time is limited, skip the Writing Project. The remaining material covers all the key instructional objectives.
If you want to take advantage of longer class periods, then Critically Evaluate the Language in In the Media, The Language of Power, and Persuasive Writing Workshop.
Literary Connection
To help students make selections about environmentalism in the following works, which appear in their textbooks at this grade level:
• A Sand County Almanac by Aldo Leopold
• Silent Spring by Rachel Carson
• Walden by Henry David Thoreau
Technology support through 6 Trait Power Write helps develop independent writers and thinkers.
Support for Each Stage of the Writing Process
Students progress step-by-step through the writing process.
Self-Evaluation Using the 6 Traits of Writing
Students analyze their writing at each step of the writing process with rubrics tailored specifically to the genre.
Online Writing Assignments
Students log in to 6 Trait Power Write to see their assignments and current progress.
Peer Review and Evaluation of Assignments
Teachers can permit students to review each other’s writing based on the 6 Traits.
6 Trait Power Write provides teachers the flexibility to
- assign writing projects from the student text
- create new assignments
- customize assignment to individual needs
- manage students’ portfolios
- and much more!
Teacher Feedback and Grading
Teachers can provide students immediate feedback on their writing any time during the writing process.
6 Trait Power Write Supports Each Assignment
Detailed support for creating the writing assignment in an online environment.
Technology support and reporting through 6 Trait Power Write allows teachers to set up, monitor, and evaluate assignments in real time.
At-a-Glance Progress Monitoring
Reports allow teachers to determine the progress each student has made across all assigned writing projects and to intervene early.
Teacher Feedback
Teachers can offer suggestions to students writing at any stage.
Evaluation
A 6 Trait evaluation rubric for both teacher and student allows the student to compare self-evaluation with teacher assessment.
EXERCISE A Supply transitions for the following paragraph. Choose from *in addition*, *most important*, *furthermore*, and *in the first place*. Write your transitions on the blank lines below the paragraph.
I think that sunlight is the best direct source of energy. (1) ________, it does not pollute the environment, as coal, oil, and uranium do. (2) ________, it makes no noise, as furnaces and engines do. (3) ________, two of the most important advantages are that no country lacks sunlight and that it cannot be owned in the way coal, oil, and uranium are. (4) ________, the fact that sunlight costs nothing and never will cost anything means a great deal to most people. The supply of sunlight—unlike the stores of coal, oil, and uranium—will never give out.
1. ____________
2. ____________
3. ____________
4. ____________
EXERCISE B Follow the steps below to revise the persuasive paragraph. Make your changes on this page. Then copy the revised paragraph on a separate sheet of paper.
1. Arrange the sentences in order of importance (most to least).
2. Add transitional words.
3. Cross out emotionally charged words.
Going to our community college will enable me to get the education I want without endangering my financial status or leaving my friends. I will be able to keep my present friends. The most important consideration is that I want to be a dental hygienist, and all the skills I need are taught at our community college. I can live at home and commute to school rather than pay to live in a smelly, old dormitory. Also, I will be able to keep my present part-time job. Both living at home and keeping my job will help me solve my financial problems. You can see that my educational, financial, and social needs can be taken care of right here.
CHAPTER 16 Independent and Subordinate Clauses
[16A] A clause is a group of words that has a subject and a verb.
[16A.1] An independent (main) clause can stand alone as a sentence because it expresses a complete thought.
[16A.2] A subordinate (dependent) clause cannot stand alone because it does not express a complete thought.
EXERCISE A Write I if the underlined clause is independent and S if it is subordinate.
1. Sections of bamboo make a pleasing clacking sound when they are hung as wind chimes.
2. Botanists have named about 200 species of bamboo, some of which grow 100 feet high.
3. One variety is so hard that it makes sparks when struck.
4. Many people use bamboo screens that roll up and down.
5. Some people use bamboo fishing rods, and others carry bamboo canes.
6. Bamboo is the fastest growing plant that we know.
7. There are varieties that grow four feet every twenty-four hours.
8. Bamboo spreads quickly, since new plants shoot up from the roots of older plants.
9. The young shoots of some varieties cut when they first appear.
10. After the outer layer is peeled off, they are fried or boiled.
EXERCISE B Underline the independent clauses in the following paragraph.
The Japanese have more uses for bamboo than any other people do. They fashion it into chopsticks, and they also make flutes out of it. Bamboo was imported from Japan, and it grows wild in the South. It is grown by gardeners who admire the smooth stalks and graceful leaves. Some people make furniture out of bamboo, while others even create houses made of bamboo. One of the most popular new forms of flooring is bamboo because it is considered environmentally friendly. Bamboo grows quickly, so it quickly replaces itself, unlike most other kinds of building lumber. Nonetheless, it can overpower other plants in an area.
Vocabulary Skills Practice
COMPLETING THE SENTENCE
Choose the letter of the word that best completes the sentence.
1. There was a ■ between the money in the register and what we should have had.
A fallacy
B material
C discrepancy
D uniformity
2. Mr. Robertson was being ■ about it, not blaming us but not letting us off the hook either.
A supercilious
B irrelevant
C fallacious
D equivocal
3. “If we all ■,” he said, “let’s sleep on it and see if the mystery is solved in the morning.”
A concur
B condone
C equivocate
D trifle
4. “Was the amount ■ or serious?” my father asked me at dinner.
A derogatory
B trilling
C carping
D supercilious
5. The amount did not matter; it was ■.
A carping
B supercilious
C immaterial
D derogatory
6. “There must be ■ between the financial records and the actual amount of cash.”
A fallacy
B condoning
C irrelevance
D uniformity
7. The answer was definite; it was ■.
A derogatory
B irrelevant
C incontrovertible
D supercilious
8. He was prone to ■ reasoning that was intended to confuse his listeners.
A immaterial
B trilling
C supercilious
D fallacious
9. “How can I say something to Mr. Robertson that won’t sound ■ and mean?”
A incongruous
B immaterial
C derogatory
D trilling
10. She looked at me with a(n) ■ grimace on her face.
A irrelevant
B fallacious
C immaterial
D supercilious
Your school improvement team is debating the use of social media in the classroom. Some members of the team believe when such social media as Facebook and Twitter and technology such as cell phones are used in class, they will be misused. Other team members think that using the new technology wisely will help students learn valuable skills. Write a position paper to present to your school improvement team expressing your opinion on the pros and cons of using new media in the classroom.
Remember these tips as you write your composition:
- Focus on the assigned topic.
- Include details that make your writing interesting and unique.
- Include only details that contribute to the composition as a whole.
- Present your ideas clearly and in a way that’s easy for readers to follow.
- After you are done writing, proofread for grammar, usage, and mechanics errors. Check for misspelled words, mistakes in punctuation and capitalization, and incorrect sentence structure.
Student Model: Score 2
Using social media in schools would help students learn important lifelong skills but could also distract them and lead to overuse of the programs. The social media these days is such an easy way to communicate and explore new technology but could also be an easy way for students to misuse the program.
The programs are becoming more and more popular with the growth in the number of future jobs and careers. This means that student minds need to be protected because of misuse.
The correct programs should be installed so students are not distracted from having these important skills learned and able to be used in life for the future.
Rubric for a Score 2 Essay
The essay:
- Is somewhat focused but may shift from idea to idea.
- Has a sense of completeness, with an introduction and conclusion.
- Includes some unrelated details that distract from the focus of the composition.
- Does not address counter-arguments with strength.
- Has some ideas that seem out of place and includes few transitions.
- Attempts to develop ideas but does not show depth of thinking.
- Has a voice that may sound natural at times but does not sustain a connection with the reader.
- Includes a number of punctuation, usage, and spelling errors that distract from the essay.
Analysis: Score 2
This essay lacks focus, in part from not having a clear thesis statement in the first paragraph. Instead, there and in the text that follows, the writer tries to illustrate both sides of the question without arguing effectively for either one. There is an attempt at organization, especially in the second and third paragraphs, which list pros and cons, respectively. But some ideas are not supported (e.g., there are no examples of to support the idea of “misuse or potential threats” mentioned the third paragraph). The idea for the conclusion is fine, but it is poorly stated and not adequately supported by the rest of the essay. Sentences tend to meander and lose focus midway through (“Social networking allows many new ideas and skills to be fed to the student mind but could also be potentially dangerous for the students to be working with because of misuse or potential threats”). There are a number of spelling, punctuation, and usage errors as well.
Evaluating the Portfolio and Its Contents
One way of evaluating a student portfolio is to score each assignment in it using rubrics such as those provided in *Writing with Power* and in this ancillary, total the scores, and then take an average of the total. Many teachers, however, prefer to give each student portfolio a holistic score. This can be done using the rubrics for each portfolio type found on pages 25–27.
Portfolio Conferences
Conferences with each student about his or her writing progress are a vital part of the portfolio process. Although the type, frequency, and timing of portfolio conferences will vary with each portfolio type, the teacher’s primary role in virtually all conferences is to model the thought processes that young writers may not yet have learned to use. Specifically, teachers should model the processes of reflecting and selecting, with the goal of helping students engage in those activities independently.
Questions That Promote Reflection
The following open-ended questions are useful in modeling and promoting student reflection:
- How do you feel about what you wrote?
- Where do you think you are going with your writing?
- Are any parts giving you trouble?
- What strategies might you use to improve them?
- How do you feel about your paper?
- In what other papers you have written did you use these strategies?
- What strategies did you use in this paper?
- What areas would you like to work on next?
- What three things can you do better?
- What do you like about your paper?
- How can you apply what you’ve learned?
- How would you describe the process of writing this paper?
- What kind of help would be useful?
The teacher should model questions that encourage students to reflect on their thinking and should place those questions in the context of the work they have done in the past and the goals they have set for themselves.
Editing Comment Sheet
When I edited this work, I used the following strategies: (Check any that apply.)
- checklist, with separate readings for each item on the list
- checklist, with one reading for everything
- peer edit
- spell checker on word processor
- personalized editing checklist
- proofreader’s marks
Of the above strategies, the most helpful was/were . . .
because . . .
I am satisfied that I caught all errors in the editing process.
- Yes
- No (If no, explain what you can do to catch the rest.)
Comments:
Writer’s Resource: Research Reports
• Supplements chapters on writing a research report
Table of Contents
• Planning Guide for Research Reports
• The Ethics of Research
• Plagiarism Quiz
• Using Primary and Secondary Sources
• Models of Reports in Different Citation Styles (CMS, APA)
• Creating Power Presentations for Research Reports
• Sample Presentation Slides for Multimedia Research Reports
Writer’s Resource: Writing Across the Curriculum
Social studies, science, and math prompts are provided for all primary modes of writing
Table of Contents
Strategies for Writing Across the Curriculum
Writing to Learn
Projects in Writing Across the Curriculum
Using Primary and Secondary Sources
In writing a research report, you may use both primary sources, such as original documents and first-hand accounts of events, and secondary sources, such as accounts written by people who did not personally observe or participate in the events they are describing. As the chart below describes, each type of source has its own strengths and weaknesses.
Comparing Primary and Secondary Sources
| Type of Source | Examples | Strengths | Weaknesses |
|----------------|--------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| Primary Source | • a letter from an archaeologist describing his or her activities at a dig | • provides facts and details that are at the time that may never have been forgotten or had errors introduced | • may reflect the emotions or bias of the writer |
| | • a diary entry offering an eyewitness account of an event | • often shows how people felt about an event as it was happening | • may lack perspective on the subject |
| | • a myth or legend from ancient times | • often includes specific, colorful details that help readers picture the event or feel like they were there | • may make references that readers today no longer understand |
| | • a graph showing seismic activity in a region | | • may contain errors or omissions caused by illegible handwriting, physical damage, or poor equipment maintenance, keeping in as can before ballpoint pens, computers, multimedia storage facilities, etc. |
Writing Across the Curriculum
Persuasive Writing in Science
You are a journalist living in France in the 1860s. You have written extensively about the work of Louis Pasteur in helping to establish the germ theory of disease. Many people, however, do not believe in the germ theory, believing instead in “spontaneous generation.” Write an editorial convincing people of the strength of the germ theory of disease. Refer to Pasteur’s and other scientists’ experiments for your evidence.
Prewriting
Pair off with a partner. Using your biology textbook or another reliable source, find the information you need to address the prompt. Take turns reading it aloud. Then discuss what you have read and make a chart showing the beliefs and evidence of the spontaneous generation side of the debate and the beliefs and evidence of the germ theory side of the debate. Make one copy each.
Drafting
Using your chart, write a first draft of your persuasive editorial. Be sure to include an effective beginning with a clearly stated position, a well-developed middle with ample facts and examples as well as counter-arguments to opposing views, and an ending that makes the composition feel complete. Check to make sure that you have presented the events in logical order and that you have included only those details that relate specifically to your subject. Appeal to your readers’ logic, ethical beliefs, and emotions.
Revising by Conferencing
Meet with your partner. Begin by referring to the rubric on page 318 of *Writing with Power*. Discuss whether the rubric needs to be adapted for an editorial, and if so, how. Then use the rubric to evaluate each other’s editorial. Offer positive feedback as well as constructive criticism. When you have finished, write a second draft to make the editorial the best it can be. Use the checklist on page 317 for additional points to address when revising.
Editing
When you are satisfied with your second draft, edit it for conventions: spelling, grammar, usage, and mechanics. Exchange papers with your partner and look over each other’s edited versions to see if there is any need for additional correction. Make any changes necessary in your own paper.
Publishing
Create a multimedia presentation of your editorial (power presentation, video, audio) and present it to your science class.
Web 2.0 Tools and Projects
• Hands-on applications tied to composition projects
• Problem-solving scenarios requiring the use of interactive technologies and standard workplace applications
Using Web 2.0 Tools in the Classroom
**Biography Project**
Create live social network pages for your biographical subject with a profile that reflects the subjects’ key contributions and a blog that discusses issues of interest to the subject.
**Writing Lab Project**
Create a video trailer for a movie based on your composition and share it on SchoolTube.
**Real-time Collaborative Editing Project**
Create Google Waves and share them with your writing group members.
**BEGINNING: SCAFFOLDING**
Help students write a thesis statement or proposal for a persuasive paragraph. Write the topic *School* on the board. Encourage students to say aloud sentences about school using available English as you write down their responses. Use questions such as *What do you like about our school? What could be improved? What changes would make our school better?* Explain that a thesis statement for persuasive writing must state an opinion. Help students identify which sentences on the board are opinions. Underline any opinion words, directing students to use the chart on page 295 of the student book. Help students write a thesis statement using the sentence starter *Our school should ___.*
**INTERMEDIATE: LINGUISTIC SUPPORT**
Display the cluster diagram from page 30. Choose one of the topics below and write it in the center circle.
- School uniforms
- Saving the environment
- Technology and privacy
Before using the cluster diagram to gather ideas for writing, create a word bank of terms related to the chosen topic, e.g., *SAVING THE ENVIRONMENT:* recycle, alternative energy, global warming. Include short definitions for unfamiliar terms. Then help students brainstorm for ideas by having them answer the question “Why?” Encourage students to use the word bank to help them answer the question. Write their answers in the circles radiating out from the center one. Model how to write a thesis statement and supporting details for a persuasive essay on the chosen topic.
**ADVANCED: GRAPHIC ORGANIZER**
Display the T-chart on page 28. Choose one of the following thesis statements and write it in the graphic organizer. As a class, list pros and cons in the chart. Then ask pairs of students to complete the chart using a different thesis statement. Have the pairs share their charts with the rest of the class. Extend the exercise by writing a counter-argument for one of the cons in their chart.
1. People should ride bicycles instead of driving cars.
2. The school cafeteria should serve breakfast, lunch, and dinner.
3. English is a difficult language to learn.
4. Shopping online is more convenient than shopping at the mall.
5. The violent content of many movies has a negative effect on children.
CHAPTER 16 Clauses
Leveled Activities
BEGINNING: MODELING
Display the following paragraph. Read the paragraph aloud and ask students to summarize it. Explain that each sentence has an independent clause and a subordinate (dependent) clause. Model how to find and underline each independent clause once and each subordinate clause twice. Then have students read the paragraph aloud, assigning one student to read the independent clauses and a different student to read the subordinate clauses. Encourage students to listen to the sound of the subordinate clauses. Remind them that these are fragments and cannot stand alone.
My friend April and I went to see a play that was being performed at Green Theater. Green Theater is a small theater where people can see shows from the stage because they are close to the action. We sat in the front row so we could see no more than a few feet away from the actors.
INTERMEDIATE: SCAFFOLDING
After completing the Beginning activity, have students read the independent clauses once and then read the paragraph aloud.
The scenery was beautiful, and the costumes were worth much money for a fair price. The actors who were performing were very talented. They were able to make the audience feel as if they acted with tremendous emotion. The director’s interpretation to his characters was excellent. The actors were able to interpret their characters well on stage. The show was very good. The audience was very happy. They all cried. As soon as the curtain closed, the audience gave the actors a well-deserved standing ovation.
PART II Communication and Collaboration
Leveled Activities
BEGINNING: LINGUISTIC SUPPORT
Help students learn basic vocabulary for interviewing for a job and for writing an employment letter. Display the employment ad on page 534 of the student book or bring in an ad from a local paper. After reading the ad aloud, ask students to think of words they would need to use if they were interested in applying for a job. Write suggested words and phrases on the board, such as apply, position, advertisement, available. Then write sentence starters such as I would like to apply for ___, I am a junior at ___, or I have worked at ___. Have students use the word bank and the sentence starters to write a short paragraph applying for the job from the ad.
INTERMEDIATE: GRAPHIC ORGANIZER
Have students build upon the beginning activity by writing a letter or an e-mail applying for the advertised job. Distribute the Letter Template found on page 32. Review with students the following elements of the modified block style: heading, inside address, salutation, body, closing, and signature. Supply a fictitious address for the business, if one is not given in the ad. Have volunteers read their completed letter to the class.
ADVANCED: COLLABORATIVE LEARNING
Have students imagine they are preparing for a job interview at a company where they would really like to work. Ask students to write out answers to the following questions commonly asked during job interviews.
1. Why did you apply for this job?
2. What previous experience and education do you think helps qualify you for work with this company?
3. What do you expect to earn at this job, and how many hours can you work?
4. What are your plans for the future?
5. Do you have any questions before you leave?
Have students work in pairs to check their writing for correct usage. Then have volunteers role-play a job interview. One student should play the part of the interviewer by asking the questions. The other student should respond to the questions, using their written responses as a guide. Afterward, have the class offer encouragement and suggestions for the interviewee.
ADVANCED HIGH: GRAPHIC ORGANIZER
Assign students to write a college application essay on the topic of how the experience of being an English language learner has shaped them as a person. Review the guidelines on page 546 of the student book. Have students begin by brainstorming for ideas using the Cluster Diagram on page 30. Then encourage them to use the Essay Organizer on page 27 to organize the main points in their essay. Work with students to write a first draft, to edit, and to proofread their essays.
**Apply and Practice**
**Sound Reasoning**
Explain whether the third statement is a reasonable conclusion based on the first two statements.
- Ms. Smith is our principal.
- Ms. Smith enjoys participating in most sports.
- All principals enjoy participating in sports.
**Connecting Composition to Grammar**
Move the adverbial phrase to various positions in the sentence. How does the position of the adverbial phrase change the rhythm or focus of the sentence?
Harry remembered with a sudden burst of joy that he would be leaving for camp tomorrow.
**Timed Writing**
5 minutes: Brainstorm and organize ideas.
3 minutes: Review your work and edit it for mistakes.
12 minutes: Write a draft.
**Review and Assess**
**Writing Lab: Project Corner**
**Rubric**
**Speak and Listen: Hold a Group Discussion**
Use the following rubrics for evaluation.
4 Students make insightful, relevant comments consistently and respectfully.
3 Students make relevant comments consistently and respectfully.
2 Students make some relevant comments respectfully.
1 Students don’t participate or participate inappropriately.
**The Power Rules**
1. Use sentence fragments only the way professional writers do, after the sentences they refer to and usually to emphasize a point. Fix all other sentence fragments by joining them to the sentences they refer to and ones that occur in the middle of a sentence.
**Before Editing**
Today, Tanya is wearing sunglasses. Writing a paper while the school band is playing next door is hard. So I’m moving my desk to the library. We contributed 50% of our money to the charity. The reason being that we wanted to help their worthy cause.
**After Editing**
Today, Tanya is wearing sunglasses. Writing a paper while the school band is playing next door is hard, so I’m moving my desk to the library. We contributed 50% of our money to the charity because we wanted to help their worthy cause.
**COMMON TYPES OF ANALOGIES**
| Analog | Example |
|--------|---------|
| word synonyms | legal / lawful |
| word antonyms | ruthless / merciful |
| part / whole | cathode / engine |
| cause / effect | overproduction / glut |
| worker / tool | electrician / pliers |
| worker / product | playwright / drama |
| item / purpose | knife / cuticle |
| item / category | lobster / crustacean |
## Chapter 16 Pretest
Directions: Identify the choice that best describes how the subordinate clause in each sentence is used.
1. Few people now recognized the man who had once been so famous.
- A adverb clause
- B adjective clause
- C main clause
- D none of the above
2. No one in the race can run faster than Lattner can.
- A adverb clause
- B elliptical clause
- C main clause
- D none of the above
3. Whether the mysterious Mr. Temple would attend was the question on everyone’s mind.
- A adverb clause
- B elliptical clause
- C main clause
- D none of the above
4. Harold declared that the meeting was finished before one heard him.
- A adverb clause
- B elliptical clause
- C main clause
- D none of the above
5. On that night the cuckoo-clock struck ten, but the grandfather clock struck eleven.
- A simple
- B compound
- C complex
- D compound-complex
6. Suddenly it started to rain, and the game that had just begun was over.
- A simple
- B compound
- C complex
- D compound-complex
7. The man whom I saw in the parking lot turned out to be the man who had asked me if we could go for a walk in the arboretum.
- A simple
- B compound
- C complex
- D compound-complex
---
## Writing Prompt
Your principal and local businesses are developing a program to help students become qualified for all kinds of jobs after high school. They have decided to require a half-day seminar for all seniors next year.
Write an persuasive essay for your principal in which you express your opinion about this (you might support it, argue against it, or suggest an alternative way to prepare if work is required). In your essay, explain why you think your opinion is right and explain your reasons in detail. Organize your essay using order of importance.
Chapter 20: Clauses
1. Identify the correctly written simple sentence in the group.
- A) Yellowstone is a national park and Yosemite.
- B) Yellowstone is one national park; Yosemite is another.
- C) Yellowstone and Yosemite are national parks.
- D) Yellowstone and Yosemite are both national parks, and I have visited both.
**ANS: C**
2. Identify the correctly written simple sentence in the group.
- A) You can visit Yosemite in summer, or you can go in spring.
- B) You can visit Yosemite in summer, but not in winter.
- C) Spring is a beautiful time to visit Yellowstone too.
- D) Yellowstone is beautiful in spring and Yosemite is beautiful in summer.
**ANS: G**
3. Identify the correctly written simple sentence in the group.
- A) Snow covers the road, and ice is dangerous in late fall.
- B) In late fall, snow begins falling, and by winter, ice covers the road.
- C) Snow and ice are just two dangers in winter avalanches are another.
- D) In late fall, snow and ice cover the roads leading to Yosemite.
**ANS: D**
4. Identify the correctly written simple sentence in the group.
- A) Skis, snowshoes, and snowmobiles are good ways to get around in winter.
- B) Skis and snowshoes are used, snowmobiles are not allowed.
- C) Skis and snowshoes are fun to use, snowmobiles can be dangerous.
- D) Good ways to get around include skis, snowshoes are rarely seen.
**ANS: F**
5. Identify the correctly written simple sentence in the group.
**What do you want to do?**
- Create a new test using a wizard
- Create a new test from scratch
- Open an existing test
- Create a new question bank
- Open an existing question bank
*See what's new in ExamView 6*
Teaching grammar:
Following is an idealized . . . framework for teaching grammar throughout the writing process, reprinted with permission from *Grammar to Enrich and Enhance Writing*. This framework includes practical steps that, in practical, it can be broken down into first teaching grammar and then helping students apply it.
Students will be able to sense what they might need in terms of grammatical skills. The “What Should I Teach Next” chart from *Grammar to Enrich and Enhance Writing* includes a chart of the various aspects of grammar to be taught. It is emphasized in *Writing with Power* that a writer’s greatest value may be in suggesting what you might teach next, grammatically speaking. It is important to keep in mind that interactive teaching needs to be followed by guided mentoring, often in small groups.
### What Should I Teach Next?
| High effective | Middle—competent | Low—basic |
|----------------|------------------|-----------|
| **Using writing through grammar** | **High effective** | **Middle—competent** | **Low—basic** |
| Sentences are varied in length and structure, with some variation in connective and cohesive devices. Occasional use of a rhetorical device. | Sentences are sometimes varied in length and structure, with some variation in connective and cohesive devices. Occasional use of a rhetorical device. | Simple, short sentences occur regularly, with minimal sentence variation and basic kinds of transitions/connectors, if any. |
| Some sentences are compound: they have two or more independent clauses. Some are complex; they include one or more subordinate clauses. | Some sentences are compound: they have two or more independent clauses. Some are complex; they include one or more subordinate clauses. | Many sentences follow the basic subject + verb + object pattern, often with the same subject, such as *I, he, she, or she.* |
| Nonrepetitive and varied use of introductory phrases and subordinate clauses, substantial and varied use of prepositional phrases to describe and elaborate upon nouns as well as set the scene | Nonrepetitive and varied use of introductory phrases and subordinate clauses, substantial and varied use of prepositional phrases to describe and elaborate upon nouns as well as set the scene | Minimal use of adjectives and adverbs; prepositional phrases more often used to set the scene for what’s going on than to describe someone or something. |
---
Professional Development Resource
Includes essays and tutorials by Peter Smagorinsky and Constance Weaver, *Writing with Power* program consultants, as well as a walk-through of a composition chapter and a logical, practical framework for applying grammar instruction to other content areas.
Sample Table of Contents
- Pedagogy and Practical Applications
- A Structured Process Approach to Teaching Writing
- Language and Power
- Options for Using *Writing with Power*
- with project
- without project
- in small groups
- Professional Readings
- Peter Smagorinsky: “Responding to Student Writing,” from *Teaching English by Design*
- Constance Weaver: “Grammar and Writing,” excerpts from *The Grammar Plan Book* and *Grammar to Enrich and Enhance Writing*
---
Copyright © Perfection Learning® All rights reserved.
On small group collaboration:
Students meet in small groups to discuss one another’s writing and to think about the particular details that help readers envision the action and experience it viscerally. Small group discussions of student writing are a routine feature of each chapter; they give students an opportunity both to share one another’s expression and to provide critical feedback. The collaborative learning experience enables them to learn in a social environment, develop critical skills, express thoughts in an appropriate interpersonal manner, draw on one another’s expertise, and think through problems in the company of fellow learners.
On the teacher’s role during group work:
One practical suggestion is to circulate so that you always have vision of the whole class. Typically, this means that you circulate on the perimeter of the classroom with your back to the wall and your eyes looking inward. Of course, you don’t do this walking awkwardly sideways like a merry-go-round horse doing a penguin imitation, but rather at a more natural gait. If you stop and talk to a group, always position yourself so that you can see the other groups. Some teachers stop and visit with a group, positioning themselves so that they’re facing the corner and losing their vision of the class. With their back turned, they encourage off-task behavior on the part of some students, and the occasional hurling of debris around the room. Maintaining vision of the class, then, should become second nature when monitoring small group work.
On responding to student writing:
Before the 1970s, most response to student writing came solely from the teacher, and only at the end of the final draft that students would submit for evaluation. One great contribution of the process movement was the idea that students benefit from feedback as they work, rather than just at the end. This shift is not simply organizational but implies a change in philosophy about learners. By providing in-process feedback to writers and other composers, teachers become more oriented to the growth of the learners than to the perceived quality of their final products. . . .
—from *Teaching English by Design*
| | | | |
|---|---|---|---|
| 4 | X | Noun Clauses pp. 721–722 | Common Core: W.1.c, W.2.d, L.1, L.2, L.3, L.3.a |
| | X | Kinds of Sentence Structure pp. 723–725 | Common Core: L.1, L.2 |
| | X | When You Write: Sentence Variety p. 725 | Common Core: L.1, L.2 |
| 5 | X | Clause Fragments pp. 726–727 | Common Core: W.2.d, L.3, L.3.a |
| | X | Run-on Sentences pp. 728–730 | Common Core: L.1 |
| | | | |
|---|---|---|---|
| 6 | | Sentence Diagraming pp. 731–732 | See standards listed below. |
| | | Diagraming Sentences pp. 731–732 | Common Core: L.1, L.2 |
| | X | Chapter Review pp. 733–734 | Common Core: W.1.c, W.2.d, L.1, L.2, L.3, L.3.a |
**Other Resources for Chapter 16**
| Test-Taking Strategies | Test Preparation |
|------------------------|------------------|
| ELL Support | English Language Learners Teacher Resource; Chapter 16 |
| Enrichment and Extension | Image Grammar Activity Book: Strategies for the Grammar of Conventions, pp. 71–118
Image Grammar Teaching Resources CD
6 Trait Power Write: Journals and Logs |
| Vocabulary | Vocabulary Skills Practice |
Equip your students with the writing, language, and 21st century skills they need to be successful in a rapidly changing world.
Check it out today!
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Health guidelines: Are they helpful?
We live in a world of ‘mixed signals’ about how to stay healthy and enjoy life and the risks and rewards of substance use. It can be hard to decide which suggestions are right.
Health related guidelines and recommendations have been developed by scientists and health researchers to help Canadians make decisions that promote health. But these guidelines often fail to acknowledge their own limitations or to place their recommendations within the context of broader social and political factors.
This lesson introduces some of these guidelines and recommendations that can provide a springboard for critically reviewing particular behaviours (eating, physical activity, substance use) and exploring how such guidelines might be useful in making decisions about health and well-being.
Rather than trying to “sell” students on a specific behaviour or belief, the learning activities should help students build the skills to explore and seek to understand and manage their own health.
Instructional strategies
1. Display or distribute copies of the Canadian 24-Hour Movement Guidelines for Children and Youth and, using think-pair-share, invite students to review and share their reflections on the guidelines using questions like:
- To what extent do the guidelines align with what you might have expected to see?
- Are there surprises in the information presented? If so, what?
- Do you think these guidelines will make a difference? Why, or why not?
Then display or distribute copies of each of these substance use guidelines, and again have students discuss them using questions like those above as well as those provided below.
Canada’s Guidance on Alcohol and Health
Canada’s Lower-Risk Cannabis Use Guidelines Reality Check
- What similarities and differences do you see between the various guidelines?
- What might account for these differences?
Share the following quote with students and ask them to consider it in light of their discussions about health guidelines.
“Neither one person, nor any number of persons, is warranted in saying to another human creature of ripe years that he shall not do with his life for his own benefit what he chooses to do with it. All errors he is likely to commit against advice and warning are far outweighed by the evil of allowing others to constrain him to do what they deem his good.”
~John Stuart Mill
- How might we interpret John Stuart Mill’s statement in the context of the guidelines we have been considering?
- If we take Mill seriously, does that mean we must reject the guidelines? Explain.
• How might the guidelines be helpful? Unhelpful? Could they ever do harm? Explain.
• What kind of guidelines (if any) might be most helpful? What kind of guidelines (if any) might be most likely to cause harm?
2. Display or distribute copies of the *Holistic vision of health* handout. Have students work in pairs or small groups to consider the following questions and then have two pairs or groups share their ideas with each other before debriefing as a class.
• What does health mean to you? Why do you think WHO has included mental and social well-being in its definition of health?
• How can we improve our mental and social well-being in addition to our physical health? Do you think guidelines can help foster such forms of health?
• Can being committed to a particular healthy lifestyle (e.g., get 8-10 hours of sleep per night) have an affect on other dimensions of one’s health and well-being? Explain.
• Can health be achieved simply by following rules/guidelines? Explain.
3. A BC student, (cited in *Talking about youth health*, McCreary Centre Society, 2015), said,
“They tell you to drink responsibly but they don’t tell you how to drink responsibly.”
Using this quote engage students in a class discussion (or have them work in groups) to explore the following question:
• What knowledge and skills do you think students need in order to use cannabis or alcohol responsibly?
**Drug literacy**
**Big ideas**
- Drugs can be tremendously helpful and also very harmful
- As humans, both individually and as communities, we need to learn how to manage the drugs in our lives
- We can learn how to control our drug use by reflecting on the different ways people have thought about drugs, exploring stories from various cultures and listening to each other
**Competencies**
- Explore and appreciate diversity related to the reasons people use drugs, the impact of drug use and the social attitudes toward various drugs
- Recognize binary constructs (e.g., good vs bad) and assess their limitation in addressing complex social issues like drug use
- Develop social and communication skills in addressing discourse and behaviour related to drugs
- Develop personal and social strategies to manage the risks, benefits and harms related to drugs
## Links to curriculum
### Physical and Health Education 9
**Big idea**
- Healthy choices influence our physical, emotional, and mental well-being
**Competencies**
**Healthy and active living**
- Participate daily in physical activity designed to enhance and maintain health components of fitness
- Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
- Propose healthy choices that support lifelong health and well-being
- Identify and apply strategies to pursue personal healthy-living goals
**Social and community health**
- Propose strategies for developing and maintaining healthy relationships
- Create strategies for promoting the health and well-being of the school and community
**Mental well-being**
- Analyze strategies for promoting mental well-being, for self and others
- Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others
- Explore and describe factors that shape personal identities, including social and cultural factors
### Physical and Health Education 10
**Big ideas**
- Understanding our strengths, weaknesses, and personal preferences helps us plan and achieve our goals
- Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being
- Understanding the factors that influence our health empowers us to take action to improve it
**Competencies**
**Healthy and active living**
- Identify and apply strategies to pursue personal healthy-living goals
- Analyze how health-related decisions support the achievement of personal healthy-living goals
**Social and community health**
- Analyze the potential effects of social influences on health
**Mental well-being**
- Evaluate and explain strategies for promoting mental well-being
- Explore factors contributing to substance use
- Explore and describe factors that shape personal identities, including social and cultural factors
- Describe the relationships between physical activities, mental well-being and overall health
Career-Life Education
**Big idea**
- Finding balance between personal and work life promotes well-being
**Competencies**
**Experience**
- Identify career-life challenges and opportunities, and generate and apply strategies
- Practise effective strategies for healthy school/work/life balance
Career-Life Connections
**Big idea**
- A sense of purpose and career-life balance support well-being
**Competencies**
**Examine**
- Recognize personal worldviews and perspectives, and consider their influence on values, actions, and preferred futures
- Explore and evaluate personal strategies, including social, physical, and financial, to maintain well-being
**Experience**
- Identify and apply preferred approaches to learning for ongoing career-life development and self-advocacy
- Engage in, reflect on, and evaluate career-life exploration
This resource was developed by the Canadian Institute for Substance Use Research with funding provided by the British Columbia Ministry of Health. Any views expressed herein are those of the authors and do not necessarily represent the views of the Ministry or the Institute.
World Health Organization says:
- “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”
- “Health promotion is the process of enabling people to increase control over, and to improve, their health.”
First Nations Perspective of Wellness:
- A visual expression of the First Nations Perspective on Wellness - the way it has always been.
- Passed down from our Elders and traditional healers.
- Wellness belongs to every human being and their reflection of this Perspective will be unique.
PREAMBLE
These guidelines are relevant to apparently healthy children and youth (aged 5–17 years) irrespective of gender, race, ethnicity, or the socio-economic status of the family. Children and youth are encouraged to live an active lifestyle with a daily balance of sleep, sedentary behaviours, and physical activities that supports their healthy development.
Children and youth should practice healthy sleep hygiene (habits and practices that are conducive to sleeping well), limit sedentary behaviours (especially screen time), and participate in a range of physical activities in a variety of environments (e.g., home/school/community; indoors/outdoors; land/water; summer/winter) and contexts (e.g., play, recreation, sport, active transportation, hobbies, and chores).
For those not currently meeting these 24-hour movement guidelines, a progressive adjustment toward them is recommended. Following these guidelines is associated with better body composition, cardiorespiratory and musculoskeletal fitness, academic achievement and cognition, emotional regulation, pro-social behaviours, cardiovascular and metabolic health, and overall quality of life. The benefits of following these guidelines far exceed potential risks.
These guidelines may be appropriate for children and youth with a disability or medical condition; however, a health professional should be consulted for additional guidance.
The specific guidelines and more details on the background research informing them, their interpretation, guidance on how to achieve them, and recommendations for research and surveillance are available at www.csep.ca/guidelines.
GUIDELINES
For optimal health benefits, children and youth (aged 5–17 years) should achieve high levels of physical activity, low levels of sedentary behaviour, and sufficient sleep each day.
A healthy 24 hours includes:
**SWEAT**
MODERATE TO VIGOROUS PHYSICAL ACTIVITY
An accumulation of at least 60 minutes per day of moderate to vigorous physical activity involving a variety of aerobic activities. Vigorous physical activities, and muscle and bone strengthening activities should each be incorporated at least 3 days per week;
**STEP**
LIGHT PHYSICAL ACTIVITY
Several hours of a variety of structured and unstructured light physical activities;
**SLEEP**
SLEEP
Uninterrupted 9 to 11 hours of sleep per night for those aged 5–13 years and 8 to 10 hours per night for those aged 14–17 years, with consistent bed and wake-up times;
**SIT**
SEDENTARY BEHAVIOUR
No more than 2 hours per day of recreational screen time; Limited sitting for extended periods.
Preserving sufficient sleep, trading indoor time for outdoor time, and replacing sedentary behaviours and light physical activity with additional moderate to vigorous physical activity can provide greater health benefits.
Alcohol and youth
Drinking is a leading cause of death and social issues in young people. Intoxication is associated with:
- High risks of injuries
- Aggression and violence
- Dating violence
- Worsening academic performance
Youth under the legal drinking age should delay drinking for as long as possible.
Pregnant, Trying to Get Pregnant or Breastfeeding
During pregnancy or when trying to get pregnant, there is no known safe amount of alcohol use.
When breastfeeding, not drinking alcohol is the safest.
Aim to drink less
You can reduce your drinking in steps! Remember, any reduction helps lower your health risks. Every little bit counts.
It’s time to pick a new target
What will your weekly drinking target be?
0 1 2 3 4 5 6
Tips to help you stay on target
- Stick to the limits you’ve set for yourself.
- Drink slowly.
- Drink lots of water.
- For every drink of alcohol, have one non-alcoholic drink.
- Choose alcohol-free or low-alcohol beverages.
- Eat before and while you’re drinking.
- Have alcohol-free weeks or do alcohol-free activities.
To better understand and to evaluate your alcohol use, please see Knowing Your Limits with Alcohol:
bit.ly/knowing-your-limits
A standard drink means:
- Beer: 341 ml (12 oz) of beer, 5% alcohol
- Cooler, cider, ready-to-drink: 341 ml (12 oz) of drinks, 5% alcohol
- Wine: 142 ml (5 oz) of wine, 12% alcohol
- Spirits: (whisky, vodka, gin, etc.) 43 ml (1.5 oz) of spirits, 40% alcohol
To reduce the risk of harm from alcohol, it is recommended that people living in Canada consider reducing their alcohol use.
Alcohol Consumption Per Week
- **0 drinks per week**
Not drinking has benefits, such as better health and better sleep.
- **1 to 2 standard drinks per week**
You will likely avoid alcohol-related consequences for yourself and others.
- **3 to 6 standard drinks per week**
Your risk of developing several different types of cancer, including breast and colon cancer, increases.
- **7 or more standard drinks per week**
Your risk of heart disease or stroke increases.
Each additional standard drink radically increases the risk of these alcohol-related consequences.
Alcohol Consumption Per Day
If you are going to drink, don’t exceed 2 drinks on any day.
Drinking less benefits you and others. It reduces your risk of injury and violence, and many health problems that can shorten life.
Sex and Gender
Health risks increase more quickly at 7 or more standard drinks per week for females.
Overall, far more injuries, violence and deaths result from men’s drinking.
Cannabis and Health
Using cannabis is a personal choice, but it can have short- and long-term effects on your health. Cannabis can affect your thinking, physical co-ordination and control, and increase your risk of accidents, injuries, reproductive issues and mental health problems, including dependence. Smoking cannabis can increase your chances of having lung problems.
Cannabis Use and Others
Remember that cannabis use can also harm those around you. Be considerate of other people’s health and preferences if you choose to use cannabis.
If You Develop Problems
Some people who use cannabis develop problems and may become dependent. Don’t hesitate to seek support if you think you need help controlling your cannabis use, if you experience withdrawal symptoms or if your use is affecting your work, school or social and family life. You can find help online, or through a doctor or other health professional.
Endorsements
The LRCUG have been endorsed by the following organizations:
Acknowledgment
The Lower-Risk Cannabis Use Guidelines (LRCUG) are an evidence-based intervention project by the Canadian Research Initiative in Substance Misuse (CRISM), funded by the Canadian Institutes of Health Research (CIHR).
Reference
Fischer, B., Russell, C., Sabioni, P., van den Brink, W., Le Foll, B., Hall, W., Rehm, J. & Room, R. (2017). Lower-Risk Cannabis Use Guidelines (LRCUG): An evidence-based update. *American Journal of Public Health*, 107(8). DOI: 10.2105/AJPH.2017.303818.
The following 10 recommendations suggest ways to use cannabis more safely, based on the best available scientific evidence.
1. Remember that every form of cannabis use poses risks to your health. The only way to completely avoid these risks is by choosing not to use cannabis. If you decide to use cannabis, follow these recommendations to lower risks to your health.
2. The earlier in life you begin using cannabis, the higher your risk of serious health problems. Teenagers, particularly those younger than 16, should delay using cannabis for as long as possible. You’ll lower your risk of cannabis-related health problems if you choose to start using cannabis later in life.
3. Higher-strength or more powerful cannabis products are worse for your health. If you use products with high tetrahydrocannabinol (THC) content, the main mind-altering ingredient in cannabis, you’re more likely to develop severe problems, such as dependence or mental health problems. Cannabidiol (CBD), another cannabis ingredient, can counteract some of THC’s psychoactive effects. If you use, choose low-strength products, such as those with a lower THC content or a higher ratio of CBD to THC.
4. Don’t use synthetic cannabis products. Compared with natural cannabis products, most synthetic cannabis products are stronger and more dangerous. K2 and Spice are examples of synthetic cannabis products. Using these can lead to severe health problems, such as seizures, irregular heartbeat, hallucinations and in rare cases, death.
5. Smoking cannabis (for example, smoking a joint) is the most harmful way of using cannabis because it directly affects your lungs. There are safer, non-smoking options like vaping or taking edibles that are better for your lungs. Keep in mind that these alternatives aren’t risk-free either.
6. If you choose to smoke cannabis, avoid inhaling deeply or holding your breath. These practices increase the amount of toxins absorbed by your lungs and the rest of your body, and can lead to lung problems.
7. The more frequently you use cannabis, the more likely you are to develop health problems, especially if you use on a daily or near-daily basis. Limiting your cannabis use to occasional use at most, such as only using once a week or on weekends, is a good way to reduce your health risks. Try to limit your use as much as possible.
8. Cannabis use impairs your ability to drive a car or operate other machinery. Don’t engage in these activities after using cannabis, or while you still feel affected by cannabis in any way. These effects typically last at least six hours, but could be longer, depending on the person and the product used. Using cannabis and alcohol together further increases your impairment. Avoid this combination before driving or operating machinery.
9. Some people are more likely to develop problems from cannabis use. Specifically, people with a personal or family history of psychosis or substance use problems, and pregnant women should not use cannabis at all.
10. Avoid combining any of the risky behaviours described above. The more risks you take, the greater the chances of harming your health as a result of cannabis use.
Please note: These recommendations are aimed mainly at non-medical cannabis use. | 48cc267f-8da7-43a4-b991-6f17361f9ed4 | CC-MAIN-2023-40 | https://www.uvic.ca/research/centres/cisur/assets/docs/iminds/cannabis-guidelines.pdf | 2023-10-01T08:46:57+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510810.46/warc/CC-MAIN-20231001073649-20231001103649-00467.warc.gz | 1,150,841,681 | 3,758 | eng_Latn | eng_Latn | 0.990679 | eng_Latn | 0.996479 | [
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Finance
People in the Finance cluster work with money. They are good at math, time management and working with numbers. They like to lead. Some of them help people and businesses figure out how to spend and invest money.
Bill & Account Collectors
Bill and account collectors find people who have not paid their bills. They contact people by phone, mail or in person to let them know when bills are overdue. They try to get people to agree to pay their bills. They sometimes have to talk to upset or angry people.
A bill collector is trying to collect payments that are past due on Eb’s credit card. Figure out how much Eb owes. Then lead the bill collector through the maze to the right amount.
| Item | Cost |
|-----------------------------|----------|
| Flat screen TV | $1,149.25|
| Groceries | $345.24 |
| Video system & games | $423.57 |
| Airline ticket | $862.15 |
| Hotel rooms | $739.61 |
Insurance Sales Agents
Insurance sales agents sell insurance to people and companies. Insurance helps protect health, lives and property. Some agents sell only one type of insurance. Other agents sell many types. They also write reports. They help customers with insurance claims.
Find the types of insurance in the word find.
Loan Officers
Loan officers help people who want to borrow money. They look at applications for loans. They decide who can get loans. Loans help people pay for things like houses, cars and college. Other loans help businesses or farms. Loan officers also set up how people pay back the loans.
Charlotte wants to buy a fancy new bike. The bike is $500. She wants to get a loan. The loan officer tells her there is a fee for borrowing the money. This is called interest. The interest can add up to a lot of extra money over time. She can choose different lengths of time to pay off the loan.
Fill in the last row of the table and answer the questions.
| Loan paid off in: | Monthly payment (includes interest) | Total paid (includes interest) | How much extra money will she spend? |
|-------------------|-------------------------------------|-------------------------------|-------------------------------------|
| 3 months | $168.06 | $504.18 | $4.18 |
| 6 months | $84.55 | $507.30 | |
| 9 months | $56.72 | $510.48 | |
| 12 months | $42.80 | $513.60 | |
| 24 months | $21.94 | $526.56 | |
If she bought the bike without a loan, it would be $500. How much extra will she spend if she gets a loan and pays it off over 1 year?
If she wants to pay no more than $25 each month, how many months with it take to pay off the loan?
Financial Analysts
Financial analysts help people and businesses with savings and investments. An investment is money that is put into things that may earn more money in the future. Money can be put into stocks, savings accounts, bonds, mutual funds and more. Analysts research companies. They suggest the best places to put money. Investments can be risky. They also explain the risks.
The pyramid lists some of the types of investments out there. The least risky investments are at the bottom of the pyramid. These investments are safer, but earn less money. As you go up the pyramid, the investments become riskier. If the risk pays off, people can make a lot of money. But if it doesn’t, people can lose all the money they put in.
Of the choices below, circle the two riskiest investments. (Look at the pyramid for help.)
A. Stocks
B. Government Bonds
C. Collectibles (art, baseball cards, coins, stamps, etc.)
D. Insured Bank Savings Accounts
Credit Analysts
Credit analysts figure out how risky it is to loan money to people or businesses. They look at credit reports. The credit reports show things like if loan seekers have paid their bills on time. Analysts write reports about how risky a loan would be. Those reports are used to decide if a loan should be made. They sometimes create payment plans.
Credit analysts might use credit scores to see if a person qualifies for a loan. One system uses a range from 300 to 850. The higher the score, the better chance someone has to get a loan. Look at the credit scores and answer the questions.
| Name | Credit Score |
|--------|--------------|
| Adam | 404 |
| Georgia| 775 |
| Jennilee| 397 |
| Madison| 702 |
| Warren | 803 |
1. Who has the best credit score? _______________________
2. There are two scores that when added together are still lower than the best score. Whose scores are these?
___________________ and _____________________
What is the total of these two scores? ____________
3. Scores of 700 and above are good credit scores. Who can get loans if the lowest score you could have is 700?
______________________________
Personal financial advisors give people advice on spending and saving money. They help figure out things like retirement plans or how to save for college. Advisors help people choose investments like stocks, bonds, mutual funds and real estate. They need to know a lot about tax laws, investing and insurance.
**Advisors help set up short-term and long-term saving goals.**
For short-term goals, you have to save for a week to a couple of months. Saving for long-term items takes months or years. Circle the long-term items on the list.
- bike
- video game
- college
- car
- computer
- jeans
- movie tickets
- baseball glove
### How Much Does it Pay?
| Wage Range | Bill & Account Collectors | Insurance Sales Agents | Loan Officers | Financial Analysts | Credit Analysts | Personal Financial Advisors |
|------------------|----------------------------|------------------------|---------------|--------------------|-----------------|-----------------------------|
| More than $30.00 | | | | | | |
| $25.00-$30.00 | | | | | | |
| $20.00-$25.00 | | | | | | |
| $15.00-$20.00 | | | | | | |
| Less than $15.00 | | | | | | |
Average Hourly Wage in South Dakota (2018)
Keep your “career antennae” up!
Land on the website below to explore many more careers in this same cluster. And we have 15 other career clusters to explore together!
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Do you want a potato farmer to come to your school? Interested in trying new potato recipes during lunchtime? Need more potato information for a school project?
Have your parent, teacher or cafeteria staff member contact Potatoes USA at:
EMAIL:
email@example.com
MAILING ADDRESS:
Potatoes USA
4949 S. Syracuse St., #400 Denver, CO 80237
Telephone: (303) 569-7783
LOVE THE RECIPES YOU SEE HERE?
Sign up at PotatoGoodness.com to receive a potato recipe via email every week. Forward the email and encourage others to sign up, too!
For these recipes & more, visit:
PotatoesRaiseTheBar.com
(f) PotatoesRaiseTheBar (g) PotatoesRTBar
Test Your Tater IQ!
Think you’re a spud superstar?
Test your skills with these tricky tater questions. Some of the answers are simple and some you’ll have to search through the pages of this brochure to find. Good luck!
Down
1. Potatoes contain 30% of your daily ____________, a nutrient commonly found in orange juice and other citrus fruit!
2. Unlike bread and pasta, potatoes are naturally ________________.
3. Potatoes have more potassium than a ________________.
4. Potatoes aren’t a fruit, they’re a ________________.
5. Potatoes need ________________ and need sun and water to develop.
6. Just like us, potatoes have ________________, but they can’t see in the dark!
7. Potatoes contain no fat, ________________ or cholesterol.
Across
4. Houston, we have a problem! Potatoes were the first vegetable grown in ________________.
7. The Incas in ________________ were the first to cultivate potatoes.
8. A medium-sized potato with the skin has only 110 ________________.
10. Potatoes come in many shapes, sizes and colors. There are ________________ most common types.
11. Potatoes are a nutrient-dense complex ________________.
12. Potatoes are a good source of Vitamin B6, a nutrient that plays an important role in sleep.
13. Potatoes have 3 grams of ________________, a nutrient that helps muscle development.
Perform Your Best With the Powerful Potato
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Crops Unit, Packet 1.4
First & Last Name: ___________________________________________ Period/Hour: ______
NOTE: Packets are due after completing Part 5. Check each page to be sure all blanks are completed.
Driving Question: How can we communicate our findings?
Anchoring Phenomenon: We have now completed an experiment measuring the effects of a treatment on plant growth. How can we share our findings with other people? Why is this necessary? And how can we structure our writing so that we can clearly and efficiently convey our findings to others?
Deeper Questions
1. How do scientists systematically report their findings?
2. How does peer review ensure more credible papers are published?
3. How should we organize scientific writing so that our work can be communicated as clearly and as efficiently as possible?
Semester Schedule
1. Crops Unit
1.1: How can we improve crop productivity?
1.2: How can we explain crop growth using atoms?
1.3: How do we design plant experiments?
1.4: How can we communicate our findings?
2. Livestock Unit
2.1: How can we improve livestock productivity?
2.2: How can we explain animal growth using cells?
2.3: How do we design animal experiments?
2.4: Analyzing and presenting our findings.
Schedule
Part 1: Introduction
- Why are scientific papers like that?
Part 2: Core Ideas
- Effective Science Writing
Part 3: Investigation
- Creating a Scientific Poster or Presentation
- Scientific Presentations
Part 4: Review & Assessment
- Formative Assessment & Mastery Check
Part 5: Career Connections
- Peer Review Form
AFNR Standards:
PS.01.01. Determine the influence of environmental factors on plant growth.
PS.02.03. Apply knowledge of plant physiology and energy conversion to plant systems.
BS.02.01. Read, document, evaluate and secure accurate laboratory records of experimental protocols, observations and results.
CRP.02.02. Use strategic thinking to connect and apply technical concepts to solve problems in the workplace and community.
CRP.07.02. Evaluate the validity of sources and data used when considering the adoption of new technologies, practices and ideas in the workplace and community.
CRP.08.02. Investigate, prioritize and solve problems in the workplace and community.
NGSS Standards (PEs & CCCs are summarized below. SEPs are noted throughout the packet).
HS-PS1-7. Atoms and mass are conserved during reactions.
HS-LS1-5. How photosynthesis transforms light energy into stored chemical energy.
Resource Links: Class Website; Core Ideas; Mastery Check; Writing Template;
These materials were partly developed with assistance from artificial intelligence.
Part 1: Intro - Why are scientific papers like that? (1.4.1)
Overview: In this activity, you will begin by discussing your initial ideas about scientific papers. You will then analyze data and work in teams to develop your initial explanations.
Initial Ideas - Record your ideas separately (e.g., on a white board or scratch paper).
SEP: Engaging in Argument from Evidence
1. A group of students are nervous about a big writing assignment they have due soon in a science class. Daryll is upset that they even have a writing assignment in that class. They discuss this over lunch. Do you agree or disagree with each student’s claim?
a. Daryll: “I don’t think scientists worry much about their writing – science is a different subject than English.”
b. Nina: “I’m pretty sure that scientists do a lot of writing for their work. In fact, I think their jobs depend on their abilities to write about their findings.”
c. Oscar: “I’ve heard that scientists have their own form of writing and communication that is kind of different from how people usually communicate.”
2. Work in your small groups to discuss your ideas. How are your ideas similar or different? Decide as a group whether each statement is correct (and why). Be prepared to present your ideas to the class.
Data Dive - Read the directions below. SEP: Analyzing & Interpreting Data
Communication plays a significant role in science and engineering. “Publish or perish!” is a common phrase in the scientific community, and scientists depend on a very rigid and systematic form of communication to share their ideas as efficiently and clearly as possible.
Scientific writing is a unique genre of writing. It is very different from fictional novels and nonfiction literature that you may be more accustomed to. A few sample scientific papers are linked here:
- Jabir, et al. (2017). Effects of Gibberellin and Gibberellin Biosynthesis Inhibitor (Pacllobutrazol) Applications on Radish (Raphanus sativus) Taproot Expansion and the Presence of Authentic Hormones. International Journal of Agriculture & Biology, 19(4).
- Nyambo, et al. (2023) Biochar ageing improves soil properties, growth and yield of red radish (Raphanus sativus) in a Haplic Cambisol. PLoS ONE 18(7): e0288709. https://doi.org/10.1371/journal.pone.0288709
- Sirtautas, R., Samuoliene, G., Brazaityte, A., & Yste, P. D. (2011). Temperature and photoperiod effects on photosynthetic indices of radish (Raphanus sativus L.). Agriculture, 98(1), 57-61.
- ul Haq, et al. (2012). Enhancement in the germination, seedling growth and yield of radish (Raphanus sativus) using seed pre-sowing magnetic field treatment. Polish Journal of Environmental Studies, 21(2), 369-374.
Each of these are very challenging technical texts. They are likely beyond your capabilities as a high school student. You do not need to read them word by word. Instead, work in small groups and skim through each article to try to get a sense of their key message. Once you have done so, be prepared to address the following questions.
Data Dive Questions - Record your ideas separately (e.g., on a white board or scratch paper).
1. Were these papers organized in a similar way? For example, did all of the papers present their ideas in a similar order. Identify and explain any similarities in how these papers were organized.
2. Did these papers use similar writing tools & strategies for communicating their main ideas? For example, do the writers communicate the same kinds of information in similar ways? Explain.
3. Are these papers credible sources of information? Why or why not?
4. Are all of these papers written & published in the United States? If not, were there differences in how scientists from different countries organized their writing and communicated their findings?
5. What might be beneficial about having all scientists write and communicate in similar ways? How might similarities in scientific writing increase the pace at which scientific discoveries occur?
6. How is this style of writing different from other forms of writing (such as what you might do in an English class)? How is this beneficial? What are the drawbacks of this style of writing?
Be prepared to share your group’s ideas in a full class discussion.
Part 2: Core Ideas (1.4.2)
Overview: In this activity, you will begin with a short presentation to provide you with information that will help you improve and revise your initial ideas. Your instructor will decide on how to implement this portion. You will then work in small teams to address the questions listed below.
Driving Questions - Record your ideas separately (e.g., on a white board or scratch paper).
SEP: Developing & Using Models
1. What is a peer reviewed journal? What are the benefits and drawbacks of these journals?
2. What occurs at a research conference? How might this affect work published in journals?
3. Why do scientists use such a rigid style of writing and communication?
4. How should the title of a scientific paper or presentation be written to be effective?
5. What is an abstract and what does it include?
6. What content does the introduction include?
7. What is the purpose of including background information in the introduction?
8. What is the purpose of the methods section and how is it usually written?
9. What is the purpose of the results section and how is it usually written?
10. How should a caption for a graph be written?
11. What is the purpose of the discussion & conclusion? What info does it include?
12. How should a paper cite its sources?
Part 3: Science Writing (4.4.3a)
Overview: Effective communication is vital in science. Scientists must share their findings to allow others to build upon their work and make new discoveries. Scientists write using a standardized format to ensure consistency and predictability. This enables readers to locate specific information more quickly. You can see an example in Part 1 of this packet. Science writing includes the following components:
1. **Title**: a title includes the study subject, independent and dependent variables, and the outcome. Authors are usually listed alphabetically by last name below the title. You should also include your school.
2. **Abstract**: this is a summary of the entire publication. It summarizes key info as succinctly as possible.
3. **Introduction**: this summarizes the study subject, the research question (RQ), hypothesis, and rationale. It should also describe how the independent & dependent variables are related. It also provides a brief overview of the methods and how they relate to the RQ and hypothesis.
4. **Background Information**: these are the concepts & facts from credible sources to help the reader understand your work. All facts should be followed by parenthetical citation indicating the source [(Author, Year) (Smith, 2022)]. Include images or visual data to help your reader understand how changes at the cell or molecular level affect observable outcomes and changes.
5. **Methods & Materials**: this summarizes how the experiment was conducted. It should resemble a cookbook recipe with enough detail that others could replicate your work. Justify *how* your methods enable you to test your research question & hypothesis. Critique the effectiveness of your methods - how were they effective and how could they be improved?
6. **Results**: this provides all relevant data and observations from your experiment. It should also include at least one graph or table summarizing your data. A caption should describe trends and patterns data using ratios or percentages, and how these relate to the RQ and hypothesis. Both the x- and y-axis must be labeled. Explain if your data is reliable. Acknowledge your data’s limitations for testing your hypothesis.
7. **Discussion & Conclusion**: First, restate your RQ & hypothesis, and explain whether your data support or refute your hypothesis. Then use data and evidence from your investigation and other sources to support your conclusions about the phenomenon you investigated and identify cause-and-effect relationships. Next, critique the strength of your evidence and conclusions and acknowledge their limitations. Conclude by proposing a solution to a problem using your data, evidence, and information. Consider alternative arguments/explanations/solutions and use evidence to critique their validity.
8. **Reference List**: this is the alphabetical list of all the sources used to create your paper. All sources used for this experiment should be cited using APA citation (*Last Name. First Name. (Year). Title. Source.*). Anything cited in this section should also be cited parenthetically (Author, Year) where it is mentioned in your presentation. For example, if you use research by J. M. Tisdall about soil organic matter, you would cite this in two places:
1) A parenthetical citation after the sentence with the info: (Tisdall, 2020).
2) A full citation in the References: Tisdall, J. M. (2020). Formation of soil aggregates and accumulation of soil organic matter. In *Structure and organic matter storage in agricultural soils* (pp. 57-96). CRC Press.
Overview: Use your findings to create a poster, paper, or presentation. Your work needs all of the following
| 1. Introduction | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 1a | Create a testable research question (RQ) based on an authentic real-world phenomenon. | | | |
| 1b | Develop a hypothesis based on the RQ that can be directly measured with data. | | | |
| 1c | Provide a rationale for the hypothesis based on models, data, credible evidence, and/or reasoning. | | | |
| 1d | Identify the independent variable (IV) & dependent variables (DV); explain the relationships between them. | | | |
| 1e | Explain how specific changes to this system (IV) affect outcomes/stability in this system (DV). | | | |
Practices: Asking Questions, Planning & Conducting an Investigation, Crosscutting Concepts: Stability & Change
Total /20
| 2. Background | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 2a | Accurately summarize scientific information needed to understand the RQ and hypothesis. | | | |
| 2b | Evaluate various sources of information and use only credible & accurate sources in project. | | | |
| 2c | Properly cite all sources used in the project with both parenthetical and APA formats. | | | |
| Parenthetical: | (Last Name, Year) | | | |
| APA: | Last Name, First Name. (Year). Title. Source. | | | |
| 2d | Communicate ideas effectively across multiple formats (written, visual, verbal, etc.). | | | |
| 2e | Explain how cell structures and/or molecular substances affect measured functions & outcomes. | | | |
Practices: Obtaining, Evaluating, and Communicating Information, Crosscutting Concepts: Structure & Function
Total /20
| 3. Methods | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 3a | Provide a detailed materials list summarizing all items needed for this investigation. | | | |
| 3b | Summarize the methods so others could easily replicate the same experiment. | | | |
| 3c | Explain how the methods specifically answer the RQ and test the hypothesis. | | | |
| 3d | Critique the limitations of your methods (e.g., sample size, trials, authenticity, relevance to RQ, etc.). | | | |
| 3e | If using a model, simulation, or model organism, summarize why it was chosen and how it effectively represents a more complicated phenomenon. | | | |
Practices: Planning & Conducting an Investigation, Crosscutting Concepts: Models
Total /20
| 4. Results | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 4a | Collect and analyze data and explain key trends and patterns across your data. | | | |
| 4b | Create an effective visualization of your data (graph, chart, etc.) with labeled parts and a detailed caption. | | | |
| 4c | Use mathematical functions (ratios, rates, percents, etc.) to make accurate conclusions about your data. | | | |
| 4d | Assess the validity of your data using statistical methods (e.g., standard error) and/or by comparing with other credible sources of info & evidence. | | | |
| 4e | Acknowledge and explain the limitations of your data and its ability to address your RQ and hypothesis. | | | |
Practices: Analyzing and Interpreting Data, Mathematics and Computational Thinking, Crosscutting Concepts: Patterns; Scale; Proportion; & Quantity
Total /20
| 5. Discussion | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 5a | Restate your RQ & hypothesis, and explain whether your data support or refute your hypothesis. | | | |
| 5b | Use data and evidence from your investigation and other sources to support your conclusions about the phenomenon you investigated and identify cause-and-effect relationships. | | | |
| 5c | Critique the strength of your evidence and conclusions and acknowledge their limitations. | | | |
| 5d | Propose a solution to a problem using your data, evidence, and credible information. | | | |
| 5e | Consider alternative arguments/explanations/solutions and use evidence to critique their validity. | | | |
Practices: Constructing Explanations, Evidence-based Arguments, Crosscutting Concepts: Cause & Effect
Total /20
| 6. General | Criteria | Yes!!! | Kind of | Not Yet |
|-----------------|--------------------------------------------------------------------------|--------|---------|---------|
| 6a | Explain how environmental factors affect plant growth and development in a manner relevant to crop production considerations (PS.01.01). | | | |
| 6b | Design solutions to improve crop productivity using knowledge and understanding of plant physiology and energy conversion in plant systems (PS.02.03). | | | |
| 6c | Plan & implement an investigation of plant productivity using technical concepts, data analysis, and experimental protocols to address and solve a problem related to plant systems (BS.02.01, CRP.02.02). | | | |
| 6d | Use valid sources and data to confirm the validity of conclusions and solutions related to improving productivity in plant systems (CRP.02.02, CRP.07.02). | | | |
| 6e | Project is free of errors (factual, spelling, grammar, etc.) and reflects the work of adult professionals. | | | |
| 6f | Students collaborated to evenly divide work, overcome obstacles, and effectively use time & resources. | | | |
Practices: Constructing Explanations, Evidence-based Arguments, Crosscutting Concepts: Structure & Function, Models, Patterns, Cause & Effect
Total /24
Comments:
Final Score: Max: 124
Part 3B: Science Presentations (1.4.3b)
Overview: You will be presenting your findings as a group to conclude this unit’s project. For your presentation, you will need to break up roles below among the people in your group. If you have less than four people, some individuals may need to do multiple sections. Be sure to address all of the following as you present. You can have speaking notes. However, avoid speaking directly from notes if possible when presenting.
Partner 1: Introduction
1. Begin by stating the research question, hypothesis, and rationale.
2. Identify the independent and dependent variables and explain the relationship between them.
3. Next, summarize background information that your audience will need to understand in order to comprehend and appreciate your work. For example, if you are discussing plant growth, you need to provide information about how plants grow and how plant cells function.
Partner 2: Methods
1. Begin with a summary of the methods you used to test your hypothesis (To test this hypothesis, we…)
2. Then state all the materials used to conduct your experiment (We used the following materials…)
3. Address sample size, trial numbers, and constants; explain how these affect your data’s reliability.
4. Critique your choice of model organism; explain how it is effective for investigating this phenomenon.
Partner 3: Results
1. Begin with a graph of your data. Summarize the patterns and trends in the data. Be sure to explain how the x-axis and y-axis are labeled to support your audience’s understanding.
2. Next, fully explain whether the results support, refute, or do not affect your hypothesis using mathematical analysis (ratios, percentages, etc.).
3. Assess the validity of your findings using either statistical analysis and/or comparing to other similar studies.
4. Conclude by addressing other observations made during the experiment that might be relevant.
Partner 4: Conclusion
1. Begin by restating the research question and hypothesis.
2. Next, explain whether your team has decided that your hypothesis is correct or incorrect based on your data (or if you are unable to determine this at this moment). Justify this stance with evidence/reasoning.
3. Third, state the confidence you have in your results. Is this enough to answer your research question once and for all? Are your methods able to provide data that fully supports valid conclusions?
4. Propose a solution for a real-world problem using your data and evidence.
5. Address possible alternative arguments or explanations for your work and critique their validity.
Questions: You should prepare for follow-up questions from your instructor. Potential examples include:
1. How do plants grow and gain mass? What occurs at the atomic and molecular to enable this?
2. What occurs during photosynthesis? Where does this process occur? Why is it important to plants?
3. What is cellulose? How does it relate to plant growth and productivity?
4. How did your treatment affect plant growth and productivity? How do you think it changed the movement of atoms & molecules into or out of the plant? How did it affect photosynthesis?
5. Who might benefit from your work? How and why would your findings be useful to others?
6. How does your work reflect core principles of scientific investigations? How could it be improved?
Part 4: Review & Assessment (1.4.4)
Step 1: Rank each Driving Question in Part 2 based on your comprehension (you can rank them as 1,2,3 or green/yellow/red, or any other method). Then work in teams to review anything that is still unclear.
Step 2: Identify any remaining areas of confusion or concern. Then review these topics with your instructor.
Step 3: Complete the Formative Assessment (last page of the packet). Your instructor will determine if you will work individually, in pairs, or in small groups. Then compare and evaluate your responses as a class.
Step 4: If your performance indicates that additional support is needed, your instructor will determine how to help you move forward.
Part 5: Career Connections: Peer Review (1.4.5)
Overview: In small groups or individually, you will rank each other’s contributions to your work. This will help you to better understand any strengths and weaknesses that might affect your job performance in the future.
Directions: Please evaluate your group as well as yourself on the basis of contributions and effort on a scale of 1 to 5. A group member who makes an outstanding contribution and did their best would receive a score of 5. A group member who did the bare minimum might score around a 3, and a group member who did little or nothing might get a one or a two. Provide a reason for your score – why did you give that score?
Group Member Name: _______________________________ Score: 1 2 3 4 5 (circle one)
Reasoning for this score: _______________________________________________________________________________________
__________________________________________________________________________________________________________
Group Member Name: _______________________________ Score: 1 2 3 4 5 (circle one)
Reasoning for this score: _______________________________________________________________________________________
__________________________________________________________________________________________________________
Group Member Name: _______________________________ Score: 1 2 3 4 5 (circle one)
Reasoning for this score: _______________________________________________________________________________________
__________________________________________________________________________________________________________
Your Name: _______________________________ Score: 1 2 3 4 5 (circle one)
Reasoning for this score: _______________________________________________________________________________________
__________________________________________________________________________________________________________
Crops Unit, Packet 4 Lesson Check (1.4.4)
Name: ___________________________________________ Hour____ Date:________ Score:________
Directions: The attached excerpt was generated using artificial intelligence (Open AI, 2023). This article was chosen because it is more feasible. Use it to answer the questions below. If you feel capable, your instructor may allow you to use an actual peer reviewed article instead for these same questions.
Questions: Your instructor will determine how you will submit your answers. If they ask you to complete this in small groups, consider using a shared document to record your answers and ideas.
1. What question did the authors try to answer, and/or what problem did they seek to solve?
2. What was their hypothesis and research question?
3. Summarize the methods used to test their hypotheses and research questions.
4. Provide a summary of their findings; also, take a stance whether their specific conclusions are justified by the results.
5. How does this demonstrate the rigor and structured communication required in scientific writing?
6. In what ways does this article need to improve? Specifically consider the following:
a. Is each major claim accompanied by a cited source? Do they properly cite their sources?
b. Do they clearly state their research question(s), hypothesis, and rationale?
c. Do their methods provide sufficient detail to enable others to replicate this work?
d. Do their results include i) relevant figures that are appropriately labeled, and is this accompanied by ii) a convincing and credible interpretation of the data as it pertains to their research question?
e. Do they address whether the conclusions are justified by the results, and do they provide a convincing argument as to how their conclusions are justified?
f. Do they acknowledge their study design’s limitations?
g. Do they allow for the possibility of alternative explanations for their results?
h. Do they address any potential biases or sources of error?
7. If you were asked to serve on a peer review committee, what would be your recommendations? Would you a) accept as is, b) accept with minor revisions, c) reconsider after major revisions, and d) reject? Why? Justify your stance with specific examples and reasoning.
Title: The Impact of Crushed Eggshells on Radish Growth: A High School Experiment
Authors: Fingers, D; Thumb, G. (2023). Waterford Union High School, Waterford, WI.
Abstract: This study investigates the potential influence of crushed eggshells on the growth of radishes (*Raphanus sativus*). We conducted experiments to examine whether incorporating crushed eggshells into the soil can enhance radish growth in terms of mass gained. While the results exhibit some positive effects, the limitations of the experimental design must be considered.
Introduction: Radishes are commonly used in schools for research, making them an ideal subject for this experiment. We were unsure whether the addition of crushed eggshells to the soil could lead to increased radish growth, specifically in terms of mass gained. We suspected that the eggshell treatment would increase radish growth due to the calcium content of eggshells, which can contribute to soil enrichment (Smith et al., 2019). Calcium is known to play a vital role in plant development.
Methods:
- **Preparation of Eggshells**: We collected and cleaned eggshells, then crushed them into small pieces.
- **Radish Planting**: Radish seeds were sown in pots filled with potting soil mixed with varying amounts of crushed eggshells.
- **Data Collection**: Radishes were monitored over a six-week period, measuring their mass at the end of the experiment.
Results: Radishes grown with crushed eggshells had an average mass that was 5% greater than the average mass that was observed in a previous experiment involving radishes at the start of the semester.
Discussion: The results of our experiment indicate a modest increase in radish mass when eggshells were added to the soil. This suggests a potential positive effect on radish growth, aligning with our hypothesis. However, it's essential to acknowledge the limitations of our study, such as the small sample size and variability in environmental conditions. While our findings are promising, it's crucial to note that other factors, such as water and sunlight, also impact plant growth. Additionally, our research lacks a control group for a more robust comparison.
Conclusion: In conclusion, our experiment suggests that crushed eggshells may have a positive impact on radish growth in terms of mass gained. This finding aligns with our initial hypothesis, but it's important to recognize the limitations of our study, including the absence of a control group. Further research with a more controlled design is needed to draw definitive conclusions.
References:
Smith, A. *et al.* (2019). "The Role of Calcium in Plant Growth." *Journal of Plant Nutrition*, 45(3), 567-578.
Text Source: OpenAI (edited by C. Kohn) (2023). ChatGPT (version 3.5).
Directions: Use the excerpt below to answer the following questions. Each sentence is numbered (e.g., (1) refers to the first sentence. Complete this assessment individually and then discuss it as a group and/or class.
**Adrenaline Treatment Increases the Final Average Height of Radishes Compared to Control.**
B. Badger, W. Wolverine, 6th Hour Agriscience, Waterford Union High School, Waterford, WI
**Introduction:** (1) The rate at which crops grow can affect the profitability of that crop (Fermer, 2023); the faster the crop grows, the more profitable a crop is for a farmer (Cropp, et. al, 2022). (2) We wondered if adding diluted adrenaline would increase the final average height of treated radishes after two weeks of growth. (3) We predicted that radishes treated with adrenaline would be taller after two weeks. (4) We thought this would be the case because of the effects that adrenaline has on the human body. (5) To test this hypothesis, we daily treated each radish seedling with 10 CCs of a solution containing 1 mg of adrenaline diluted in 2 liters of water. The control plants received 10 CCs of untreated tap water. After 2 weeks, we measured the heights of each radish and calculated the average of the experimental group and the control.
1. What is the **Independent Variable** in this experiment?
a. Radishes
b. The addition of adrenaline
c. The final average height
d. The radishes w/o adrenaline
2. What is the **Dependent Variable** of this experiment?
a. Radishes
b. The addition of adrenaline
c. The final average height
d. The radishes w/o adrenaline
3. What is the **Control** for this experiment?
a. Radishes
b. The addition of adrenaline
c. The final average height
d. The radishes w/o adrenaline
4. Which sentence contains the **Hypothesis**?
a. 1
b. 2
c. 3
d. 4
e. 5
5. Which sentence contains the **Research Question**?
a. 1
b. 2
c. 3
d. 4
e. 5
6. Which sentence contains the **Rationale**?
a. 1
b. 2
c. 3
d. 4
e. 5
7. Which sentence contains the **Background Information**?
a. 1
b. 2
c. 3
d. 4
e. 5
8. In what section would they include a graph of this data?
a. Introduction
b. Methods
c. Results
d. Discussion
e. Reference List
9. In what section should they discuss whether their data support or refute the hypothesis?
a. Introduction
b. Methods
c. Results
d. Discussion
e. Reference List
10. In what section would they find detailed steps for how we conducted this experiment?
a. Introduction
b. Methods
c. Results
d. Discussion
e. Reference List
11. The sources of the facts in this introduction are cited in parentheses. Because of this...
a. We don’t need a reference list/bibliography
b. We also need to cite these sources in the reference list/bibliography
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FUN & EXCITING PROGRAMS FOR ALL AGES!
Meet live animals up close!
Interact with unique artifacts!
EDUCATION PROGRAMS
SCHEDULING INFORMATION
When can I schedule a program?
All programs must be scheduled at least two weeks in advance. Please contact us early, we book quickly.
How do I schedule a program?
Please contact the education department by calling 610.277.3825 x235 or emailing firstname.lastname@example.org
What is your payment policy?
Payment is due at least two weeks prior to your scheduled visit or our visit with your organization. Zoo membership discounts and rates do not apply to group program fees.
ADDITIONAL INFORMATION
Programs are held rain or shine, with the exception of cases of extreme weather. Rescheduling is welcome; please call 610.277.3825 x235 or x236 by 9:00 am on the day of your program.
Elmwood Park Zoo understands the importance of teaching individuals about wildlife and environmental conservation. The goal of our programs is to empower guests with skills, knowledge and resources necessary to ensure that their lives are environmentally healthy. Our programs offer unique learning opportunities by using live animals in the classroom.
STAY CONNECTED
ELMWOOD PARK ZOO
1661 Harding Blvd. • Norristown, PA 19401
610-277-3825 • elmwoodparkzoo.org
Printed on 100% recycled paper using eco-friendly inks. Please recycle. © 2018 Elmwood Park Zoo
ON-SITE GROUP PROGRAMS
PRESCHOOL, KINDERGARTEN AND FIRST GRADE
Our interactive 20 minute programs engage young learners with interesting touchable animal biofacts, such as fur, feathers, shells and skulls. Our group programs also include live animals that can be viewed up close.
Animal Adaptations
Webbed feet, wings, camouflage and quills—students will discover a number of different animal adaptations and learn how they help them to survive in an ever-changing world.
Sensational Animals
Students will take an in-depth look at our five senses and explore the differences and similarities with how they’re used in the animal kingdom.
Sorting Species
Students will explore the characteristics of different vertebrates such as birds, mammals, and reptiles and learn that animals can be classified into different groups based on their features.
SECOND GRADE AND UP
Our 20 minute programs are designed to help teachers meet Pennsylvania Academic Standards for environmental and natural science in their curriculum.
Animal Adaptations
Webbed feet, wings, camouflage and quills—students will discover a number of different animal adaptations and learn how they help them to survive in an ever-changing world.
On the Brink
Students will explore different threats, such as habitat loss, pollution and climate change, facing many animals both locally and abroad, and learn what they can do to help.
Whose Habitat is That?
Students will learn about the four components of a habitat, and explore differences between a variety of animal homes.
SPECIAL NEEDS
Habitat Explorations
Let us engage your special needs students with a program specifically designed to encourage sensory and tactile learning for all ages and ability levels. Our program uses a multi-sensory approach to inspire students to appreciate animals of all shapes and sizes! Students will meet live animals up close and experience the smells and sounds of those animal’s habitats. This tactile program allows for learners to engage in exploring the natural world to better connect with animals.
ZOO-ON-WHEELS
We’ll hit the road and bring the zoo to your school, library, church, club or senior center with our traveling Zoo-On-Wheels! We’re packing some of our favorite animal friends and unique biofacts to bring your group an experience they won’t soon forget.*Please note: we do not go into any residential homes.
PRESCHOOL, KINDERGARTEN AND FIRST GRADE
30 minute program with three live animals
Please refer to the group programs for program choices.
SECOND GRADE AND UP
50 minute program with live animals and biofacts
Our programs are designed to aid teachers in meeting Pennsylvania Academic Standards for environmental and natural science in their curriculum. Please refer to group programs for choices. Great for clubs, libraries and assisted living facilities.
FAIRS AND SPECIAL EVENTS
Live animals and table display
Available with or without a 30 minute program
The zoo provides a fun and educational addition to any fair or event. We will provide live animals and a display table with furs, feathers, shells and skulls for guests to touch and explore. You also have an option to include a 30 minute program featuring live animals. Please note: our animals cannot be near or mixed with non-zoo animals. We do not attend festivals where pets are welcome. | f31029f3-cdd9-4ca2-9a62-097429d1b13c | CC-MAIN-2020-45 | https://www.elmwoodparkzoo.org/wp-content/uploads/2018/09/education-brochure-epz.pdf | 2020-10-21T13:13:54+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107876500.43/warc/CC-MAIN-20201021122208-20201021152208-00669.warc.gz | 707,322,987 | 972 | eng_Latn | eng_Latn | 0.996307 | eng_Latn | 0.99709 | [
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The ways that trees benefit a community are as numerous as their branches. Planning for trees, understanding their benefits, planting them and caring for them fosters engagement, stewardship and sustainability.
When you add that to their public health and environmental advantages, trees can have a positive impact on neighborhoods for generations.
Inspired by the 7000 Oaks art installation, the Oaks of North Lawndale project partners neighborhood residents with the city and the School of the Art Institute of Chicago in an effort to nurture a greener, peaceful, and re-forested community.
The Oaks of North Lawndale project could raise canopy coverage in the neighborhood to over 19%, on par with the Chicago-wide average.
Trees would be planted over a multi-year period, providing opportunities for sustained collaboration among neighbors, artists and educators at SAIC, a local tree nursery and gardeners, the North Lawndale Employment Network and job skills training programs, along with other organizations.
Trees in urban environments are known to...
...improve human health.
- Improve air quality
- Improve respiratory health, overall well-being, and reduce stress
- Protect from harmful UV light
...benefit the community.
- Reduce crime by fostering neighborhood social interactions
- Lower summer air temperatures and reduce energy costs
- Provide aesthetic benefits and promote community equity
- Enhance property values
...provide environmental services.
- Reduce stormwater runoff
- Absorb carbon dioxide - a greenhouse gas that traps heat in the atmosphere
Impact from 7,000 additional trees - grown to maturity over 30 years - in North Lawndale
On average, the community of North Lawndale has surface temperatures about 10 degrees higher than the regional average. By contrast, the trees in Douglas Park lower this difference by 3 degrees.
- Trees help people by cooling the surrounding air and providing shade. Higher temperatures magnify health risks, increase energy use, and worsen air pollution impacts. Increasing and protecting community tree canopy can help lessen these negative impacts.
- Trees absorb carbon dioxide from the air and store it as wood. Carbon dioxide (CO2) is a greenhouse gas that traps heat in the atmosphere. It enters the atmosphere through burning fossil fuels (coal, natural gas, and oil), solid waste, and fire wood, and also as a result of certain chemical reactions (e.g., manufacturing of cement).
Where the numbers come from: The benefits and values associated with trees were estimated using i-Tree Eco and Landscape software from the US Forest Service. The programs use local weather, pollution, and population data to estimate how the woody and leafy parts of trees interact with the environment and the people who live there.
Tree growth was predicted using i-Tree’s Forecast module, and assumed that all trees are cared for and survive to maturity. The growth predictions consider local climate along with the rates different sizes and species of trees typically grow. Five common trees were modeled to represent future tree species to be planted.
A typical block of newly planted street trees (left) would see an increase of more than 10,000 sq.ft. in canopy coverage, and the environmental, economic, and health benefits that come with them.
Want to get involved? Visit https://www.facebook.com/oaksofnorthlawndale/ to learn more about the project and how to lend a hand.
Powered by i-Tree and The Davey Institute. i-Tree represents cutting-edge, peer reviewed, USDA Forest Service research packaged into tools and applications easily used by everyone. www.itreetools.org | 6af05f84-c12e-497a-a7a6-3d6092d0effc | CC-MAIN-2024-22 | https://www.itreetools.org/documents/883/SAICLayoutv4.pdf | 2024-05-20T06:11:53+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058222.5/warc/CC-MAIN-20240520045803-20240520075803-00325.warc.gz | 750,912,468 | 712 | eng_Latn | eng_Latn | 0.996209 | eng_Latn | 0.996546 | [
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Astronomy on Vacation
— Clare and Mel Levin
On our October trip to the mainland there were 2 notable astronomical occurrences.
The first was a visit to the Chabot Space and Science Center in the hills above Oakland. The physical layout and architecture were stunning and the exhibits, especially the one on Mars, were very informative.
The theatre-planetarium has a 70 foot seamless dome and is the most state of the art on the planet with a projection system powered by a Zeiss Universarium star projector. Although there are seats for 240, everyone was excellent with regard to sight and sound.
We viewed 3 color presentations of about 45 minutes—"Search for Life" narrated by Harrison Ford was developed by the Museum od Natural History in collaboration with NASA. Next was "Black Holes" narrated by Liam Neeson. This was a Denver Museum of Nature
(Continued on page 5)
Upcoming Star Parties
| Event | Date | Location |
|----------------|----------|------------------|
| Public Party | Dec 30 | Kahala/Waieke |
| Club Party | Jan 13 | Dillingham |
| Public Party | Jan 20 | Dillingham |
| Public Party | Jan 27 | Kahala/Waieke |
| Public Party | Feb 10 | Dillingham |
| Public Party | Feb 17 | Dillingham |
| Public Party | Feb 24 | Kahala/Waieke |
Upcoming Events:
- The next meeting is at 7:30 p.m. on Tuesday, Jan. 2nd at the Bishop Museum.
- Bishop Museum’s next planetarium show with Barry Peckham is Friday, Jan. 5th at 7:00 pm.
Another year begins with its known and unknown challenges and delights awaiting us. We can count on the return of Saturn, then Jupiter, to prominence in our early evening skies. Venus will pass scarcely more than a full Moon’s width from Saturn at sunset on June 30th. Earth will take most of the year to creep up slowly on Mars until it overtakes it again near Christmas time. Earthlings will take the opportunity to hurl more spacecraft at our ruddy neighbor. We are learning so much about Mars now that at each opposition it seems we are looking at something we hardly knew the last time.
Jupiter will get a brief visit from the New Horizons mission in February as it borrows a little gravitational energy from the giant planet to help it on its way to distant Pluto and beyond. What changes can we see since Galileo sent our last close views in 2003? Venus will do a similar gravitational favor for the Messenger spacecraft in June as it works its way in towards its target, Mercury. The European Venus Express should still be operating then, and so should Cassini, revealing ever more about Saturn and its satellites. Closer to home, Japan and China both plan to send spacecraft to the Moon.
The familiar constellations and deep sky objects will reveal themselves in their usual order as Earth circles the Sun and shields an ever-changing portion of the night sky from its glare. We can expect the usual meteor showers and, probably, a few new comets, but will any of them be spectacular? Will a supernova light up the night (or even day!) sky? Will the Sun send disruptive amounts of energy our way, or just enough to color the polar skies with auroras? What new fundamental knowledge about our universe will scien-
(Continued on page 5)
**Observer’s Notebook—January 2007**
*by Jay Wrathall*
### Planets Close To the Moon
*Times are Hawaii Standard Time*
- **Jan 6, 09h**, M 0.86° NE of Saturn (142° from sun in morning sky)
- **Jan 15, 05h**, M 5.8° S of Jupiter (44° from sun in morning sky)
- **Jan 16, 16h**, M 4.5° S of Mars (26° from sun in morning sky)
- **Jan 20, 05h**, M 2.2° SSE of Neptune (19° from sun in evening sky)
- **Jan 20, 08h**, M 0.73° SE of Venus (21° from sun in evening sky)
- **Jan 21, 19h**, M 0.44° WNW of Uranus (40° from sun in evening sky)
Mercury is closer than 15° from the sun when near the moon in January.
### Other Events of Interest
*Times are Hawaii Standard Time*
- **Jan 3, 03:57h**, Moon Full
- **Jan 3, 11h**, Earth at perihelion, nearest to sun during 2007 at 0.98326 a.u.
- **Jan 6, 20h**, Mercury at superior conj. with sun (Passes into evening sky.)
- **Jan 18, 17h**, Venus 1.3° SSE of Neptune (20° from sun in evening sky)
- **Jan 18, 18:00h**, Moon New
- **Jan 29, 03h**, Asteroid 20 Massaliaa at Opposition
### Planets in January
| Planet | Description |
|--------|-------------|
| **☿ Mercury** | is visible very low in the western sky after sunset during the last week of the month. |
| **♀ Venus** | rises rapidly in the evening sky and by month’s end will be 20° above the horizon at sunset at Mag.-3.9. |
| **♂ Mars** | is beginning to distance itself from the sun in the morning sky as it begins its approach to opposition next December. |
| **♃ Jupiter** | is low in the southeastern sky at dawn. |
| **♄ Saturn** | reaches opposition early in Feb., so is in the sky most of the night. Best observed in the late evening. |
| **♅ Uranus** | can be viewed low in the southwest in the evening sky in Aquarius. |
| **♆ Neptune** | rises a little earlier than Uranus and can also be viewed early in the evening in Capricornus. |
| **♇ Dwarf Planet Pluto** | is still too close to the sun this month to be viewed. |
| **♇ Dwarf Planet Ceres** | is visible in the early evening sky near the 3.3 mag star Skat in Aquarius. Magnitude 9.3. |
President Chris Peterson called the December 5, 2006 meeting, of the Hawaiian Astronomical Society, to order at 7:36 p.m. The meeting was held at the Atherton Halau of the Bishop Museum. In attendance were twenty-nine members and two visitors, Cary Johnston and Ken Kurashima.
**OLD BUSINESS**
Pres. Peterson reviewed current astronomy news items: Chris spoke of an emerging theory the “Galactic Baby Boom,” periods of increased star formation and the variations and productivity of life on Earth. Chris also reviewed a current article, which discussed the Antikythera Mechanism, discovered in 1901. The mechanism is believed to be an ancient mechanical analog computer designed to calculate astronomical positions.
★ **Hawaii Space Lecture Series** - The Hawaii Space Lecture Series has no lecture scheduled for December of 2006, and plans to present its next lecture in January of 2007.
★ **Insurance** - Insurance coverage with the Astronomical League begins in January 2007.
★ **Star Party Report** - We have no school star parties scheduled for the rest 2006.
★ **Jim Bedient** spoke briefly regarding a program for Super Astronomy at the IFA on December 12, 2006. The group “Friends of Hawaii Astronomy,” is sponsoring a panel made up of graduate student and researchers.
★ **Elections** – John Sandor officiated for the annual elections, which took place during the December 2006 general membership meeting. Accepted for election by unanimous vote of the general membership assembled were:
- President—Chris Peterson
- Vice-President—Barry Peckham
- Treasurer—Jim MacDonald
- Secretary—Gretchen West
- Astronews Editor—Paul Lawler
Three people, John Gallagher, Susan Girard, and Bob Kesler, ran for the two At-Large positions on the HAS Board of Directors. Election for the two positions was accomplished by secret ballot. Elected were:
- John Gallagher
- Susan Girard
★ **Bishop Museum** – The Planetarium at the Bishop Museum has a new display in the rotunda. The NOAA Global Sphere, one of only six across the United States, is a great teaching and learning tool. There are two different presentations given in the rotunda, at 9:00 a.m. and 3:00 p.m.
★ **Carolyn Kaichi**, Planetarium Director for the Bishop Museum, thanked all the members who were able to participate in the activities on the lawn of the Bishop Museum for the recent Transit of Mercury. Their help contributed to make the event a great success.
★ **NASA Night Sky Network Update** - At-Large Member, John Gallagher spoke briefly about the November 16, 2006 Nite-Sky Network teleconference. This month’s lecturer will be Dr. David Koch discussed the Kepler Mission.
★ **Presentation** – We viewed a NASA video from the Night Sky Network that describes and differentiated star type and color. We also viewed a presentation, put together by Paul Lawler, on the history of minor plan-
(Continued on page 9)
The meteoric year of 2007 is one of two unequal parts. Mostly moonlit shower maxima dominate till the end of July, followed by mostly moonless peaks till late December. Of the three big showers, the Perseids and Geminids are the three best-placed. The January Quadrantids fight against full Moon.
Thursday the 4th, **the Quadrantids**. Radiant 15h20m +40 degrees. The maximum is forecast for about 2:30 PM local time which means the Sun will be too bright to see much. As mentioned above the full Moon will not help either. You might try to look or listen to WWVH on the 15 MHz. frequency and you might hear a few beeps from the meteors.
That is about it for January.
If you are interested in observing meteors contact Tom Giguere on Oahu at 672-6677 or write to:
Mike Morrow, P.O. Box 6692, Ocean View, Hawaii 96737
**Vacation (Continued from page 1)**
and Science production with grants from NASA and the National Science Foundation. The last was “Immersive Space”—a fantasy fly through the cosmos to the edge of the known universe. It was narrated live by a staff member who answered questions at the end. It was by far the best of the three—but they were all informative and entertaining. We also spent time with a class of about 15 people polishing mirrors for a home telescope project. They meet every Friday night and some have been working on their mirrors for months—tedious work.
The only negative aspect of the night was the weather—cloudy with fog. So they cancelled the telescope viewing. Thus we did not see :Rachael, the 20" refractor or its companion “Leah” an 8" refractor which was the original 1883 instrument donated by founder Anthony Chabot. They also have a new 36" reflector named Nellie!
The other astronomical event was observing the night sky from our son’s yard in the hills of rural Oregon. It sits on a hilltop surrounded by forest land with a 360 degree view of the sky with no significant light pollution for 15 miles. The sky was brilliant—comparable to Dillingham on its best night—but cold. Some evenings were too cold for us to linger, but toward the end of our stay there were three warmer nights with clear, blazing skies. We had a good time with 16x70 binoculars and were able to identify a rash of M’s and NGC’s. As a bonus about 4 am mighty Orion and his blazing entourage Appeared. For a time we were puzzled by a bright triangle in the east but decided it was Saturn—Regulus—Algieba. So this was altogether astronomical trip to remember.
**President (Continued from page 2)**
tists wring from the photons they collect from our growing number of mechanical eyes? Who knows what we can experience and learn if we keep our eyes and our minds on the sky in 2007?
Chris
| Club Meeting | Dillingham Public | Dillingham Club Only | Kahala/Waikēle |
|--------------|-------------------|----------------------|---------------|
| Jan 2 | Jan 20 | Jan 13 | Jan 27 |
| Feb 6 | Feb 17 | Feb 10 | Feb 24 |
| Mar 6 | Mar 10 | Mar 17 | Mar 24 |
| Apr 3 | Apr 7 | Apr 14 | Apr 21* |
| May 1 | May 5 | May 12 | May 19 |
| Jun 5 | Jun 16 | Jun 9 | Jun 23 |
| Jul 3 | Jul 14 | Jul 7 | Jul 21 |
| Aug 7 | Aug 4 | Aug 11 | Aug 18 |
| Sep 4 | Sep 15 | Sep 8 | Sep 22 |
| Oct 2 | Oct 13 | Oct 6 | Oct 20 |
| Nov 6 | Nov 10 | Nov 3 | Nov 17 |
| Dec 4 | Dec 1 | Dec 8 | Dec 15 |
| Jan 8 '08 | Jan 12 '08 | Jan 5 '08 | Jan 19 '08 |
*Astronomy Day
There are two kinds of light—the glow that illuminates, and the glare that obscures.
—James Thurber
Join the Friends of the Institute for Astronomy (FIfA)
As a “Friend” you can be directly involved in the mission of the University of Hawaii’s Institute for Astronomy. You will be invited to meet with IfA and visiting scientists, attend star parties and other activities. You will also receive quarterly newsletters and invitations to special events at the IfA. For more information and an application form go to www.ifa.hawaii.edu/friends
Monday January 22nd, Art Auditorium, UH Manoa Campus*
Killer Asteroids - and what we can do about them
Panel discussion featuring NASA Astronaut Ed Lu, and IfA astronomers David Tholen, Robert Jedicke, and Nick Kaiser.). Tholen and Jedicke will be talking about asteroids and asteroid disasters, Nick Kaiser will be talking about the newly-built PanSTARRS survey telescope facility on Haleakala, and Ed Lu (who was a solar physicist at the IfA for several years) will talk about his recently published ideas for a “gravity tractor” that can alter the orbit of a dangerous asteroid.
For more information see: http://www.ifa.hawaii.edu/specialevents/killer_asteroids.htm
* There will be an identical presentation at UH-Hilo on Friday January 19th
At a time when much of the airline industry is struggling, one type of air travel is doing remarkably well: polar flights. In 1999, United Airlines made just twelve trips over the Arctic. By 2005, the number of flights had grown to 1,402. Other airlines report similar growth.
The reason for the increase is commerce. Business is booming along Asia’s Pacific Rim, and business travel is booming with it. On our spherical Earth, the shortest distance from Chicago to Beijing or New York to Tokyo is over the North Pole. Suddenly, business travelers are spending a lot of time in the Arctic.
With these new routes, however, comes a new concern: space weather.
“Solar storms have a big effect on polar regions of our planet,” explains Steve Hill of NOAA’s Space Weather Prediction Center in Boulder, Colorado. Everyone knows about the Northern Lights, but there’s more to it than that: “When airplanes fly over the poles during solar storms, they can experience radio blackouts, navigation errors and computer reboots—all caused by space radiation.”
In 2005, United Airlines reported dozens of flights diverted from polar routes by nasty space weather. Delays ranged from 8 minutes to nearly 4 hours, and each unplanned detour burned expensive fuel. Money isn’t the only concern: Pilots and flight
(Continued on page 9)
attendants who fly too often over the poles could absorb more radiation than is healthy. “This is an area of active research—figuring out how much exposure is safe for flight crews,” says Hill. “Clearly, less is better.”
To help airlines avoid bad space weather, NOAA has begun equipping its GOES weather satellites with improved instruments to monitor the Sun. Recent additions to the fleet, GOES 12 and 13, carry X-ray telescopes that take spectacular pictures of sunspots, solar flares, and coronal holes spewing streams of solar wind in our direction. Other GOES sensors detect solar protons swarming around our planet, raising alarms when radiation levels become dangerous.
“Our next-generation satellite will be even better,” says Hill. Slated for launch in 2014, GOES-R will be able to photograph the Sun through several different X-ray and ultra-violet filters. Each filter reveals a somewhat different layer of the Sun’s explosive atmosphere—a boon to forecasters. Also, advanced sensors will alert ground controllers to a variety of dangerous particles near Earth, including solar protons, heavy ions and galactic cosmic rays.
“GOES-R should substantially improve our space weather forecasts,” says Hill. That means friendlier skies on your future trips to Tokyo.
For the latest space weather report, visit the website of the Space Weather Prediction Center at http://www.sec.noaa.gov/. For more about the GOES-R series spacecraft, see http://goespoes.gsfc.nasa.gov/goes/spacecraft/r_spacecraft.html. For help in explaining geostationary orbits to kids—or anyone else—visit The Space Place at http://spaceplace.nasa.gov/en/kids/goes/goes_poes_orbits.shtml.
This article was provided by the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.
Minutes (Continued from page 4)
ects, planetoids and asteroids.
★ Photography at the eyepiece - Vice President Barry Peckham gave some pointers about digital photography that any person can accomplish at the eyepiece. Barry displayed lunar photographs he had taken at our latest Kahala star party. Try it. You’ll like it!
★ The meeting was adjourned at 9:07 p.m. Refreshments were served.
★ After the Meeting – Joanne Bogan set up and ran the new display and program in the Planetarium rotunda on Global Warming for interested HAS member.
Respectfully Submitted,
Gretchen West
Bumper Stickers - Club bumper stickers available for purchase from Jim MacDonald at the club meetings. They are priced at only $3.00 per bumper sticker.
Treasurer’s Report by Jim MacDonald
HAS Financial Report as of December 15, 2006
Initial Balance: ................................................................. $4,703.69
Receipts:
Donations ........................................................................... 27.05
Dues Received .................................................................. 345.00
S&T Payments .................................................................. 131.80
Astronomy Payments ..................................................... 68.00
T-Shirt Sales .................................................................... 60.00
Bumper Sticker Sales ...................................................... 9.00
Total Income: ................................................................. $640.85
Expenses:
Astronews ........................................................................ 243.40
Magazine Subscriptions/Insurance ............................... 757.60
PO Box Rent .................................................................... 74.00
Postage ........................................................................... 4.05
Refund ........................................................................... 32.95
Refreshments .................................................................. 8.01
Total Expenses: ............................................................. $893.95
Ending Balance: ............................................................. $4,703.69
Don’t forget, year-end membership renewals are now due. A form has been provided on the facing page. This month the club welcomes two new members. They are Tim Kurashima and Carey Johnson. A special thanks to Gary Shimazu and Robert Humphreys for their donations. A thank you is also in order to all renewing their membership this month. Clear skies to everyone!
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From the beginning of this international action research project, CIESPI has sought to provide some direct benefit to its reference community, Rocinha in the State of Rio de Janeiro\(^1\). We hope the project will provide long term benefits in terms of improved policies and practices to promote the education of young children, but CIESPI has always believed that it should provide some direct benefit to its research communities. This bulletin describes two such efforts taken in continuous consultation with community members. In both cases, community leaders and organizations were consulted and involved at every stage.
**The campaign to promote the vaccination of children five and older against COVID-19**
As we started this action, only 51% of children 5-11 years old in Rio de Janeiro had received their first vaccination and only 22% their second dose\(^2\). The lack of federal investment in vaccination campaigns and the circulation of fake news about vaccines resulted in the low figures of children vaccinated. So CIESPI staff began conversations with its project advisory council, the three public health clinics in Rocinha, and municipal experts who all agreed that help with getting the word out about the importance of vaccines would be most useful.
Our first effort was to hire a sound truck to travel the two asphalt roads in the community with a message about the importance of vaccinating children. The message was that vaccinations were safe, crucial and children’s right and that the responsible adults should take their children to the nearest public health clinic to get vaccinated. But the vast majority of homes in Rocinha are not directly accessible by roads but by stairs and alley ways. The next step was to rent a megaphone and walk through those alleys speaking the message and posting flyers.
All this was done in partnership with the community. The collective Rocinha Resists, the Museum Sankofa, and the project Rocinha for Life were key partners who walked with us, put up posters and distributed pamphlets. Also important were the staff of early childhood learning centers (ECLCs) and preschools, the Guardianship Council and public health agents who helped us produce the materials. We also had the help of the young people described in the next action below who were learning about early childhood education and how to interact with young children in the community. They were particularly helpful in accessing social networks. While we do not have hard data about the impact of the intervention, the clinics reported an increase in children coming to be vaccinated after the week of the campaign.
Rocinha has about thirty ECLCs and preschools organized as public ventures, semi-private ventures and private organizations. Our research shows that they are constantly struggling for fiscal stability, have serious infrastructure problems and difficulty retaining trained staff\(^3\). Training young people to interact with young children in cooperation with several early childhood centers would give the community both extra assistance in the centers and produce a cadre with a special interest and training in interacting with young children\(^4\). The training which took place throughout the initial six months of the project emphasized the importance and techniques for listening to young children, and play activities for them. The six young people were selected with the assistance of the project’s community advisory group and each received a stipend for the period undertaking to participate weekly in first training sessions and then online and in-person sessions with groups of children. The in-person sessions took place in two early childhood centers that were involved in the project from the start.
They were a heterogenous group between the ages of sixteen and twenty-four with different personal experiences who lived in different parts of the community. Part of the training included reflections on their childhoods and the observed life of children in the community especially in regards to education, safety, health, and daily life. The CIESPI staff also engaged the young people in literature and in constructing toys, games and musical activities for young children.
Before they encountered the community children, the young people were given kits including books, paper, paints, and playdough. The children’s books were chosen because they contained images of the variety of young children in Brazil by gender, ethnic background and skin color. Then the youth themselves were helped to design and make toys, poems, and drawings to work with the young children. In the six months the youth interacted with about 170 young children on-line and in person.
The director of one of the participating centers reflected:
*It was wonderful. The children really liked it and the classroom teacher thought it was great…I found the school full of energy and very excited.*
We knew from prior research that children’s books were very scarce in homes and schools in the community so as part of this action we distributed 450 books in kits in the community including in ECLCs and preschools centers and to the parents who had taken part in the parent interview part of the larger project. There is some degree of illiteracy in the community so the books were chosen partly for their expressive drawings so that parents who could not read could tell stories to their children from those drawings.
**Some thoughts on the actions**
CIESPI operates in conjunction with the Pontifical Catholic University of Rio de Janeiro (PUC-Rio). PUC-Rio as well as being a major research university also regards itself as a community university meaning that it feels an obligation to the communities in which it operates. It takes that obligation seriously so that CIESPI’s actions in the nearby community are seen as an important part of the university’s mission. Such a commitment is not common in universities in Brazil and in other parts of the world.
But PUC-Rio and CIESPI are research institutions. Both these actions contributed to the broader research project in initially unforeseen ways. The larger project was built on legal theory on the rights of children to inclusion and participation. As we planned and accomplished the actions it became apparent that they were most relevant to the project’s goals. The right to inclusion includes the right to medical care and access and willingness to use access to COVID-19 vaccinations is clearly a vital right for young children.
Inclusion was defined in the larger project as not just the fact of being included but also the existence of key early childhood resources so that it was possible to
include children. The presence of eager and trained young people in the several early childhood centers promoted the existence of quality early childhood opportunities and hence by our definition inclusion. The distribution of materials including books for young children provided scarce resources critical to early childhood development.
The broader project relies on the definitions of participation found in Article 12 of the 1989 UN Convention on the Rights of the Child which emphasizes child and youth participation in decisions about their lives. But all kinds of participation are relevant to a community context that supports young children’s development. In our actions we included training young people to interact with young children and to participate in advocacy to promote the vaccination of young children. It also included inviting the participation of community action organizations in the vaccination campaign. The delivery of children’s books to parents who were interviewed for the project gave them materials they needed to participate more effectively in their children’s education.
While we entered the actions with the project’s definitions and goals at the front of our minds, it was only by being involved in these community level actions that we fully realized the broader theoretical possibilities of our work. Expanding the definition of inclusion to mean the presence of key resources was an early discovery. The actions pointed to the larger possibilities of our two key terms. The legal, children’s rights definitions of inclusion and participation are key advances in thinking about children’s rights\(^5\). But examining those rights in the context of community engagement has given us a fuller and richer notion of how those terms can be thought of in ways that promote the contexts in which children live and their development.
The legal notions of inclusion and participation have a very wide scope. They apply to all kinds of situations. And legal scholars are constantly describing shortfalls in their application. But there will always be some aspects of inclusion and participation that will not be implemented. This fact suggests that it is incumbent on proponents of these rights to decide what aspect of them should be given priority and this should not be just a law driven decision but a decision based on the weight of the consequences for non-implementation on the target population. That weight should be partly decided by that population for two reasons. The first is that individuals are the best judge of what impacts them most with the caveat that they may not always know the options available to them. The second is that the implementation of some rights will depend on pressure from a number of actors including those whose rights are being denied. Families with young children have limited time and energy and will only devote some of those scarce resources to issues they feel strongly about.
The two action projects described in this bulletin arose from community knowledge about the importance of the two topics. The actions were framed with community input. While we should wish to pursue the rights of young children to inclusion and participation in all their aspects, consulting the community about their concerns and interests suggests a way to determine priorities.
---
\(^1\) The international project Safe, Inclusive and Participatory Education is coordinated by the Moray House School of Education at the University of Edinburgh under the direction of Professor Kay Tisdall and funded by the UK Global Challenges Research Fund (GCRF) #ES/Too4002/1. The Brazilian project is directed by Professor Irene Rizzini.
\(^2\) Data from the Rio de Janeiro municipal Panel on Covid 19, March 2022.
\(^3\) See Project Bulletin No. 4, *The Voices of early childhood staff in Rocinha*, January 2022, at www.ciespi.org.br.
\(^4\) This material on training the youth comes from CIESPI staff Cristina Laclette Porto, Carolina Terra and Nathercia Lacerda, “Early childhood and community action in Rocinha: Youth (re)discovering their childhoods”.
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The movement of soil from strawberry farms can result not only in a loss of valuable top soil and available nutrients, but can also cause off-farm environmental impacts, particularly to waterways.
One of the main ways soil moves off farm is due to water erosion. Water erosion can occur when heavy rain or excess irrigation flows across exposed soils and/or soils with poor structure in farm blocks and tracks, or is captured without adequate drainage on hard surface areas such as protective cropping structures, packing sheds and buildings.
You might see evidence of water erosion on your farm, such as:
- Formation of rills, gullies and tunnels
- Turbid water in farm dams or leaving the property
- Built up soil on fence lines, adjacent roads to the farm or at the bottom of slopes
**BEST PRACTICE GUIDELINES**
Practices which can reduce and manage the movement of soil off-farm include:
- Maintaining effective vegetated ground cover across the farm
- Establishing vegetation between strawberry rows and managing it to maximise root establishment and leaf density
- Preventing irrigation and/or rainfall run-off from hitting or moving over bare soil
- Creating stable pathways that slow run-off water and allow any nutrient-laden sediment to drop out before it leaves the property or enters watercourses or dams
- Using structures such as grassed headlands and buffers to intercept and treat run-off water
- Constructing and maintaining sediment traps to filter excess sediment out before run-off water leaves the farm
- Forming and maintaining good farm tracks
**Soil cover**
**Vegetation cover between rows**
The establishment of grass in between strawberry rows is an effective way of managing soil movement. Vegetative grass cover holds together inter-row soil, while the top growth protects the soil surface from water droplets. It also slows and filters sediment from incoming rainfall or irrigation run-off, improves traffic movement, offers a cleaner environment for workers and promotes cleaner fruit by reducing soil splash.
Growers can stabilise soil between rows by:
- Establishing vegetation between strawberry rows and managing it to maximise root establishment and leaf density.
- Sowing a quick establishing grass between the rows and
killing it off before planting. The residual mulch stabilises the soil between the rows. Other stabilisation options between rows include the use of sawdust or straw.
If the use of a grass inter-row is not an option, maintain vegetative cover in critical areas such as steep slopes and rows located closest to dams and watercourses, in conjunction with other drainage management strategies.
Oats and radish grown between strawberry rows
**Drainage management**
At times water runoff is unavoidable, and structures and management practices need to be employed to ensure soil and nutrient losses are minimised. You can do this by:
- Managing water run-off coming onto your property
- Preventing irrigation/rainfall runoff from hitting or moving over bare soil
- Creating stable vegetated drain lines that slow run-off water and allow any sediment to drop out before it enters watercourses or dams
A good way to understand your drainage needs is to observe water movement and review the performance of existing drains during a rain event. It is the ideal time to see whether your soil is moving off farm, whether the rate of run-off is greater than the capacity of your drainage system and whether intercepted water is being effectively delivered to drainage lines and watercourses.
**Grass headlands and buffers**
When located above and below strawberry blocks, permanently grassed headlands and buffers can reduce the speed of water flow and filter sediment out of run-off. You can manage permanent headlands and buffers by:
- Determining headland and buffer width based on slope. The steeper the slope, the wider the headland or buffer will need to be.
- Locating headlands and buffers across the slope where water is concentrated, this includes around dams and adjacent to waterways. Buffers aren’t as effective on slopes greater than 15%. Diversion banks should be used on steeper slopes.
- Sowing headlands and buffers with perennial grasses that are maintained (slashed) to encourage deep rooting and dense and vigorous growth. A swathe height of 15 cm is recommended for maximum filtration capacity. Grasses should be selected based on their ability to handle traffic, as well as wet and dry spells.
- Controlling broadleaf weeds in headlands and buffers using a selective herbicide.
- Minimising traffic on headlands and buffers, particularly when it is wet.
**Cut-off drains and diversion banks**
Cut-off drains and diversion banks intercept water and divert it away from the natural drainage course to protect cultivated or bare soil areas. They cut across the slope, intercepting run-off water flow and should discharge into grassed waterways or vegetated buffer strips.
Cross section of cut-off drain
Improving soil cover and managing drainage
The design and dimensions of cut-off drains or diversion banks will vary from site to site. They need to be built on a grade which will ensure water flows in the required direction, but not so fast that it erodes the structure, or so slow that sediment accumulates. They also need to be constructed so that they can cope with the volume of water that would be generated by a 1-in-10 year storm event.
**Cut-off drains**
When constructing cut-off drains:
- Use side slopes (batters) that are stable for the soil type and allow easy maintenance – preferably no steeper than 3 (horizontal): 1 (vertical). Make them wide with a flat floor, and establish good ground cover on the batters and floor.
- Direct drainage to a stable discharge area such as a vegetated waterway.
**Diversion banks**
A cut and fill or all-fill diversion or graded bank, sown to grass, is an alternative to grass headlands on steep slopes greater than 10%. Banks should be located more frequently across steeper slopes to ensure runoff water between one bank and the next does not develop an erodible velocity. Diversion banks can cause some inconvenience when working a paddock but can be constructed to accommodate traffic. The best shapes, for minimum interference, can be constructed using a grader. Direct water from a diversion bank to a stable discharge area, such as a vegetated waterway.
**Grassed waterways**
Grassed waterways (drainage lines), either built or naturally-occurring, carry run-off from up within the catchment or cut-off drains, diversion banks and other structures into farm dams or watercourses. They can also be used to safely direct water through a cultivated area if diversion of water around a block is impractical. Grassed waterways should be wide and shallow with a flat base. This form allows water to spread out and is easy to maintain.
- Where appropriate, establish wide, shallow grassed waterways to safely carry water to dams or water courses.
- Do not use grassed waterways as a road, this will make them prone to erosion.
- Maximise grass density in waterways by slashing. Control broadleaf weeds using a selective herbicide. It is recommended that grass height be maintained at 20 cm.
- Select grasses that can survive flooding and are suitable for waterlogging soils.
**Sediment traps**
Sediment traps hold run-off water long enough to reduce velocity and allow larger eroded soil particles and attached nutrients to settle out. Sediment traps should be used in conjunction with the other approaches as they will not prevent soil and nutrient loss by themselves.
- Traps should be designed to suit the soil type and catchment area to be treated.
- Trap design should also consider your available machinery for periodic maintenance and cleaning of accumulated sediment deposits in dry weather.
- Runoff water from a sediment trap should flow along stable non-erodible pathways, such as a grassed waterway.
- ‘Treatment trains’ including several sediment traps, strategically sited within a well-planned erosion control system are better than a large single trap, acting as a last line of defense, at the bottom of the property.
Improving soil cover and managing drainage
Farm tracks
The compacted and exposed nature of farm tracks make them vulnerable to erosion, and if not well designed, constructed and maintained, can be a significant source of sediment and nutrients discharged to dams and watercourses.
Track siting and design
- Build tracks on the most stable ground. Ideally, they should be located on ridge tops or on areas with little slope.
- Farm tracks should be gently crowned or sloped to shed water and minimise the time and distance water travels down them. They should also be supported by table drains to carry run-off from the track.
- On steep grades, place earthen banks (whoa-boys) 20-30 cm apart and build them on an angle across the track to avoid water ponding or concentrating and eroding trackside drains.
- Discharge diversion banks or run-off into drains or vegetated areas.
- Where possible, establish hard-wearing grass on low use tracks. On high use tracks, crushed rock or surface gravel should be used, even if only in steep sections.
- Restrict major traffic to designated hard-wearing tracks, particularly in wet weather.
- Wheel ruts concentrate water flow and start erosion. Change wheel tracks to prevent ruts forming.
Culverts or pipes
- Culverts must be large enough to handle peak flows. They should be spaced at an interval that will prevent water building up to levels that generate erosion (the steeper the track, the more culverts will be required). Culverts should also discharge into dense vegetated areas or sediment traps, to reduce the velocity of runoff, encourage infiltration and trap sediment.
- Sumps or box inlet structures can be used at the entry of culverts to prevent erosion around the culvert and reduce blockages from sediment build-up.
Maintenance
- Track maintenance should focus on keeping the road crown or slope and drains effective, avoiding V-shaped or U-shaped clearing of table drains and damage to discharge areas. Indicators for maintenance include eroding batters or track surface, wheel ruts, boggy patches and blocked culverts.
References
Department of Natural Resources and Environment, Vic (2002) Improving Environmental Management for the Victorian Strawberry Industry
Horticulture for Tomorrow (2014) Guidelines for Environmental Assurance in Australian Horticulture
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Rare Plant Rescue Doubles Down
Ashley Vass, Habitat Stewardship Coordinators, Nature Saskatchewan
Nature Saskatchewan’s Rare Plant Rescue (RPR) program, initiated in 2002, focuses on elusive plant species at risk. We target nine federally-listed species that are either endangered, threatened, special concern, or believed to be extirpated from the province; and we also target seven species that are provincially rare with statuses as S1–critically imperiled, S2–imperiled, or S3–vulnerable to search for and monitor. During our field work we also record any other rare plants that we come across. Every rare plant record helps to map ranges and monitor populations.
Data collected by RPR has contributed to three of our target species, Buffalograss, Tiny Cryptantha, and Hairy Prairie-clover being placed in a lower risk category. More recently, another target species, Small-flowered Sand-verbena has been recommended by the Committee on the Status of Endangered Wildlife in Canada to be down-listed from endangered to special concern! We are excited to be able to contribute to the conservation of rare plants, which are often overlooked in the world of species at risk.
Our other stewardship programs are much more hands-off and we are able to ask our participants to keep an eye out for the target species for us, but plants pose a bigger…or should I say smaller?…problem. The plants we target can be tough to spot. They are small and cryptic, and time-consuming to search for. In order to collect data on these species, we can’t ask landholders to find and count them for us, so RPR relies on a relatively small number of landholders, that have suitable habitat for target species, to allow us access to search for the plants ourselves. When a population is found we count the plants and use flags and a GPS to map out the area of occupancy. We leave the area just as we found it and hope to return to survey again about every 3 to 5 years.
RPR had an amazing field season in 2023. We doubled our field crew, which had not been done in over 10 years, but with good reason; we had a lot to do! Our focal species this year were Buffalograss, Dwarf Woolly-heads, Slender Mouse-ear-cress, Small-flowered Sand-Verbena, Smooth Goosefoot, and Tiny Cryptantha. We searched 93 quarter sections for new populations and found 19 of them contained one of our focal species. Altogether we found 270 new occurrences of federally-listed and provincially rare plants. We also returned to monitor populations on 39 quarter sections from previous years and found that 30 of the quarter sections had plants flourishing.
A major highlight was the presence of Tiny Cryptantha, which our RPR crews had never found before. Tiny, as it may be, it wasn’t all that hard to find this year; there were thousands of them! We visited most of the locations thought to have once had populations of this cryptic plant, some of which had not been searched for decades, and we are happy to report that they were alive and well. We also gained some valuable identification experience, which is always a huge benefit of seeing the species in real life.
Tiny Cryptantha. Photo: Justin Kentel
Another highlight was getting to visit with 17 of our current participants and discuss the voluntary program with 21 potential participants, adding 6 new landholders to the program which now totals 96 participants conserving nearly 270,000 acres of prairie. Although RPR typically never collects plant material, we were also able to contribute to both a moss and an Echinacea research project. We are very grateful to the landholders that allowed us to collect samples and look forward to hearing how these projects turn out.
Nature Saskatchewan uses voluntary handshake agreements with landholders in an effort to conserve and collect data on target plants. We can’t begin to express how grateful we are to the landholders and managers. For more information, please give us a call at (306) 780-9417, on our toll-free Hoot Line at 1-800-667-HOOT (4668), or email firstname.lastname@example.org.
Selecting Regina’s Official City Bird
Shannon Chernick, Conservation and Education Manager, Nature Saskatchewan
The City of Regina is currently selecting an official city bird! The City of Regina and members of the Bird Friendly City Committee are working together to make this happen.
Late in 2020, Nature Canada approached Nature Regina and Nature Saskatchewan about applying to certify Regina as a Bird Friendly City. A Committee was formed, including 14 organizations and community members.
Regina has joined Vancouver, Calgary, London and Toronto to become the fifth Bird Friendly City in Canada.
Selecting an official city bird is one of the criteria to maintain a community’s status as a Bird Friendly City. The process began with a public nomination process which included people nominating their own bird, and commenting or liking other’s suggestions. Nature Saskatchewan and the Royal Saskatchewan Museum are working with grade 4/5 students at Thomson Community School, who are piloting a Land Based Learning program this year, to narrow the list of birds down to the final five nominees.
The voting for Regina’s bird will take place at beheard.regina.ca/bird-city-regina. The official city bird for Regina will be announced on January 5, 2024 which is National Bird Day!
Ashley Vass, Rare Plant Rescue Coordinator
Hi there! I’m Ashley Vass. I have been with the Stewards of Saskatchewan for 10 years this January and have had the pleasure of working many different aspects of the stewardship programs. Most recently, I have been the Rare Plant Rescue Coordinator, although I will be taking some time in 2024 to help with some important work on endangered Piping Plovers. Although born and raised in Regina, my family has roots in the Swift Current area and my favorite thing is taking the kids (and the dog) out for a hike in the prairie hills while visiting my parents at Lac Pelletier. I am so lucky to live in such a beautiful province, home to all of you wonderful stewards doing great work, no matter how big or small, to conserve our province’s natural heritage for our future generations to enjoy!
Against Owl Odds: An Operation Burrowing Owl Update
Grace Pidborchynski, Habitat Stewardship Coordinator, Nature Saskatchewan
Hello program participants! I hope all has been well with everyone, and that you have gotten the chance to get out this past summer and explore our beautiful landscapes. This fall, we had to say goodbye to our long-time Operation Burrowing Owl (OBO) Coordinator, Kaytlyn Burrows, as she moved on from Nature Saskatchewan to start a new chapter in her career. I know she is going to be amazing in her new position with the Canadian Wildlife Service and continue to contribute to the important work with species at risk. She has taken great care of the program over 11 years, and we will miss her dearly!
Burrowing Owl nest with adult and young. Photo: Grace Pidborchynski
It’s hard to believe that another field season has come and gone for Nature Saskatchewan, and this summer was a busy one! With the help of our Habitat Stewardship Assistants, 22 of our current program participants were visited to discuss OBO, Burrowing Owls and how they are faring, and what landholders and managers can do to help attract owls and maintain their habitat. We also visited 15 potential participants, with 9 of them joining the program! New participants are signed up through shared sightings as well as new landholders and managers on land that was previously enrolled in OBO. We would like to extend warm welcomes and sincere thanks to our new participants!
OBO currently has 353 participants, conserving over 210,000 acres of Burrowing Owl habitat across southern and central Saskatchewan. Our annual OBO census is currently in full swing and 36% completed (90% being the goal). So far, participants have reported 13 pairs, 52 singles, and 31 young! These are such reassuring totals, and I am optimistic the number of reported owls will increase as we continue to contact participants.
We have also had several sightings reported through our toll-free HOOT Line (1-800-667-4668). This summer was great for Burrowing Owl sightings on the Regina Plains, with 18 members of the public calling to report 9 pairs and 17 singles. We continue to encourage people to report Burrowing Owl sightings, and it is always so exciting for us to receive one! Calling the HOOT line is a great way to report any species at risk sightings and is used to help determine the abundance and distribution of these species. Privacy is important to us, so we will never share any personal information.
This summer and fall, SOS staff had a few opportunities to attend events to connect with local communities. We hosted a Conservation Appreciation Day in Wood Mountain Regional Park where we enjoyed a locally catered meal and educational presentations, spent the weekend with nature enthusiasts at our Spring and Fall meets in Kindersley and Indian Head, attended Wild West Daze in Leader, and presented at the Ogema Library. It is always so great to meet new people and catch up with old friends.
From all of us at Nature Saskatchewan, we would like to thank all the stewards who warmly welcomed us into their homes and out on the land. We learn so much from you and your stories! If you have any questions or comments, please do not hesitate to give me a call at (306) 780-9833, call our toll-free HOOT Line at 1-800-667-4668, or email me at email@example.com. I would love to hear from you!
Grace Pidborchynski, Operation Burrowing Owl Coordinator
Hi Everyone! I’m Grace Pidborchynski. I’m originally from Manitoba, where I grew up in a small town in the southwest corner of the province. I graduated from the University of Manitoba in the winter of 2023 and have been working with Nature Saskatchewan since May 2023. I started out as a Habitat Stewardship Assistant with Rare Plant Rescue during the summer where I gained a deeper appreciation for plant species at risk, as well as continuing to educate myself on species identification. I was so lucky to have that experience which led to my current role as the Habitat Stewardship Coordinator for Operation Burrowing Owl. Throughout my education and into today, my passion lies with environmental conservation and we are so lucky to live in a province where we can look outside to see all the biodiversity every day. I would also like to take a moment to recognize Kaytlyn for her many years of work with OBO and I am lucky to have witnessed all the care and passion she put into the program. I am very excited to have the chance to connect with people, both familiar and unfamiliar, and continue to work with the amazing people at Nature Saskatchewan.
Back to the Wild
Jan Shadick (firstname.lastname@example.org), Living Sky Wildlife Rehabilitation
As Stewards of Saskatchewan land and the animals that call it home, we want to make sure that all of you are aware that there are resources for injured, ill and orphaned wildlife in the province. Despite operating since 2005, we continue to hear people’s amazement that a place exists specifically to care for wildlife in need.
Saskatoon’s Living Sky Wildlife Rehabilitation is the largest facility in Saskatchewan that cares for injured, ill and orphaned wildlife. We receive over 2000 animals a year that need our help to get back to the wild where they belong.
We provide specialized foods, medical care, proper housing and enrichment to ensure that those who can be released, will be successful upon their return to their natural habitat. Each animal is treated as an individual and given their best opportunity for a second chance. The injured who are suffering beyond repair are given a peaceful transition over the rainbow.
Prevention is an important part of our work. We provide information about wildlife coexistence daily to callers and to the people bringing in the wildlife in the hopes of reducing human impact on our wild neighbours. We also offer formal education programs within the Saskatoon area to classrooms, parks, and other community groups.
Our work on all species helps us when it comes to species at risk, so we know what works and what doesn’t. We have helped over 200 species of birds and mammals over the last 20 years from all across Saskatchewan.
As a charity, we rely on donations to do this work. We spend the winters fundraising so that we can feed animals all summer. With only one full-time staff, we depend heavily on volunteers much of the year, although we hire summer students during the busy months when the majority of the animals arrive.
To learn more about how we rehabilitate wildlife, you can watch the Staying Wild TV show available for streaming on CityTV.com: https://www.citytv.com/shows/staying-wild/.
If you find an animal in need, call us at 306-281-0554. We will do our best to help you find help for that animal.
For more information visit our website at livingskywildlifereshabilitation.org and our Facebook page by searching for LivingSkyWildlifeRehabilitation.
From Boroughs to Burrows: Head-started Burrowing Owls Return to the Prairies
Graham Dixon-MacCallum, Population Ecologist, Hillary Hale, Conservation Research Intern, and Allison Scovil, Conservation Linkage Associate; ~Wilder Institute
Since 2016 the Wilder Institute has been working to help burrowing owls in Alberta using head-starting. Head-starting is a conservation technique that involves keeping animals in human care through a period they would be unlikely to survive, and releasing them back into the wild once that period has passed. Our team here at the Wilder Institute is head-starting burrowing owls by bringing juvenile owls into captivity for their first winter and releasing them the following spring as adults.
Burrowing owls lay an average of nine eggs in a nest. Of those, 90% will hatch, but often only three to five owlets will survive to fledge. When a female burrowing owl is nesting, she will lay one egg every day or so, and the eggs hatch in the same order they were laid. The last-hatched owlets are at a disadvantage because their siblings are several days older, much larger, and better able to compete for food in the nest. As such, nestlings hatched later have a very low chance of surviving. We target these youngest owlets for head-starting, so that we can help those that need it most, and leave those with the best chance of surviving in the wild.
In 2023 we passed a major milestone, – we released a total of 26 head-started owls and surpassed our 100th owl release! The 26 owls that were released produced 12 successful nests, fledging 51 owls. When we bring owls in for head-starting we aim to collect an even number of males and females so they can be released in pairs but sometimes that isn’t possible. This year we released two solo females who found a wild mate and we were happy to see another female renest with a wild male after her mate died. Both of those pairs produced successful nests!
Since 2016 our program has worked alongside partners to release a total of 119 burrowing owls back into the wild. Nearly six percent of the owlets fledged from head-started nests return to breed in our study area each year. This six percent return rate is very close to what we see returning from wild nests, which is evidence we’re contributing to the burrowing owl population at our study area in Alberta. Our team will continue our monitoring efforts next year to continue identifying which birds return to Alberta.
In 2022, we opened the Archibald Biodiversity Centre, a conservation facility situated on 330 acres in the prairies of Alberta. This new facility allows for the expansion of the burrowing owl head-starting program by increasing the capacity of burrowing owls we can care for. To accommodate for that growth, we are creating three additional release sites this fall. Each release site will have three artificial nest burrows.
installed for a total of nine new artificial nest burrows. These installations provide important nesting habitat for head-started owls to successfully raise their young.
As we currently conduct our work on privately managed ranches between Medicine Hat and Brooks, AB, and in the CFB Suffield National Wildlife Area, we attribute much of our program’s success to the collaboration and support from our partners. The Wilder Institute is part of a community that is deeply invested in the conservation of burrowing owls and are always interested in opportunities to collaborate with new landowners in Alberta and Saskatchewan. Although head-starting is a promising tool, it’s only one piece of the conservation puzzle. It will take continued teamwork and support from landowners and governments, across multiple provinces (and even countries), if we want burrowing owls to remain part of the prairie landscape we all know and love.
The Wilder Institute is the conservation arm of the Wilder Institute/Calgary Zoo. To learn more about our efforts, head over to WilderInstitute.org.
Monitoring! This pilot will continue next year, so if you have milkweed in your pasture and would like to participate, please contact us at the details below!
Our SOS Banner Program census is well underway, with 33% of program participants responding with their species sightings so far. To date, stewards have reported 670 adult Barn Swallows, 220 chicks, and 96 nests; 59 adult Ferruginous Hawks, 17 chicks, and 16 nests; 2 Short-eared Owls; 20 Badgers; 80 Sprague’s Pipits; 6 Bobolink; 64 Common Nighthawk; 102 Northern Leopard Frogs; and 12 adult Tiger Salamanders. We had an unexpected highlight this summer from a new participant who had nearly 1,000 juvenile Tiger Salamanders call their pond home! In addition to the numbers above from the pilot project, we have also had 39 adult Monarchs and 38 caterpillars reported through our census so far!
The SOS banner program now has 278 participants with just over 346,000 acres enrolled.
Thanks for a wonderful year! If you have questions or would like more information on the Stewards of Saskatchewan Banner Program, please contact me at 306-780-9832 or email@example.com.
Emily Putz, Habitat Stewardship Coordinator, Nature Saskatchewan
Monarchs Rule the Roost this summer in SOS!
Emily Putz, Habitat Stewardship Coordinator, Nature Saskatchewan
Exciting news this summer for the Stewards of Saskatchewan Banner Program as we launched a new expanded Monarch initiative. This included news releases, presentations, a new Monarch “Wanted” poster, a new site-specific Beneficial Management Practices (BMP) plan for Monarchs, and the pilot of our Milkweed Monitoring project! Our new BMP plan provides interested stewards with detailed information on life cycle, ID, highlights practices stewards are already doing and how they can incorporate additional recommendations to enhance and increase Monarch habitat. Our Milkweed Monitoring pilot had a few eager testers monitoring their native milkweed patches in their pasture multiple times over the summer; to gain insight on patch size, blooming time, density, and location, as well as Monarch use! Overall, this work generated 57 Hoot line callers from the public reporting their Monarchs, including 84 adults and 164 caterpillars, and an additional 9 adults and 28 caterpillars reported through Milkweed
Emily Putz, Shrubs for Shrikes, Plovers on Shore, and Stewards of Saskatchewan Banner Program Coordinator
Hello Everyone! I first started working for Nature Saskatchewan as a Student Summer Assistant in 2014. In 2015, I graduated from the University of Regina and was back with Nature Sask as the Rare Plant Rescue Coordinator the next year! Since my initial term as RPR coordinator, I’ve had a chance to try my hand at all the programs, spending time as Database Tech, OBO Coordinator, and back to RPR! I’m very excited to have found a home coordinating the Shrubs for Shrikes, Plovers on Shore, and SOS Banner Program! I look forward to many future summers with these programs, and future visits with our wonderful participants! While not out in the field scoping out Species-at-risk, I live on my 40-acre property by Silton, SK with my two dogs, two cats, two horses, a goose, and 12 ducks. And one very understanding and loving partner Evan!
A Fond Farewell
Kaytlyn Burrows
Hello fellow conservationists and nature enthusiasts! This note comes with a very heavy heart as I am saying goodbye to Nature Saskatchewan and my position as a Habitat Stewardship Coordinator. I have been with Nature Saskatchewan since 2012 and in this position since 2013 and it is one that I have taken great pride and passion in. The work that the Stewards of Saskatchewan programs do are so important and have been a large part of my life for the last decade.
A major part of that work is the relationships that I have built with the stewards of these programs. I have had the pleasure of meeting and knowing many of you for several years and it is one of the greatest joys I’ll be taking away with me. Thank you for making my job so enjoyable and leaving me inspired and hopeful for the future of prairie conservation. I want to also say a special thank you to my amazing co-workers (past and present) who have become lifelong friends. You are all intelligent, strong, and inspiring! Thank you all for making my time here so wonderful!
Nature Saskatchewan Staff Update
Rebecca Magnus, Species at Risk Manager, Nature Saskatchewan
This fall, we sadly said farewell to longtime staff member Kaytlyn Burrows. As she starts her new journey, Kaytlyn will continue important recovery work for species at risk in Saskatchewan. We thank Kaytlyn for her over 11 years of hard work and dedication to Nature Saskatchewan and the Stewards of Saskatchewan programs and wish her success in her next chapter.
Please join me in welcoming Grace Pidborchynski (bio on page 3) to the Habitat Stewardship Coordinator role. Grace has been working with Nature Saskatchewan’s Stewards of Saskatchewan programs since May 2023, so this transition to the coordinator role has been seamless with her familiarity and commitment to the programs already. Feel free to reach out to Grace at firstname.lastname@example.org for any Burrowing Owl & Operation Burrowing Owl program and/or partner needs. She is eager to connect with you all.
Rebecca Magnus, Species at Risk Manager
Hi there! Welcome new participants and hope everyone is doing well. As you take time here and there to catch up on some of the work our great province is doing to partner and collaborate, I hope you find the articles informative and positive. There is so much momentum and support for conservation today, and we know that the key to continued success is partnerships and support with all of you… the stewards of the land. I hope you know you are appreciated and your voice is heard. Feel free to reach me, Rebecca (Becky) Magnus at: email@example.com or 306-780-9270 (c) anytime. We appreciate learning from you and your experiences, and are grateful for all your efforts in the conservation of biodiversity. From my family to yours, wishing you all a great year ahead!
Loggerhead Shrikes make for great neighbours on the farm, hunting large amounts of prey to feed their hungry chicks’ stomachs. Their prey includes many species considered pests such as grasshoppers, caterpillars, beetles, mice, voles, even young gophers. They will catch anything they can carry! To attract a female, the males will show off their hunting skills by catching more prey then they need and hanging it in a display. This display also marks the boundaries of their territories from other males. Both parents will push their hunting skills to the max to establish a cache while prey is plentiful, storing it away in their larder trees for later in the season. Cutting down the pest populations right when you need it! These fierce little predators are huge helpers around the farmyard, so how do you invite them to call your place home?
Loggerhead Shrikes are looking for a few things in particular while house hunting. This species isn’t called the butcher bird for nothing, and when scoping a new home, they are on the look out for ample spots to hook and hang their prey. Thorny shrubs like Buffaloberry and Hawthorn work best, and barbed wire makes a great nearby accompaniment. Not only will the thorns provide hooks, they double as a spiky deterrent to possible predators. In their hunt for spikes, shrikes have even been known to nest in balls of barbed wire! Preferably there would be several thorny opportunities around their nesting site, as they will use a different tree than they are nesting in for their “pantry”. The area around the nest should be open to allow them to hunt. Grazing or mowing surrounding grass can help encourage nesting by providing opportunities for shrikes to see prey and predators. They also prefer die-back branches, as taller dead branches make great look-out perches. As long as they aren’t too tall to also make great predator perches.
Shrikes are also surprisingly social! While they might not return to the same spot each year, they are more likely to return to an area with other shrikes. If you have an ample shelterbelt, you may find a shrike neighbourhood setting up! In the Spring, several neighbouring shrikes can gather together to call and display, helping newbies find an adequate nesting territory nearby other successful veteran shrike partners. This also encourages shrikes to return to the same area the next year, especially if they have success in their chick rearing there!
The Shrubs for Shrikes program has 323 participants conserving almost 157,000 acres of habitat. Based on our census results, many shrikes had success this year! Our Shrubs for Shrikes census is only 49% complete and already 57 pairs, 79 singles, and 34 juvenile shrikes have been reported by our participants! It is looking to shape up to have been a successful summer for these unique birds.
If you have any questions about Loggerhead Shrikes, or would like more information on our Shrubs for Shrikes program, please call or text me at 306-780-9832, or email firstname.lastname@example.org.
In partnership with SaskPower’s Shand Greenhouse and Blazing Star Wildflower Seed Company we will be offering free Bee and Butterfly Garden Seed Mix packets and Buffaloberry Seedlings next summer. We will also be offering free Milkweed Seedlings in partnership with Shand Greenhouse, with seeds sourced from Prairie Originals. Ask us how to get yours today!
Wild Burrowing Owls Return to the Manitoba Mixed-Grass Prairies!
Jessica Riach, Field Coordinator, Manitoba Burrowing Owl Recovery Program
This was an exciting year for the Manitoba Burrowing Owl Recovery Program. This year we had a 2022 banded young return to its natal. This owl was successfully raised by a pair that were reintroduced in 2022 by MBORP. If that wasn’t exciting enough, this banded returnee nested with a wild female owl and successfully fledged five young! This is the first time since the inception of MBORP that we have observed a young burrowing owl return and successfully nest and fledge young!
The wild burrowing owl population has increased over the last four seasons in southwestern Manitoba. There has also been an increase in successful wild nests. In 2023, MBORP banded fourteen young from wild nests. In most cases in the last four seasons, wild burrowing owls have selected artificial nest burrows to nest even with the presence and access to natural burrows. An artificial nest burrow is made from a large plastic bucket (5 to 15 gallons) and a long section of weeping tile (8-10 ft long). The bucket acts as the nest while the weeping tile acts as the tunnel to access the burrow. These are buried into the ground with the open end of the weeping tile exposed at ground level to allow access, like a ground squirrel or badger burrow. Artificial nest burrows add extra protection from digging predators. They also hold up well with cattle grazing around them. Many landowners in southwestern Manitoba have allowed MBORP to install these burrows in pasture to provide more available nesting options for burrowing owls.
Burrowing owls are a migratory species in Canada arriving in Canada April and May and heading south towards Mexico in the fall for the winter. Very little is known about their migratory path, stop-over locations, and length of time it takes to arrive at the wintering grounds. This is one of the largest knowledge gaps for burrowing owls. MBORP and other organizations across Canada are working collectively to ensure burrowing owls remain in Canada. This year, we were lucky to have Dr. Troy Wellicome, Species at Risk Biologist with the Canadian Wildlife Service install satellite transmitters on four Manitoba burrowing owls. We are hoping that these owls will provide important data regarding migratory movements on their way to their wintering sites and provide some insight on where the owls are heading for breeding in subsequent seasons, if they are not returning to Manitoba.
All the work we do wouldn’t be possible without our project partners, Souris River Watershed District and the Assiniboine Park Zoo. A huge thank you to the many landowners that we work with every season that allow MBORP staff access to their land to observe burrowing owls and establish new nest sites for returning owls. We also could not do this important work without the financial help of our sponsors, donors and funders. Thank you to our loyal supports who donate through Canada Helps. A tremendous thank you to Manitoba Beef Producers, TC energy, Brandon Area Community Foundation, Winnipeg foundation, Prairie Originals, Enbridge and Habitat Stewardship Program.
**Fierce and Picky Plovers on the Shore**
Emily Putz, Habitat Stewardship Coordinator, Nature Saskatchewan
Fierceness comes in small packages with Piping Plovers! Despite being one of the smaller shorebirds, male plovers give their all in everything they do over the summer breeding season. Males arrive first to scope out the perfect spot to set up a territory, often fighting off other males. They have even been known to chase and bite the legs of other larger birds! Plovers look for the perfect shoreline, preferring bare ground, with very sparse vegetation, looking for cobble and gravelly sand. This habitat allows them to blend in best while being able to clearly watch for predators and prey. The males will make several scrapes (undeveloped nests) within their territory and, once they have attracted a female, the pair will inspect and choose the ideal one to line with pebbles for their nest.
If you spot a plover like bird, look for the right habitat markers and for rings around the bird’s neck. If there are two rings, you are likely looking at a Killdeer; a tricky look-a-like that will nest everywhere from mudflats to parking lots. If you see one ring, and your habitat sounds just like above, then you’ve got yourself a plover!
This year there were lots of great Piping Plover dads (and moms!) on the shorelines. Our Plovers on Shore census is 81% complete with 12 adults and 8 juveniles reported. This number is expected to increase in the upcoming weeks, as results from this year’s on-the-ground basin searches have yet to be compiled. These basin searches were in preparation for the upcoming prairie-wide census in 2024, which Nature Saskatchewan will help coordinate.
Plovers on Shore has 67 participants conserving 213 miles of shoreline for Piping Plovers. For more information on the Plovers on Shore program, or if you have any questions or comments, please call or text me at 306-780-9832 or email email@example.com.
**Broken wing display (above) and adult Piping Plover (below). Photos: Emily Putz**
Piping Plover males are also superstar dads! Known for their fierce dedication to their young, plovers will perform a broken wing display, squawking loudly and dragging their wing, to draw predator attention onto themselves and away from their young. They also pull more than their weight in the chick rearing and are last to leave, leaving after the females once the chicks are fledged!
Wetland Wednesdays
LeeAnn Latremouille, Saskatchewan Breeding Bird Atlas Coordinator, Birds Canada
Have you ever heard a strange sound from a slough and couldn’t figure out what it was? Or wondered what kind of mother duck has all those ducklings in tow? If so, you may want to take part in Birds Canada’s latest learning program – MarshWatch!
MarshWatch is a free 10-part webinar series designed specifically for the prairie provinces. We’ll dive into tips, tricks, and behavioural cues to identify ~50 species of wetland birds and frogs by sight and sound. The gentle interactive pace of less than 10 species per week means you won’t feel overwhelmed. We’ll also discuss the importance of wetlands to the overall ecosystem and highlight connections to other habitats.
The 2024 program takes place online every Wednesday evening from March 27 to May 29. Recordings are made available soon after each session, so you never have to worry about missing out. Optional quizzes with helpful feedback accompany each session and guided walks at select locations during the summer months add real-world training. There is also the opportunity to collect species checklists at any wetland you visit.
With content you won’t find in a field guide, there is something for everyone in this series!
Prairie Wetlands are Key for Breeding Swallows
Mercy Harris (firstname.lastname@example.org), MSc. Graduate, University of Saskatchewan
In Saskatchewan, we are fortunate to have many songbirds fill our skies during the summer, including several species of swallows. Despite the widespread distribution of swallows across the province, many species have declined over the past fifty years, including well-known species like the Barn Swallow. It is believed that these declines could be due to changes in the insect prey that these birds eat; however, before we can investigate whether this is true, we need to know more about the feeding ecology of swallows in the prairies. To do this, my master’s project investigated what habitats Barn Swallows and Tree Swallows use for foraging and what insects they are eating while they are foraging. The goal of this work was to identify what habitats and prey resources are important for swallows, and to compare the preferences of the two species.
To identify where swallows are foraging, I attached miniature GPS tags to female swallows that recorded a bird’s location every ten minutes. The points recorded by the GPS tags allowed me to see where swallows were traveling to forage, and to identify what types of habitats they were using. Specifically, I looked at how much birds used three broad categories of habitat: wetlands, areas planted with annual crops, and upland areas that were uncropped such as pastures or field margins. I found that both Barn and Tree Swallows demonstrated a preference for foraging over wetlands, but avoided crop fields. These results indicate that even though wetlands comprise only a small percent of land in many agricultural landscapes, they are disproportionately highly important habitats where swallows go to search for insect prey.
To examine diet, I collected fecal samples from birds. These fecal samples contain the DNA of digested insects, and a process called “DNA
“metabarcoding” can use that DNA to identify the species of insects that a bird ate. I found that both Barn and Tree Swallows frequently ate craneflies (emergent insects that have their larval stage in wetlands) and houseflies. Interestingly, nestling swallows ate craneflies and other emergent insects significantly more frequently than adults, and birds’ diet composition was affected by the amount of wetland present near the birds’ nest. Taken together, this suggests that wetlands shape the diet of swallows and are an important source of insect prey.
The results of my study indicate that in Saskatchewan, wetlands are important as both foraging habitat and sources of prey for swallows, especially nestlings. The fact that Barn and Tree Swallows largely used the same habitats and ate similar types of insects is interesting given that Barn Swallows are not usually associated with wetland habitats. This raises the question of whether there are other species for which we don’t yet fully appreciate the importance of wetlands! Overall, this study adds to the already large body of evidence emphasizing how important wetland conservation is for Saskatchewan’s wildlife. Whether we’re conserving wetlands for waterfowl, swallows, or other wildlife, they are essential to keeping our living skies healthy and biodiverse!
This female Tree Swallow wore a GPS tag that recorded her location during foraging every ten minutes for one day. Photo: Christy Morrissey
Mercy releases a Barn Swallow that has been fitted with a GPS tag. The bird will be recaptured two days later to retrieve the tag and download its data. Photo: Christy Morrissey
Mercy visits a Tree Swallow nest box to monitor nestlings and collect fecal samples. Photo: Christy Morrissey
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Prairie Fens: Saskatchewan’s Little-Known Gems
Sarah Vinge-Mazer, Botanist, Saskatchewan Conservation Data Centre
What looks like a bog, is wet like bog, and is important for biodiversity like a bog?
It’s a fen!
A fen is a wetland that seems “boggy” – but unlike a bog, which only receives its moisture from rainfall, a fen is kept wet by mineral-rich groundwater near the soil surface.
If you travel to northern Saskatchewan, you will see both bogs and fens in the landscape. But did you know that fens also exist on the prairie and are special places worthy of conservation?
Saskatchewan belongs to an exclusive club, since prairie fens are rare across North America. They occur in a few states south of the border, where in some cases they are protected. They have not been given much attention in Canada until recently. The Saskatchewan Conservation Data Centre is working to better understand our province’s prairie fens and whether they are unique from others in North America.
Since fens are constantly wet, old plant matter has a hard time breaking down and builds up as peat soil over thousands of years. These unique conditions produce a habitat for a special suite of plants to thrive where other common wetland plants, like cattails, cannot.
Plants that are common in the north are seen only in these fen habitats far to the south: bog birch, tufted club-rush, sundew, and cotton-grasses can all be found in this unique habitat. So far, four orchid species have also been found in Saskatchewan’s prairie fens: yellow lady’s-slipper, hooded ladies’-tresses, yellow bog/fen twayblade, and northern green bog-orchid. The endangered small white lady’s-slipper is known to occur in prairie fens in the United States but has not yet been found in Saskatchewan’s sites.
Fens are sometimes drained in an attempt to turn them into agricultural land, but they are important to maintain on the landscape. Besides housing rare plant species, fens play an important role in filtering water, holding and slowing runoff, recycling nutrients, and providing habitat. The northern leopard frog, a sensitive species that is declining in Canada, can be found in Saskatchewan’s fens!
Do you have boggy land (with few or no cattails) and are located on the prairie? You might have a prairie fen! If you want to chat about this unique habitat on your land, contact email@example.com.
Small-yellow Lady’s-slipper is a showy orchid found in prairie fens. Photo: Sarah Vinge-Mazer
Have you considered joining a Local Nature Society?
Nature Saskatchewan has many local societies throughout Saskatchewan. Don’t miss out on local field trips with great people.
Find local societies at naturesask.ca
Funding Available to Landowners in Southwestern Saskatchewan
Chet Neufeld, Executive Director, Native Plant Society of Saskatchewan
The South of the Divide Invasive Alien Species Strategy aims to help landowners in southwestern Saskatchewan with weed management and support species at risk, in part by providing matched funding to support on the ground activities. The project is a collaboration between the federal government and local non-profit organizations lead by the Native Plant Society of Saskatchewan.
“Ranchers are key to conserving and managing native prairie and we know they’re doing a great job, but aggressive weeds like Leafy Spurge put a strain on farm families and the land, so we’re trying to help in any way we can” says Chet Neufeld, Executive Director of the Native Plant Society of Saskatchewan.
Dollar for dollar matched funding is available for landowners with native prairie who have implemented or plan to implement weed control. Eligible costs include herbicide and application costs, costs for sheep or goat grazing, expenses from acquiring biocontrol (ie. beetles), and in some cases, fencing or mineral block costs, if it can be demonstrated that the fencing helps to control weeds or helps species at risk. Other costs may also be eligible if they can be proven to manage weeds or improve conditions for species at risk. Those who are approved for matched funding will simply need to submit bills for the total cost and a cheque will be issued for half the amount. Funding is limited and not guaranteed to everyone who applies.
Leafy Spurge easily invades beautiful native prairie. Photo: Ashley Vass
The South of the Divide region, located in the southwest corner of Saskatchewan, is comprised of the rural municipalities of Reno, Frontier, Lone Tree, Val Marie, most of White Valley, and parts of Maple Creek, Piapot, Arlington, Grassy Creek, Wise Creek, Auvergne, Glen McPherson, Mankota, Waverley and Old Post. The 14,157 km² region is critically important to Saskatchewan’s ranching industry and contains some of the largest and best quality native prairie remaining in the province, home to many rare plants and animals.
To see if you qualify for matched funding or for more information on the program, please contact the Native Plant Society of Saskatchewan at firstname.lastname@example.org.
Species Spotlight: Macropis Cuckoo Bee (Epeoloides pilosulus)
SARA Status: ENDANGERED
Macropis Cuckoo Bee. Photo: Ryan Oram, Royal Saskatchewan Museum
- One of the most uncommon bees in Canada.
- Was thought to be extinct as it had not been seen since the 1950s, until it was rediscovered in Nova Scotia in 2002 by Dr. Cory Sheffield, Curator of Invertebrate Zoology at the Royal Saskatchewan Museum.
- A Macropis Cuckoo bee has just been identified from samples taken near Wood Mountain, SK last found near that same location in 1955!
- This species is a nest-parasite (hence cuckoo) of only one species of bee in Canada. Macropis Cuckoo bees are entirely dependant on the presence of Macropis bees; who, in turn are entirely dependant on the presence Fringed Loosestrife.
- The Macropis bee is dependant on the Loosestrife for oil and pollen. The Macropis Cuckoo bee sneaks into the Macropis bee nests and lays it’s own eggs on those food provisions.
- Extremely rare. One of only two species of the *Epeoloides* genus in the whole world and the only one in the Western Hemisphere.
Creating Habitat AND Forage for Livestock - Seeding Native Species
Krista Connick Todd, Rangeland Agrologist, South of the Divide Conservation Action Program Inc.
A variety of species at risk prefer native prairie for their home. Unfortunately in Saskatchewan native prairie is in limited supply, with less than 20% remaining in our province. Seeding cropland to native species is a viable option for increasing the amount of habitat available while also providing a valuable grazing resource.
While seeded native grass does not function exactly the same as true native prairie, using a diverse grass mix can mimic many of the functions. Dr. Mike Schellenberg, Science Lead for SODCAP’s Living Lab-Central Prairies project, has years of experience with seeding native species in southwestern Saskatchewan. He explains “restoration of plant cover is the start, not the end. Plants have unique microbial communities that will take time to develop.”
Using native grass species to recreate prairie habitat takes time, but evidence has shown that grassland birds will use seeded native fields. Kiel Drake, Director, Prairie Region with Birds Canada has been measuring bird populations in southwest Saskatchewan for the past three years. Kiel reports “I can share that I have witnessed bird use on newly restored grass that was only 3 or 4 years old. It mostly had more common birds like vesper sparrow, horned lark, and western meadowlark already ‘using the land’, as we infer by birds singing to advertise for mates. But significant to memory is that Sprague’s Pipits were detected at a few of these points.” This is very exciting for us in the conservation world, to know that habitat can physically be created for future generations. Seeded natives also have good resiliency and a good reliable forage source, particularly for late summer and fall grazing. Many native species maintain their protein content longer into the fall than commonly seeded tame grasses, providing valuable fall and winter forage.
Ranchers within the northern great plains of Saskatchewan have had proven success in seeding natives. Keys to success include:
- Proper site preparation - pre-seeding weed control and seed bed preparation is imperative
- Proper seed choice - selecting a seed mix to meet your individual needs and soil type will help lead to success. Check your seed certificate to make sure the seed is weed free!
- Proper seeding technique - native grasses prefer a firm seed bed and shallow seeding depth.
Dr Schellenberg suggests “it’s best to consider seeding more than one species to cover extreme weather events. If species are present that cover the spectrum of weather conditions, you will have vegetative cover. Ideally one needs species of differing root architecture; fine vs coarse, shallow vs deep.”
SODCAP is currently offering a variety of excellent funding programs to encourage the seeding of native species. If you are interested in our programs, please contact Kelly Williamson or Krista Connick Todd with SODCAP Inc.
Kelly Williamson, PAg: email@example.com, 306-582-7774
Krista Connick Todd, PAg: firstname.lastname@example.org, 306-671-7656
Thank You to Our Stewards!
We dedicate the Stewards of Saskatchewan newsletter to you, our stewards. Collectively, your individual actions to conserve habitat and track species are of great importance, not only for species at risk and other native plants and animals, but for a healthy prairie. Your appreciation and understanding of the natural world will ensure its beauty and function is conserved for future generations. Thank you for your continued dedication and commitment—without your support, our programs would not be possible. Nature Saskatchewan is proud to work alongside you!
Building Connections between Generations through Appreciation for Healthy Grasslands
Shirley Bartz, Education Coordinator, SK Prairie Conservation Action Plan
With the cascade of fall leaves, our children and grandchildren return to school, and the SK Prairie Conservation Action Plan (SK PCAP) gears up to bring increased awareness about native prairie ecology to elementary and high school kids in Saskatchewan.
The SK Prairie Conservation Action Plan has had education of school-aged children as a goal in their framework since 2003 and offers educational programs to children that increase their awareness of the importance of native prairie, biodiversity and species at risk. These free programs are offered during Agribition, Native Prairie Appreciation Week, and through two curriculum-based in-class education programs.
Last school year (2022-23), SK PCAP’s Education Coordinator, Shirley Bartz, brought the in-class programs to over 450 students, from Kindersley and Nipawin, to Eastend and Assiniboia. It was a busy year, and Shirley is looking forward to another just like it! These interactive programs are action-packed, fun and informative for the students, and include action plans that keep the kids thinking of prairie stewardship long after Shirley leaves their classroom. The ultimate goal of PCAP’s education programs is to build our children’s understanding of native prairie and what it means to live in this prairie community.
SK PCAP’s curriculum-based programs are Taking Action for Prairie and Adopt A Rancher. Taking Action for Prairie is delivered to 6th, 7th and 8th graders in the classroom and focuses on biodiversity, species at risk, ecological footprints and water systems, depending on the grade. Adopt a Rancher is delivered to 10th grade students partly in the classroom, but also through a field day spent visiting a working ranch near their school.
Adopt A Rancher is a program that brings students and ranchers together to build understanding of what it takes to run a livestock operation on native prairie pastures. Students spend a few weeks in class studying a ranch profile provided by the rancher. They map the ranch landscape, waterways and wetlands and identify the different habitats on the ranch with satellite imagery. Next, they develop a simple research project with questions to answer during their field trip to the ranch (bus expenses paid by SK PCAP). During this one-day visit, the rancher talks with the students about range management, showing them unique features and challenges of the ranch, and then allows them to collect data for their class research project.
Adopt a Rancher allows students to see and experience native prairie, when they otherwise may never have had the chance. Students who take part in Adopt A Rancher are beginning to look forward to university, the job market, and at their adult lives, where they will be decision-makers within the next 5-10 years. Their decisions will be crucial in directing local and international economics, provincial water management, industrial development and determining how we will conserve the last of the most endangered ecosystem on our continent – unbroken native grasslands.
Shirley is looking to connect with ranchers in Saskatchewan who want to share some of their experience as a manager and steward of native grasslands. Participating in AAR means the rancher will spend about an hour filling out a ranch profile, a few more hours collaborating with a grade 10 teacher in their area, and 2-3 hours of interaction with students on the day they visit their ranch. SK PCAP pays participating ranchers a $250 honorarium for their time.
Increasing the next generation’s understanding of how cattle keep our grasslands healthy and what it means to take care of the land is invaluable.
If you are interested in getting involved in Adopt a Rancher, or have questions about our programs, check out our website at:
https://www.pcap-sk.org/ or contact PCAP’s Education Coordinator, Shirley Bartz at email@example.com.
Rancher, Tom Harrison, teaches grade 10 students about range management in SK PCAP’s Adopt A Rancher program. Photo: Carolyn Gaudet, SK PCAP
The Stewards of Saskatchewan program work would not be possible without the generous support of our funders:
This project was undertaken with the financial support of:
Ce projet a été réalisé avec l’appui financier de :
Environment and Climate Change Canada
Environnement et Changement climatique Canada
Support for this project was provided through a grant by U.S. Fish and Wildlife Service, Neotropical Migratory Bird Conservation Act
Neotropical Migratory Bird Conservation Act
Government of Saskatchewan
Fish and Wildlife Development Fund
Nature Conservancy Canada
TC Energy
Enbridge
Alliance Pipeline
Canada
United Nations Association in Canada
Association canadienne pour les Nations Unies
SaskTel
The McLean Foundation
Earth Rangers
Nature Saskatchewan gratefully acknowledges funding from:
We thank the following for their help in program delivery:
Canadian Wildlife Service—Environment and Climate Change Canada
Moose Jaw River Watershed Stewards Inc.
Meewasin Valley Authority
National Burrowing Owl Recovery Team
Native Plant Society of Saskatchewan
Nature Conservancy of Canada
Old Wives Watershed Association
Piping Plover Recovery Team
Prairie Loggerhead Shrike Recovery Team
Recovery Team for Plant Species at Risk in the Prairie Provinces
Royal Saskatchewan Museum
Saskatchewan Association of Watersheds
Saskatchewan Burrowing Owl Interpretive Centre
Saskatchewan Conservation Data Centre
Saskatchewan Prairie Conservation Action Plan
SaskPower Shand Greenhouse
South of the Divide Conservation Action Program Inc.
Sprague’s Pipit Recovery Team
A special thank you goes out to our participating stewards and volunteers!
Check us out on social media to stay up-to-date with our current news!
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Health: (Beneficiaries 5,176,563 individuals)
SO established and operated five hospitals and 28 clinics from 1989 to 2008 in Ghazni, Bamyan, Maidan-Wardak, Ghoor provinces and Quetta Pakistan, which were the only health facilities in those districts during the war and very difficult time for the people. These structures saved the life of thousands of people by provision of curative care, and preventive care. Hundreds of thousands of children and women were vaccinated and saved from disabilities from diseases such as polio and tetanus. SO operates one hospital in Jaghori district of Ghanzi and 6 clinics in Bamyan and Daikundi provinces. Totally, a number of 5,176,563 individuals received health services since its establishment till end of 2018.
Provision of Clean Water: (Beneficiaries: 17,113 individuals)
Access to clean water is basic human right; many Afghans have been deprived of and still don’t have access to clean water. Shuhada dug 118 wells and installed hand water pumps and for needy people in various provinces of Afghanistan. Three water supply systems in Karnati center of Bamyan and Meyankawak High School in Punjaw District of Bamyan have also been installed to provide naturally clean water supporting their health condition and improve the economy of the family by saving money from doctors’ fee and buying medicines. SO has provided potable water for 17,113 individuals since its establishment.
7. Other projects:
SO has been working in the areas of construction, emergency help since its establishment.
Construction:
SO has constructed, renovated and operated 5 hospitals (25-82 beds), 14 clinics, 127 schools, 3 orphanages, 3 women centers, 1 technical/school, 2 residential blocks for hospital staff, 80 houses (including 2 rooms, 1 kitchen, 1 bathroom and toilet) for families living in caves located in Bamyan province. Furthermore, took part in construction of about 73 Km road. In 2018 SO facilitated the construction of Zarin Girls’ High School’s Extension in Yakawlang district of Bamyan province.
Emergency Help: (Beneficiaries: 839,945 individuals) 1994-2016:
SO has distributed food, quilts and tents for a number of 835,820 individuals since its establishment till 2013. SO has distributed hygiene kits/toiletries and clothes for a number of 345 women and girls prisoners in Kabul, Parwan, Kapisa, Balkh, Bamyan, Daikundi, and Maidan-Wardak provinces since 2013 till 2016.
About SO:
Shuhada organization (SO) has been founded by Dr. Sima Samar and Mr. Abdul Rauf Naveed in 1989. SO is a nonprofit and non-government civil society organization with below visions and mission:
Vision:
The SO vision is to strive to see an aware, prosperous and healthy society in Afghanistan through providing high quality services in line with the principles of democracy, rule law, social justice, peace and non-discrimination.
Mission:
Provision of good quality services in Sustainable Economic Development, Human Rights (Women Rights, Child Rights, and Gender), Capacity Building, Democracy and Governance, Child Protection/Orphanages, Education and Higher Education, and Health sectors. To this end, SO has a common slogan which says “Working for a Better Tomorrow”.
Number of staff:
Staff: 161 (110 Male, 51 Female)
- Intern: 20 (4 Male, 16 Female)
- Volunteer: 15 (5 Male, 10 Female)
Email: email@example.com
Website: www.shuhada.org.af
Mobile: 0202510795
Facebook: shuhada
Address: In Street Behind Omar Jan Qandahari, Pol-e-Surkh, Kartt-e-Seh, Kabul
1. Sustainable Economic Development
Due to long lasting conflict, families lost their young sons, male counterparts/breadwinners. As a result, there are women and child headed family who are the vulnerable and stratum of the community.
Recognizing the fact, SO has been supporting the mentioned vulnerable in the remote areas through economic empowerment projects such as livelihood, vocational training, poultry, carpet weaving and so on.
- **Livelihood (Beneficiaries: 796 families)**: SO has provided livestock to 796 families through ewe distribution and poultry projects since its establishment till end of 2018.
- **Vocational Training (Beneficiaries: 6,214 individuals)**: SO provided training skills for women in order to empower them economically; in this regards, the organization established: (two technical schools and conducted long and short term courses on carpet and rug/glim weaving, chips making, jewelry making, welding and solar system; Totally 6,214 women benefited from these projects till 2018.
- **Agriculture**: (Beneficiaries: 2,582 individuals)
SO has distributed wheat among 300 families (300*7.3 = 2190 individuals), vegetables seeds to 100 women and 800 fruit plants for (40*7.3 = 292 individuals) in Bamyan and Ghoor provinces since its establishment.
2. Human Rights (Beneficiaries: 1,592,477 individuals)
Shuhada Organization has found that awareness rising among women and men in Afghanistan is the key to development and addressing discrimination and violence. In that regard, SO has been implemented numerous projects under human/women rights in 31 provinces of Afghanistan through which a
- **Shelter**: (Beneficiary: 40)
SO was the first to establish women shelters for women victim of domestic violence and other form of violence. Shuhada shelter role in protecting 40 young girls who were deported from Iran was a lifesaving program that provided safe house to women and vocational trainings and successfully reintegrated to the society and families.
3. Capacity Building (Beneficiaries 47,433 individuals)
SO has conducted several workshops/trainings on:
- **Human resources management**, human rights, gender, public speaking skills, leadership, Monitoring and Evaluation (M&E), financial management, report writing, proposal writing, nursing, traditional birth attendance, professional teacher trainings, vocational training for youth and women-headed households and poor families for a number of 30,136 trainees in 31 provinces since its establishment within 30 years.
- **Research** (Beneficiaries 252 (Female: 190; Male: 62))
SO implemented a research on girls’ access to education, in Bamyan and Panjshir provinces to interview and fill questionnaires from 80 parents, 84 students, 40 teachers, 12 key informants and four focus groups (2 for women and 2 for men) including 9 participants each focus group (4*9) = 36 persons.
- **Environmental Protection training for students**: (Beneficiaries: 17,045 individuals)
Environmental protection program has been part of the SO programs. The program entailed both awareness rising and education on planting of trees and protection of environment. SO has trained 17,045 male and female students, teachers, and community elders through awareness rising sessions on environmental protection in Bamyan and Ghor Provinces.
4. Democracy and Governance (Beneficiaries 632,014 individuals)
To promote government accountability and transparency by monitoring the government budget, revenue, plans expenditures and service delivery at the national and sub-national level; and exposing corrupt practices by implementing ministerial and parliamentary watchdog activities.
To reach the above target, SO has conducted several relevant projects since 2015 which a number of 632,014 (Female: 314, 1514– Male: 317,860) benefited from the projects till end of 2018.
5. Child Protection
Three decades of war resulted in a high number of people dying or missing. Many children lost their parents or were separated from them and they became dependent.
To help the orphans, SO has established three orphanages under the title of Samar Orphanages, two in Jaghori district of Ghazni province and one in center of Bamyan province, where a number of 360 children were supported with appropriate accommodation, food, education and health services since its establishment, from which a number of 9 children (girls: 5 – boys: 4) have been newly covered by the orphanages in 2018. 202 (Female: 77 – Male: 125) orphans are currently being supported by SO at Samar Orphanages.
6. Service Delivery:
Nearly half of children do not attend school because of widespread poverty, cultural factors, uncertain security, harsh climate, no standard school building, shortages of teachers, no boundary walls and schools were too far, that make it difficult to access to education especially for girls. To help Afghanistan not to experience previous disaster, SO implemented numerous projects under this title:
- **Education**: (Beneficiaries 217,504 individuals)
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Throughout its history, the tiny volcanic island of Malta in the mid-Mediterranean has been swept by surging tides of conquerors coming from the north and south: Romans, Carthaginians, Arabs, Normans, Sicilians. The most enduring influences on Malta’s people and culture, however, have come from another direction, the Near East.
Out of the Levant came Phoenician sailors who first colonized the little island.
Today, most visitors to this sun-drenched island will journey first and their way to the imposing, fortress-like Cathedral of St. John, the heart of the baroque-style capital, Valletta. But visitors to Malta, however, may find their way to another house of worship, a few streets away. Inside a narrow, apart house on Triq St. Ursula Street, in an unmarked ground floor flat, is a synagogue, simply furnished with several chairs and a table. It is used for a minyan drawn from Malta’s half a dozen Jewish families, who gather for Sabbath services and Jewish holidays.
Malta’s Jewish history goes back to the arrival of the Semitic Phoenician settlers 3,000 years ago, it is believed they were followed later by Israelites fleeing from the seafaring tribes of Zevulon and Asher. Carvings unearthed at Hellene antiquities found in ancient Maltese ruins at Valletta attest to the existence of a community in Carthage and Rome.
For long periods during the Middle Ages the Jews of Malta — who had settled there from Sicily, Sardinia, North Africa and Spain — enjoyed relative independence. Some were doctors, a profession monopolized by Jews in Malta at that time. Others were agricultural landowners or ran import-export agencies, but the majority were shopkeepers and itinerant merchants.
Although some Jews held prestigious posts, such as Avraham Safaradi, Malta’s Chief Physician, and Kilorum, a diplomat sent to the Holy See, the community at large was often subject to restrictions. Yet a degree of tolerance and privilege also prevailed.
Jews in prison for civil debts were allowed home for the Sabbath and Holy Days. On Friday nights Jews were exempt from carrying mandatory torches, a precaution required of all citizens to protect the island against surprise attacks after dark. Jewish communal elections were conducted without outside interference by local authorities.
In the years leading up to the Inquisition, religious intolerance increased against the Jews, curtailing their means of livelihood, levying heavy taxes, enforcing a ghetto. Ultimately, King Ferdinand of Aragon (the uncle of Columbus’ voyages), whose domain now included Malta, issued the infamous edict of expulsion in 1492 which stripped Jews of their property and banished them from his kingdom.
Hundreds of exiled Jews were back in Malta, brought there tragically as slaves by the crusader Knights of St. John, who now governed the island. The Malta Knights waged a long war of piracy against the ships of their Moslem enemies in the Mediterranean, seizing hundreds of Jews, Christians and Turks, both passengers and crews, bringing them to Malta to be sold into slavery. But Jewish communities in London, Amsterdam and Hamburg — pursuing the tradition of Pidyon Shevuim (Redemption of Captives) — dutifully paid out the heavy ransom demanded to free their co-religionists.
Only with Napoleon’s defeat of the Malta Knights in 1798, and the subsequent takeover by the British, were equal rights at last legally secured by Maltese Jews. The present Republic of Malta, established in 1974, guarantees full rights to all its citizens.
Saturday morning at the synagogue on St. Ursula Street, the service was welcoming and intimate. When I arrived, two other visitors — a young French couple — and I were warmly greeted by the seven men and women congregants.
With a little reading and familiar prayers at the mahsafit bimah in the centre of the patterned tile floor, the service began. The cantor, Yitzhak Gavri, intoned, offering shofarot, arbing, aliyot, opening and closing the blue and gold velvet cover of the Holy Ark. Rabbi Tayeb, the general community president, whose rabbinic ancestors settled here 160 years ago from Libya, invited me to join the minyan and graciously insisted I have the first aliyah.
Malta government helped secure site for new shul
[Cont’d. from page B12]
In late morning, after we had chorused Adon Olam, a table magically appeared, laden with wine, homemade pastries and savory snacks, prepared by a trio of hospitable ladies.
In between bites of fruity strudel and sips of kosher Italian wine, Stanley Davis, a veteran resident of Malta and holder of an O.B.E. for social and humanitarian service on the island, recounted how the community had been without a synagogue for five years after the old premises were torn down to construct a new roadway. In the interim, holy day services were held in the Israeli Embassy. The Malta government helped in ultimately locating a new site. The congregation sold one of its venerable Torahs to the Jewish Museum of New York, to acquire funds for furnishing the new synagogue.
Tayar proudly pointed out that the congregation was blessed with several enthusiastic and knowledgable lay readers. Among its members was a devout family of nine, the Ohayons. The father and four sons walked a mile and a half to attend Sabbath services, thus guaranteeing half a minyan by themselves.
Originating in Morocco, the Ohayons built a mikvah for the community (no evidence exists of a previous mikvah on the island), and they facilitate the importing of kosher meat and matzot. One of the Ohayon sons has even qualified as a schochet to serve the community.
The buffet table dwindled. The congregants chatted on. ‘Catching up’ at the bi-monthly kiddush is no minor event in the social calendar, as there is little other organized Jewish community life.
I asked one lady with a rich Lancashire accent about the origins of Malta’s present-day community. She explained that except for George Tayar, all the others were ‘importation.’ A substantial number were retirees from Britain, but younger ones came from North Africa, and a few from Austria, Romania and other corners of Europe.
Tayar, a successful businessman in his sixties, married to an Israeli, chuckled when he related how he had started out in the food importing business at a time when there was no food to import.
In World War II Malta was savagely pounded by the saturation bombing of Axis warplanes, cutting it off from the outside world. The war’s most devastated target, the island came close to starvation before Allied ship convoys eventually broke through the aerial blockade. Through it all, George somehow managed to stay in the food business.
When we finally left the apartment building that Saturday morning, I asked why there was no sign or symbol outside to indicate a synagogue. Call it ‘security reasons,’ said one of the congregants.
While the Maltese are considered a peaceful, friendly people, there have been occasional violent incidents of terrorism on the island. A former Israeli Charge d’Affaires was once ambushed in her car by terrorists believed to have been Arabs, but the feisty lady shot her way out, even pursuing them as they fled.
Diplomatic ties
Malta has always maintained diplomatic relations with both Israel and the Arab nations, but after the Yom Kippur War, Malta adopted a trade embargo against Israel. Although Israel had earlier provided extensive expertise to Malta in dairy farming, poultry raising and afforestation, links between the two countries were coolly formal.
Today relations between Israel and Malta are decidedly more cordial. The trade embargo is gone. Air Malta and Israel’s Arkia airline ferry visitors back and forth, and Malta’s Jews are basking in the warmth.
* * *
One of the most remarkable figures in Medieval Jewish history, Avraham ben Shmuel Abulafia, lived for many years in Malta on the adjacent rocky isle of Comino. Born in Saragossa, Spain, in 1240, Abulafia, visionary and ‘prophetic cabbalist,’ proclaimed himself the Messiah and predicted the messianic era would begin in the year 5050 (1290 CE).
Abulafia dreamed of dissolving the differences between Judaism, Christianity and Islam. On the day before Rosh Hashanah, 5040 (1280 CE) he set out to convince Pope Nicholas III to heed his ideas and ease the suffering of the Jews. His efforts ended with Abulafia being sentenced to death by fire. With the pyre prepared, the Pope suddenly died of a heart attack and Abulafia was subsequently freed.
He settled in Malta, where he wrote cabbalistic works, including Sefer Haot (Book of the Sign), many mystical essays on “prophetic cabbalism” and his greatest book, Imre Sefer (Goodly Works). | 2ac8b4ec-00c9-4bc9-8747-cbfe372c13c6 | CC-MAIN-2022-40 | https://www.jackgoldfarbwriter.com/wp-content/uploads/2016/10/PHOENICIAN-TRADERS-INFLUENCED-MALTA.-The-Canadian-Jewish-News.-Thursday-December-9-1993.pdf | 2022-10-02T22:44:47+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337360.41/warc/CC-MAIN-20221002212623-20221003002623-00458.warc.gz | 875,222,683 | 1,865 | eng_Latn | eng_Latn | 0.997936 | eng_Latn | 0.99795 | [
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Panel #1 (Title)
• This is Outer Space Pals #6. In this installment, we start to talk about the Moon’s phases.
Panel #3
• The only thing that determines the Moon’s phase is the angle between the Sun, Earth, and the Moon. If the Sun and the Moon are on the same side of Earth, the Sun-Earth-Moon angle is 0°, and the Moon is New. If the Sun and the Moon are on opposite sides of Earth, the Sun-Earth-Moon angle is 180°, and the Moon is Full. When this angle is 90° or 270°, the Moon’s phase is First Quarter or Last Quarter, respectively.
Panel #4
• Moonie’s remark, “Except I go around backward,” refers to the fact that, if you could look down on our solar system, you’d see the Moon revolving in a counterclockwise direction around Earth.
Panel #5
• “Not to scale” hardly does this panel justice. The Sun actually is nearly 400 times farther from Earth than the Moon is. (The exact number is 389 times.) So, it would be way, WAY out of the panel to the left if even just the distances in this panel were to scale.
Panel #6
• We’ll learn more about the Moon’s phases in Outer Space Pals #7. | <urn:uuid:32121c98-1084-4bdb-8989-b2fe2400b821> | CC-MAIN-2017-17 | https://www.astroleague.org/files/styles/large/public/OSP_No06Comic_PlusNotes.pdf | 2017-04-28T20:02:49Z | crawl-data/CC-MAIN-2017-17/segments/1492917123048.37/warc/CC-MAIN-20170423031203-00589-ip-10-145-167-34.ec2.internal.warc.gz | 858,900,523 | 284 | eng_Latn | eng_Latn | 0.995915 | eng_Latn | 0.995915 | [
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Dorsiflexion Self Mob
This exercise is meant to increase your ankle/foot mobility.
Setup:
1. Kneel onto one knee with the other foot out in front of you.
2. Place your toes of the front foot near the wall.
3. Slowly lean forward trying to touch your knee to the wall.
4. Stop before your heel comes off the ground.
5. Repeat 10 times 2-3 times a day.
Notes:
• Once you can touch your knee to the wall, move your toes away from the wall.
Skier/Vele Exercise
This exercise is designed to help stabilize your foot muscles.
Setup:
1. Start by standing a few inches from the wall.
2. Slowly lean towards the wall making sure to bend at the ankles and not through the back.
3. Try and touch your nose to the wall, feeling your feet muscles grip the ground.
4. Return to neutral and repeat for 10 reps.
5. Do 3-4 sets a day.
Notes:
• Make sure that you are leaning forward and not bending at the waist. You do not need to actually touch your nose to the wall.
Pronation Exercise
This exercise is designed to help create proper movement in your feet.
Setup:
1. Start standing about 2-3 feet from the wall with both of your hands resting on the wall. Shoes off.
2. With one foot reach behind you at a 45 degree angle, feeling the other foot flatten against the ground, opening the hip.
3. Return to neutral and repeat 10 times.
4. Repeat with the other foot and repeat 2-3 times a day.
Notes:
• You should feel slight rotation and inward movement of your knee.
• Stop if there is pain in your knee or hip.
Peroneus Longus Exercise
This exercise is designed to stabilize the big toe and strengthen the Peroneal muscles.
Setup:
1. Stand facing a wall using your hands to balance yourself.
2. Spread your feet apart wider than shoulder width.
3. Flatten your inner foot and raise your heels off the ground.
4. Only raise the heels, do not come up on the toes.
5. Repeat 3 sets of 25.
Notes:
- This is not a calf exercise, do not perform calf raises.
Heel Slider
This exercise is designed to decrease foot pain.
Setup:
1. Start sitting on the floor with both of your knees bent.
2. With both of your hands grab one of your feet and rest your forehead on your knee.
3. Start to slide your foot out, straightening your leg.
4. As you slide your foot, look up simultaneously.
5. Finish by looking up at the ceiling and holding on to your foot while having the straightest leg possible.
6. Repeat 10 times. Repeat 3-4 times a day.
Notes:
- Do not over stretch your hamstrings.
- Keep a hold of your foot each time.
Toe strengthening (flexor dig)
This exercise is designed to strengthen the toe flexors.
Setup:
1. Seated and shoeless, place one end of a band under your heel and toes
2. Pull the opposite end of the band to your knee, lifting up your toes
3. While maintaining tension on the band force your toes downward
4. Repeat 3 sets of 10.
Notes:
- Do not engage your calf muscles
- Do not curl your toes
Supination to Pronation
This exercise is designed to help stabilize and strengthen your arch.
Setup:
1. Start standing about 2-3 feet from the wall with both of your hands resting on the wall. Shoes off.
2. Using a twisting motion, drive one of your knees across your body and up into flexion, twisting the hip.
3. With one foot reach behind you at a 45 degree angle, feeling the other foot flatten against the ground, opening the hip.
4. Return to the start position and repeat 10 times.
5. Switch feet for 10 reps. Repeat 2-3 times a day.
Notes:
- This exercise is meant to be done energetically.
- The foot on the ground should not move.
- You should feel the muscles in your arch contract. | 150fac9c-df57-476c-82e8-f21b1d1c95f3 | CC-MAIN-2023-14 | https://doc.vortala.com/childsites/uploads/4044/files/Foot-Exercises.pdf | 2023-03-25T07:10:16+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00278.warc.gz | 248,173,661 | 870 | eng_Latn | eng_Latn | 0.99889 | eng_Latn | 0.998918 | [
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Dear Sir/Madam,
Sub - Intimation towards loss of Share Certificates under Regulation 39(3) of SEBI (Listing Obligations and Disclosure Requirements) Regulations, 2015
Pursuant to Regulation 39(3) of the Securities and Exchange Board of India (Listing Obligations and Disclosure Requirements) Regulations, 2015, this is to inform you that the Company has received intimations about loss/misplacement of share certificates, the details of which are given below:
| Sr. No | Folio No. & Name of the Shareholders | Certificate Number | Distinctive Numbers | No of shares Rs.100/each |
|--------|---------------------------------------------------------------------------|--------------------|----------------------------|--------------------------|
| 1 | B01158 Kashi Devi Binani M.C. Binani | 00006651 | 1125957-1125961 | 05 |
| 2 | D00233 Rustom Merwanji Dadachanji (Deceased) Jointly with Freny Rustom Dadachanji (Deceased) Hoshang Merwanji Dadachanji (Claimant) | PPN00732 | 818875 | 01 |
| 3 | D00234 Freny Rustom Dadachanji (Deceased) Jointly with Rustom Merwanji Dadachanji (Deceased) Hoshang Merwanji Dadachanji (Claimant) | PPN00733 | 818876 to 818877 | 02 |
The duplicate share certificate will be issued only after the receipt of all necessary documents from shareholders.
You are requested to inform all your Broker Members not to deal in the aforesaid share certificate in any manner.
We are enclosing herewith the letter receiver from our Registrar & Share Transfer Agent.
Registered Office: Bosch Limited, Hosur Road, Bangalore-560030, Karnataka, India
Managing Director: Soumitra Bhattacharya, Joint Managing Director: Andreas Wolf
Please acknowledge the receipt.
Thanking you,
Yours faithfully,
for Bosch Limited,
(Rajesh Parte)
Company Secretary & Compliance Officer
Encl: As above
To,
Bosch Limited
Hosur Road
Adugudi
Bangalore-560 030
Kind Attn Mr. Prakash Venkataraman
Dear Sir/Madam,
| Sub | Issuance of Duplicate Share certificate |
|----------------------|----------------------------------------|
| Folio Nos. | B01158, D00233 and D00234 |
With reference to the captioned subject the documents received from the shareholder are in order. Hence, we request you to make necessary disclosures to stock exchanges concerned.
Thanking you,
Yours faithfully,
For Integrated Registry Management Services Private Ltd
Authorized Signatory
Encl: As above
The following is a list of the most important and frequently used terms in the field of information technology. It is intended to provide a basic understanding of these terms and their meanings.
1. **Information Technology (IT)**: The use of computers, software, and other electronic devices to process, store, and transmit information.
2. **Computer**: A device that can perform calculations and process data.
3. **Software**: A set of instructions that tell a computer what to do.
4. **Hardware**: The physical components of a computer system, such as the processor, memory, and storage devices.
5. **Operating System (OS)**: A program that manages the resources of a computer and provides an interface for users to interact with the system.
6. **Network**: A collection of computers and other devices connected together to allow communication and sharing of resources.
7. **Internet**: A global network of interconnected computer networks that allows people to communicate and share information across the world.
8. **Web**: A collection of interconnected web pages that can be accessed through a web browser.
9. **Email**: A method of sending and receiving messages over the internet.
10. **Database**: A collection of structured data that can be stored, retrieved, and updated using a database management system.
11. **Cloud Computing**: The delivery of computing services, including servers, storage, databases, networking, software, analytics, and intelligence, over the internet.
12. **Mobile Computing**: The use of mobile devices, such as smartphones and tablets, to access and process information on the go.
13. **Big Data**: Large volumes of data that require specialized techniques and tools to manage, analyze, and extract insights from.
14. **Artificial Intelligence (AI)**: The simulation of human intelligence processes by machines, especially computer systems.
15. **Machine Learning (ML)**: A subset of AI that involves training algorithms to make predictions or decisions based on data.
16. **Data Analytics**: The process of collecting, cleaning, transforming, and modeling data to discover useful information and support decision-making.
17. **Cybersecurity**: The protection of information and systems from cyber threats, such as hacking and malware.
18. **Cybercrime**: Criminal activities carried out using computers and the internet.
19. **Cybersecurity Incident Response Plan (IRP)**: A plan that outlines the steps to take in the event of a cybersecurity incident, such as a data breach or malware infection.
20. **Cybersecurity Awareness Training**: Training programs designed to educate individuals about the risks of cyber threats and how to protect themselves and their organizations. | 83352348-7f49-42a3-a1db-813e99fe6543 | CC-MAIN-2020-16 | https://www.bosch.in/media/our_company/shareholder_information/2019/letterdated09122019_01.pdf | 2020-04-07T23:32:47+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00054.warc.gz | 819,563,096 | 1,121 | eng_Latn | eng_Latn | 0.904655 | eng_Latn | 0.979016 | [
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The Tammin Alcoa Landcare Education Centre
Department of Agriculture and Food, Western Australia
Follow this and additional works at: https://library.dpird.wa.gov.au/journal_agriculture4
Part of the Environmental Education Commons, Natural Resources and Conservation Commons, and the Soil Science Commons
Recommended Citation
Department of Agriculture and Food, Western Australia (1991) "The Tammin Alcoa Landcare Education Centre," Journal of the Department of Agriculture, Western Australia, Series 4: Vol. 32: No. 4, Article 7.
Available at: https://library.dpird.wa.gov.au/journal_agriculture4/vol32/iss4/7
Important Disclaimer
No representations or warranties are made with respect to the currency, accuracy, reliability, completeness or suitability for any particular purpose of the information provided. The Chief Executive Officer of the Department of Primary Industries and Regional Development and the State of Western Australia accept no liability whatsoever by reason of negligence or otherwise arising from the use or release of this information or any part of it. Copyright © State of Western Australia (Department of Primary Industries and Regional Development), 2025.
Caution – Information in reports and other material could include inaccuracies, be outdated or be incomplete. Please ensure you verify any critical details with up-to-date sources before relying on the information.
The Tammin Alcoa Landcare Education Centre
If you blinked while driving you could miss Tammin, a small wheatbelt town 180 km east of Perth on the Great Eastern Highway. Shire population: 500. Ideas on land conservation education:
big.
The town is home of the Tammin Alcoa Landcare Education Centre. This is an ambitious concept by the Shire of Tammin and the Tammin Action Group to use the whole shire to demonstrate land conservation practices on farms, and to show urban and other communities what Western Australia's farmers are doing to conserve the land and practise sustainable agriculture.
The project is supported financially and in kind by the National Soil Conservation Program, the Alcoa Landcare Project (Tammin is in the Avon River Catchment), the Department of Agriculture and the Ministry of Education. Mike Moran, seconded from the Ministry of Education, and based at Northam, is the co-ordinator of the education centre.
The disused railway barracks have been leased from Westrail and recycled to provide accommodation for groups who spend time at the education centre. They visit various field study sites on farms throughout the Tammin Land Conservation District and use the study centre in the Lesser Town Hall.
Since the first residential groups started in 1991, several hundred school children and teachers from Government and private schools throughout the State have used the centre. The facilities are not costly to use, but not all school groups are able to make the trip to Tammin. Their teachers, who have attended in-service training courses at the education centre, are able to use the ideas they have gained back at their schools.
Use of the centre is not restricted to school groups. Community group leaders interested or involved in landcare can attend in-service training courses with teachers.
So what happens when a group visits the Tammin Alcoa Landcare Education Centre?
The underlying theme of the education centre is to get people to think about agriculture, conservation and the environment as part of their everyday lives.
Visitors are asked to think about how conservation and farming practices fit together? What causes soil and water salinity, and how can we control it? How do we overcome soil erosion? How do we measure what’s happening to the level of the water-table, and how healthy are our rivers and creeks? What does the soil really look like below the surface?
Numerous activities are outlined in the extensive field study guides for teachers and primary and secondary school students. Many activities are based on science and ecology, others lend themselves to creativity: the colours and feel of the Western Australian landscape and bush - it’s not all dull green and prickly. Writers and artists are inspired by the countryside, so children have the chance to use the bush to widen their creative skills.
If a group wants to use the Tammin Alcoa Education Centre, contact the Shire Office, (096) 371101. | <urn:uuid:b9ed6975-2c01-4d38-b7f7-fb3dd835a602> | CC-MAIN-2018-17 | https://researchlibrary.agric.wa.gov.au/cgi/viewcontent.cgi?article=1373&context=journal_agriculture4 | 2018-04-19T15:11:58Z | crawl-data/CC-MAIN-2018-17/segments/1524125936981.24/warc/CC-MAIN-20180419150012-20180419170012-00159.warc.gz | 679,952,173 | 862 | eng_Latn | eng_Latn | 0.97342 | eng_Latn | 0.995729 | [
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HONEYDEW & CANTALOUPE
What colors do you see in your snack pack? What other fruits are Orange or Green?
PRODUCE PARTICULARS
Honeydew melons contain Vitamins B6, E & K that are vital for repairing and maintaining strong bones. They also contain folate, potassium and magnesium.
Cantaloupe is high in beta-carotene, giving it a beautiful orange coloring. It’s also a rich source of Vitamin C, A, and potassium, magnesium, Vitamin K, zinc and folate.
Both cantaloupe and honeydew melon are about 90% water and contain abundant electrolytes. This combination of water and nutrients makes these melons great for hydrating after a recess, when you feel sick or if you’re just trying to stay hydrated throughout the day.
Nutrition Facts
1 serving per container
Serving size 100 g
Amount per serving
Calories 35
| Nutrient | % Daily Value |
|---------------------------|---------------|
| Total Fat 0g | 0% |
| Saturated Fat 0g | 0% |
| Trans Fat 0g | |
| Cholesterol 0mg | 0% |
| Sodium 15mg | 1% |
| Total Carbohydrate 9g | 3% |
| Dietary Fiber 1g | 3% |
| Total Sugars 8g | |
| Includes 0g Added Sugars | 0% |
| Protein 1g | |
| Vitamin D 0mcg | 0% |
| Calcium 10mg | 0% |
| Iron 0.2mg | 2% |
| Potassium 250mg | 6% |
* The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.
There are over 30 varieties of turnips which differ in size, color, and flavor. Can you count to 30? What about counting to 30 by 5's?
**PRODUCE PARTICULARS**
Most turnip varieties have a slightly spicy taste if eaten raw.
Turnips are a good source of potassium, calcium, and vitamin C.
Turnips are also low in calories as they are mostly fiber and water. Great for hydration and leave you feeling full!
| Nutrition Facts |
|-----------------|
| 1 serving per container |
| Serving size 100 g |
| Amount per serving |
| Calories 30 |
| % Daily Value * |
| Total Fat 0g | 0% |
| Saturated Fat 0g | 0% |
| Trans Fat 0g | 0% |
| Cholesterol 0mg | 0% |
| Sodium 65mg | 3% |
| Total Carbohydrate 6g | 2% |
| Dietary Fiber 2g | 6% |
| Total Sugars 4g |
| Includes 0g Added Sugars | 0% |
| Protein 1g |
| Vitamin D 0mcg | 0% |
| Calcium 30mg | 2% |
| Iron 0.3mg | 2% |
| Potassium 190mg | 4% |
* The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.
Sweetango apples are a hybrid variety developed from a cross between the Honeycrisp and Zestar apples, combining the best qualities of both varieties!
**PRODUCE PARTICULARS**
Sweetango apples are known for their unique combination of sweetness and tanginess, making them a favorite among apple enthusiasts.
Like all apples, Sweetango apples are a good source of dietary fiber and vitamin C, which are important for digestive health and immune function.
---
**Nutrition Facts**
1 serving per container
| Nutrient | Amount per serving | % Daily Value * |
|---------------------------|--------------------|-----------------|
| Calories | 50 | |
| Total Fat | 0g | 0% |
| Saturated Fat | 0g | 0% |
| Trans Fat | 0g | 0% |
| Cholesterol | 0mg | 0% |
| Sodium | 0mg | 0% |
| Total Carbohydrate | 14g | 5% |
| Dietary Fiber | 3g | 9% |
| Total Sugars | 10g | |
| Protein | 0g | |
| Vitamin D | 0mcg | 0% |
| Calcium | 10mg | 0% |
| Iron | 0.1mg | 0% |
| Potassium | 110mg | 2% |
* The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.
Calories per gram:
- Fat: 9
- Carbohydrate: 4
- Protein: 4
GOLDEN BEET COINS
Beets come in several colors—golden, white, purple, pink and even striped!
PRODUCE PARTICULARS
One cool thing about golden beets is that they don’t stain your hands or clothes like red beets do. So, you can enjoy them without any messy clean-up!
Unlike red beets, golden beets have a sweeter and milder flavor, making them a great choice for kids who might not love the stronger taste of regular beets.
Beets are believed to originate along the coasts of the Mediterranean (sea beets) and were first cultivated for their edible leaves.
GRAPEFRUIT WEDGES
Grapefruit can come in red, white, yellow and pink! Can you find something around you that is each of these colors?
PRODUCE PARTICULARS
Grapefruit provides carbohydrates, the preferred source of fuel for your muscles and brain. Plus, their aroma promotes an uplifting, energizing feeling!
These have a water content as high as a watermelon—up to 92%, so they keep you hydrated.
Grapefruit flavor can vary from tart and sour or mildly sweet to super sweet.
Nutrition Facts
1 serving per container
Serving size 100 g
Amount per serving
Calories 30
% Daily Value *
Total Fat 0g 0%
Saturated Fat 0g 0%
Trans Fat 0g
Cholesterol 0mg 0%
Sodium 0mg 0%
Total Carbohydrate 8g 3%
Dietary Fiber 1g 4%
Total Sugars 7g
Includes 0g Added Sugars 0%
Protein 1g
Vitamin D 0mcg 0%
Calcium 10mg 0%
Iron 0.1mg 0%
Potassium 140mg 2%
* The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.
Calories per gram:
Fat 9 • Carbohydrate 4 • Protein 4
Sweet potatoes come in a variety of colors. Their skin can be brown, yellow, orange, red or purple. And their insides-- called flesh--can be white, orange or purple!
**PRODUCE PARTICULARS**
Sweet potatoes are known for being high in Vitamins A and C, and for their high fiber content.
Furthermore, a sweet potato is not the same as a potato. Sweet potatoes are roots and potatoes are tubers.
Many people think that sweet potatoes and yams are the same thing. In fact, they are different vegetables! | f9a3c65a-630c-45dc-8462-abcce4c56b1a | CC-MAIN-2025-05 | https://www.rcsdk12.org/site/handlers/filedownload.ashx?moduleinstanceid=80577&dataid=105066&FileName=November%202024%20FFVP%20Produce%20Posters.pdf | 2025-01-23T03:55:19+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363484.7/warc/CC-MAIN-20250123023010-20250123053010-00515.warc.gz | 1,001,782,071 | 1,700 | eng_Latn | eng_Latn | 0.993317 | eng_Latn | 0.996054 | [
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Westlake High School is a Science and Math Magnet School located in South Fulton County and services over 2,300 high school students. After contacting the school's administration, the school elected to partner with us in the Carbon Reduction Challenge for the Summer of 2019. This project will reduce carbon emissions by instituting a recycling program at the school. In addition, inspired by the Sope Creek elementary project from last year, we will work with ninth grade science teachers at the school to incorporate learning about conservation into their curriculum. About 15% of waste produced by schools is recyclable so this will significantly decrease the amount of waste that goes into landfills. The co-benefit of conservation lessons taught to the students in the learning manual will inspire them to lead greener lives and to pass these lessons on, thus compounding the carbon savings.
**Carbon Emissions Reduced by Recycling**
\[
\frac{2590 \text{ Wtge Generated}}{1 \text{ Day}} \times \frac{159 \text{ lbs Recyclable}}{1 \text{ Wtge}} \times 65\% \text{ of Waste that Makes it Into Recycling} \times 89\% \text{ of Usable Recycling} = 256 \text{ lbs of Recyclable Waste Generated per Day}
\]
\[
\frac{256 \text{ lbs of Recyclable Waste Generated}}{1 \text{ Day}} \times \frac{5 \text{ Days}}{1 \text{ Week}} \times \frac{4 \text{ Weeks}}{1 \text{ Month}} \times \frac{1 \text{ ton}}{2000 \text{ lbs}} \times \frac{3.447965 \text{ ton CO}_2e}{1 \text{ ton recycled}} = 8.827 \text{ Metric Tons of Avoided per month CO}_2 \text{ Emissions}
\]
**High School Waste Profile**
- Compostable: 48%
- Recyclable: 37%
- Others: 15%
**Cost Calculations**
| Cost for Recycling Service | ($200 one time fee) + ($126.50/month) |
|---------------------------|--------------------------------------|
| Cost for Recycling Bins Throughout School | $5.97 * 1 Bin * 50 Classrooms = $298.55 |
| Cost for Recycling Bins in Cafeteria | $19.97 * 4 Bins * 4 Cafeteria Bins = $79.88 |
**Cost for Recycling Bags**
\[
\frac{\$42.45}{\text{Box of Bag}} \times \frac{\text{Box of Bags}}{250 \text{ Bags}} \times \frac{1 \text{ Bag}}{\text{Classroom}} \times \frac{50 \text{ Classrooms}}{1} \times \frac{1 \text{ Bag}}{\text{Week}} \times \frac{36 \text{ Weeks}}{\text{School Year}} = \$305.50
\]
\[
\frac{\$24.72}{\text{Box of Bag}} \times \frac{\text{Box of Bags}}{100 \text{ Bags}} \times \frac{1 \text{ Bag}}{\text{Cafeteria Bin}} \times \frac{4 \text{ Cafeteria Bins}}{1} \times \frac{1 \text{ Bag}}{\text{Day}} \times \frac{5 \text{ Days}}{\text{Week}} \times \frac{36 \text{ Weeks}}{\text{School Year}} = \$177.98
\]
**CURRENT STATUS**
- Recycling plan has been presented to Westlake administration
- Waste disposal service has been contacted about the price change and dumpster delivery costs
- In the process of adding the recycling service to the waste disposal plan as well as purchasing bins
**CO-BENEFITS**
Partnering with a high school provides the opportunity to take the carbon reduction challenge into the classroom.
- Incorporating a learning manual that introduces carbon reduction and footprints into the current curriculum of AP Environmental, Biology, Chemistry classrooms
- Provide an interactive experience for the students to see simple ways they can make a great difference in school and at home
- Recycling will offer a vision of group involvement to achieve success.
**NEXT STEPS**
Some changes that will lead to even greater carbon reduction and cost changes that we recommend the school make in the future but will require district approval are:
1. Light retrofitting: Replacing 100 of the school’s current lighting with more efficient LED bulbs will bring 2245% return on investment with a payback period of 11 months
2. A compost system for food waste: Over 37% of a typical high school’s waste is food waste
3. A school garden: Can teach students more about conservation and be a good use of composted organic waste | bd7b7353-3dd4-40eb-8d31-0a5933778f5b | CC-MAIN-2021-39 | https://www.carbonreductionchallenge.org/wp-content/uploads/2021/05/CRC-Westlake.pdf | 2021-09-28T01:51:02+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058589.72/warc/CC-MAIN-20210928002254-20210928032254-00309.warc.gz | 706,790,475 | 1,025 | eng_Latn | eng_Latn | 0.979168 | eng_Latn | 0.979168 | [
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] | true | rolmOCR | [
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] | [
3.34375
] | 1 | 0 |
The original documents are located in Box 70, folder “Jefferson, Thomas - Birthday Celebration, 4/13/76 (1)” of the John Marsh Files at the Gerald R. Ford Presidential Library.
Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library.
158 (Indorsing University Scholarships for Refugees from Germany. December 14, 1938
My dear Mr. Lane:
I have received your letter of December 2, 1938, and am deeply interested to note the plans which the President and Corporation of Harvard University and the student body are making to provide for scholarships and support for refugees of all creeds from Germany.
This program appears to be in the best traditions of the University, and I sincerely hope that it will be taken up by other institutions throughout the country.
Very sincerely yours,
Mr. Robert E. Lane,
Harvard Committee
To Aid German Student Refugees,
Cambridge, Massachusetts.
159 (Address at Groundbreaking for the Thomas Jefferson Memorial, Washington, D. C. December 15, 1938
Mr. Gibboney, Members of the Thomas Jefferson Memorial Commission:
Nearly a hundred years ago, the Congress of the United States, in response to a general public demand, undertook to provide a memorial in the Nation's Capital to the first President of the United States, George Washington. There followed many years of controversy both as to the type of memorial and as to its location. The Washington Monument emerged as the result of Congressional action.
Half a century ago, again in response to public demand, the
Groundbreaking for Jefferson Memorial
Congress began the consideration of a monument to the memory of Abraham Lincoln, the preserver of the Union. Years went by and a distinguished committee, following the broad objectives of the original plan for the development of the National Capital, recommended the creation of two broad axes in the general form of a cross—one axis from the Capitol through the Mall past the Washington Monument to the river bank, and the other axis from the White House past the Washington Monument to another point near the river.
In line with this well considered plan, the Congress erected the Lincoln Memorial at the end of the longer axis and it was then the clear intention both of the Congress and of the many planning committees and commissions who studied the subject to complete the other axis from the White House to the river by the erection of a public monument at the fourth corner of the cross.
For far more than fifty years, Thomas Jefferson, the third President of the United States, has been recognized by our citizens not only for the outstanding part which he took in the drafting of the Declaration of Independence itself, not only for his authorship of the Virginia statute for religious freedom, but also for the services he rendered in establishing the practical operation of the American Government as a democracy and not as an autocracy.
For very many years, it has seemed appropriate that with Washington and Lincoln, his services should be held in memory by the erection of a monument of equal dignity. We are breaking ground, today, for such a memorial. The Congress of the United States, through a distinguished Commission, has, after long consideration, chosen this site and made the first appropriations for the creation of the Thomas Jefferson Memorial.
In the days to come, the millions of American citizens who each year visit the National Capital will have a sense of gratitude that at last an adequate permanent National Memorial to Thomas Jefferson has been placed at this beautiful spot because as the Joint Resolution of the Congress says: "The American
160. Aid to Spanish Sufferers
people feel a deep debt of gratitude to Thomas Jefferson" and "honor the services rendered by him."
160 (A Letter in Behalf of Giving Aid to the Spanish Sufferers. December 19, 1938
My dear Mr. McDonald:
FACTUAL REPORTS on conditions in Spain give me deep concern over the extreme hardships and sufferings there of millions of civilians and particularly of the women and children.
Since the outset of the war in Spain the American Red Cross has expended a considerable sum in emergency assistance to Americans stranded in that country and in humanitarian work in the territories of both factions through the International Red Cross Committee. In view, however, of the increased suffering in Spain, the American Red Cross recently contributed the funds necessary to secure 60,000 barrels of flour for impartial distribution among the women and children in proportion to need in order to prevent starvation.
For this purpose the Red Cross obtained wheat from the Federal Surplus Commodities Corporation at a nominal cost and the United States Maritime Commission provided free ocean transportation to France. The Red Cross paid the cost of processing the wheat into flour, the rail transportation and other incidental charges and thus by an expenditure of some $66,000 it was able to furnish flour to the value of about $250,000.
The flour thus furnished by the Red Cross was distributed under the supervision of the American Friends Service Committee which has been carrying on impartial relief activities in Spain. The aid thus far rendered by the American Red Cross and the American Friends Service Committee has been of inestimable value but wholly inadequate to meet the needs. The 60,000 barrels of flour which were shipped will be entirely consumed by the end of January. Every effort should, therefore,
37. Dedication of Thomas Jefferson Memorial
February 28, 1943, the remaining borrowing authority under the existing debt limit was $8.160 billion dollars, and it was estimated that by April 12 it would be down to 6 billion dollars. On March 12, 1943, the President had announced a program designed to raise $13 billion dollars of new funds during the month of April in a Second War Loan Drive. At the time, war expenditures were being made at an average rate of more than 200 million dollars a day in excess of the daily revenue from taxes. It was essential that the Treasury be empowered to borrow the money necessary for the huge war expenditures.
The President strongly felt that during a period when wages of working men and women were being stabilized and men were being drafted into the armed forces at $600 per year, net incomes after taxes should not be tolerated over $25,000. Added to this was the President's objection on constitutional grounds to the rider method of legislation, a form of shotgun action on the part of the Congress which forced the acceptance of a manifestly bad bill because it was tacked onto a bill that had to be signed in order to win the war.
The President could not possibly veto the bill. Therefore he issued the foregoing statement, and allowed it to become a law without his signature (57 Stat. 63).
37 Address at Dedication of the Thomas Jefferson Memorial, Washington, D. C.
April 13, 1943
Today, in the midst of a great war for freedom, we dedicate a shrine to freedom.
To Thomas Jefferson, Apostle of Freedom, we are paying a debt long overdue.
Yet, there are reasons for gratitude that this occasion falls within our time; for our generation of Americans can understand much in Jefferson's life which intervening generations could not see as well as we.
He faced the fact that men who will not fight for liberty can lose it. We, too, have faced that fact.
He lived in a world in which freedom of conscience and freedom of mind were battles still to be fought through—not prin37. Dedication of Thomas Jefferson Memorial
principles already accepted of all men. We, too, have lived in such a world.
He loved peace and loved liberty — yet on more than one occasion he was forced to choose between them. We, too, have been compelled to make that choice.
Generations which understand each other across the distances of history are the generations united by a common experience and a common cause. Jefferson, across a hundred and fifty years of time, is closer by much to living men than many of our leaders of the years between. His cause was a cause to which we also are committed, not by our words alone but by our sacrifice.
For faith and ideals imply renunciations. Spiritual advancement throughout all our history has called for temporal sacrifices.
The Declaration of Independence and the very purposes of the American Revolution itself, while seeking freedoms, called for the abandonment of privileges.
Jefferson was no dreamer — for half a century he led his State and his Nation in fact and in deed. I like to think that this was so because he thought in terms of the morrow as well as the day — and this was why he was hated or feared by those who thought in terms of the day and the yesterday.
We judge him by the application of his philosophy to the circumstances of his life. But in such applying we come to understand that his life was given for those deeper values that persist throughout all time.
Leader in the philosophy of government, in education, in the arts, in efforts to lighten the toil of mankind — exponent of planning for the future, he led the steps of America into the path of the permanent integrity of the Republic.
Thomas Jefferson believed, as we believe, in Man. He believed, as we believe, that men are capable of their own government, and that no king, no tyrant, no dictator can govern for them as well as they can govern for themselves.
He believed, as we believe, in certain inalienable rights. He,
37. Dedication of Thomas Jefferson Memorial
as we, saw those principles and freedoms challenged. He fought for them, as we fight for them.
He proved that the seeming eclipse of liberty can well become the dawn of more liberty. Those who fight the tyranny of our own time will come to learn that old lesson. Among all the peoples of the earth, the cruelties and the oppressions of its would-be masters have taught this generation what its liberties can mean. This lesson, so bitterly learned, will never be forgotten while this generation is still alive.
The words which we have chosen for this Memorial speak Jefferson's noblest and most urgent meaning; and we are proud indeed to understand it and share it:
"I have sworn upon the altar of God, eternal hostility against every form of tyranny over the mind of man."
NOTE: As the President pointed out during one of his press conferences (see Item 148, pp. 604-607, 1938 volume), there had been a long delay in the authorization of a memorial for Thomas Jefferson. The delay appeared to have been caused by political reasons. After President Roosevelt's first inaugural in 1933, there arose renewed interest in the project; and the Congress in 1934 authorized the construction of the Thomas Jefferson Memorial on the edge of the Tidal Basin in Washington. The President delivered an address at ground-breaking ceremonies on December 15, 1938 (see Item 159, pp. 645-647, 1938 volume).
The dedication of the Thomas Jefferson Memorial was held on Jefferson's birthday. The entire ceremony, including the President's address, lasted fifteen minutes and was staged with the simplicity which Jefferson himself would have liked.
Two years later, the President had prepared an address for delivery on Jefferson Day, 1945, in which he set forth the hopes of humanity for enduring peace. The President died the afternoon before this Jefferson Day speech was to have been delivered (see Item 148, 1944-1945 volume, for the text of this undelivered address).
-- President of the University of Virginia Alumni Association
-- Former President of the University of Virginia, Edgar Shannon
-- President of William and Mary (Jefferson was a graduate of William and Mary)
-- State Legislator in the House
-- State Senator representing Albemarle County
I also think it would be a good idea to have the Proclamation reproduced but without the President's signature so he can sign them personally, as we did with the Robert E. Lee Citizenship bill.
Many thanks.
There is a spiritual bond between Jefferson and Lincoln.
Jefferson was the political philosopher and apostle of individual freedom. Lincoln took the principles of Jefferson's Declaration and translated them for the rank and file of all the people. The great emancipator, gave it meaning to the common man. He took to the crossroads and grassroots of America the democracy of which Jefferson wrote.
Jefferson suggested an aristocracy for America. The aristocracy of talent and virtue. This Nation more than any other nation of the world has opened the ranks of its citizens to that aristocracy. Jefferson's aristocracy is demonstrated by our national preeminence today.
Jefferson was an early believer in freedom of the press. Although harshly attacked, vilified he maintained an unfettered press was essential to American freedom.
Jefferson is remembered as a foremost exponent of American individualism. However, this was an individualism based on enlightenment and responsibility. Learning and reason he argued are essential ingredients of political freedom.
His credo was embodied in his epitaph:
Author of the Declaration of Independence--
which expressed his dedication to political freedom.
Author of the Virginia Statute for Religious Freedom.
Founder of the University of Virginia.
Tom Jefferson's pen is still mightier than the sword. Let us remember this today. Mankind in the 20th century still draws
today. Mankind in the 20th Century still draws its inspiration from the Declaration of Independence and not from the writings of Karl Marx.
Let us honor this man this year and in the next century of our Independence as a people by translating into our national life the qualities, the talents and the ideas which were the warp and woof of his.
Let us seek to be an enlightened Nation with appreciation for learning, for reason and for justice for all of our people.
Let us dedicate ourselves to achievement in order that we make this country what it has the opportunity to be.
Let us carve out for America its rightful place of leadership in the Council of Nations of this world.
Let us extend the boundaries of human freedom here at home and beyond our shores.
Let us accept and discharge the responsibility as a people upon whom Providence has bestowed so much.
Let us practice an enlightened individualism and thereby pay tribute to the man we honor this day.
There is a spiritual bond between Jefferson and Lincoln.
Jefferson was the political philosopher and apostle of individual freedom. Lincoln took the principles of Jefferson's Declaration and translated them for the rank and file of all the people. The great emancipator, gave it meaning to the common man. He took to the crossroads and grassroots of America the democracy of which Jefferson wrote.
Jefferson suggested an aristocracy for America. The aristocracy of talent and virtue. This Nation more than any other nation of the world has opened the ranks of its citizens to that aristocracy.
Jefferson's aristocracy is demonstrated by our national preeminence today.
Jefferson was an early believer in freedom of the press. Although harshly attacked, vilified he maintained an unfettered press was essential to American freedom.
Jefferson is remembered as a foremost exponent of American individualism. However, this was an individualism based on enlightenment and responsibility. Learning and reason he argued are essential ingredients of political freedom.
His credo was embodied in his epitaph:
Author of the Declaration of Independence--which expressed his dedication to political freedom.
Author of the Virginia Statute for Religious Freedom.
Founder of the University of Virginia.
Tom Jefferson's pen is still mightier than the sword. Let us remember this today. Mankind in the 20th century still draws
its inspiration from the Declaration of Independence and not from the writings of Karl Marx.
Let us honor this man this year and in the next century of our Independence as a people by translating into our national life the qualities, the talents and the ideas which were the warp and woof of his.
Let us seek to be an enlightened Nation with appreciation for learning, for reason and for justice for all of our people.
Let us dedicate ourselves to achievement in order that we can make this country what it has the opportunity to be.
Let us carve out for America a place in the Council of Nations of this world -- and this means, fellow Americans, we can do.
Let us extend the boundaries of human freedom here at home and beyond our shores. Let us accept and discharge this responsibility as a people upon whom Providence has bestowed so much, let us practice individual responsibility.
an enlarged to the man we honor this day
its inspiration from the Declaration of Independence and not from the writings of Karl Marx.
Let us honor this man this year and in the next century of our Independence as a people by translating into our national life the qualities, the talents and the ideas which were the warp and woof of his.
Let us seek to be an enlightened Nation with appreciation for learning, for reason and for justice for all of our people.
Let us dedicate ourselves to achievement in order that we can make this country what it has the opportunity to be.
Let us carve out for America a place in the Council of Nations of this world -- and this matter, fellow Americans, we can do.
Let us extend the boundaries of human freedom here at home and beyond our shores. Let us accept and discharge this responsibility as a people upon whom Providence has bestowed so much, let us practice individual responsibility.
August 6, 1975
MEMORANDUM FOR: TED MARRS
FROM: JACK MARSH
It is customary to have a ceremony on the occasion of Jefferson's Birthday, April 13, at the Jefferson Memorial here in Washington. The program is a short one, consisting of a few introductory remarks and a main talk of 10-20 minutes.
It occurred to me that this would be a very natural place for the President to make a Bicentennial statement which would not require a great deal of investment of his time from the standpoint of travel and yet would focus public attention on the event that he is commemorating.
Can you make some quiet inquiry into how this program is put together, and who is responsible for it. It is my understanding that it is the National Park Service with the National Capitol Park Region having the principle responsibility for the planning.
JOM/d1
December 2, 1975
MEMORANDUM TO: TED MARRS
FROM: JACK MARSH
Ted, I got your telephone message re the attached. Please prepare an appropriate schedule proposal.
Thanks.
(re Jefferson Memorial memo re birthday - April 13 - from JOM to Marrs - 8/6/75)
December 11, 1975
MEMORANDUM FOR: BILL NICHOLSON
FROM: JACK MARSH
I strongly recommend the President participate in the 33rd Annual Celebration commemorating the birth of Thomas Jefferson. A schedule proposal is attached and also a memo to the President.
Many thanks.
JOM/dl
December 11, 1975
MEMORANDUM FOR: THE PRESIDENT
FROM: JACK MARSH
The accompanying schedule proposal relates to an annual observance each year at the Jefferson Memorial here in Washington.
It is held on the occasion of Jefferson's birthday, which is the 13th of April. Because of the Bicentennial year, and Jefferson's authorship of the Declaration of Independence, I believe the significance of the proposal this year is on a national scale.
Additionally, it gives you the opportunity to identify with the Jeffersonian principles of government and an excellent opportunity to speak out on such American goals as those involved in the Declaration of Independence.
cc: Dick Cheney
Bob Hartmann
Jerry Jones
Bill Nicholson
JOM/dl
MEETING: Participation in the 33rd Annual Celebration commemorating the birth of Thomas Jefferson.
DATE: Tuesday, April 13, 1976 at 12:00 Noon.
PURPOSE: To commemorate the 232nd Anniversary of the birth of Thomas Jefferson in appropriate ceremonies to be held at the Jefferson Memorial.
FORMAT:
- Jefferson Memorial, Tidal Basin, Washington, D.C.
- Participants: Various dignitaries. List to be supplied.
- Length: Twenty to Thirty Minutes.
CABINET PARTICIPATION: Secretary of the Interior
SPEECH MATERIAL: To be supplied by Paul Theis.
PRESS COVERAGE: Full Press Coverage
STAFF: Jack Marsh
Ted Marrs
Milt Mitler
RECOMMEND: Jack Marsh
Ted Marrs
Milt Mitler
OPPOSED: None
PREVIOUS PARTICIPATION: None
BACKGROUND: Annually, the District of Columbia Society, Sons of the American Revolution, in cooperation with the National Park Service and the Military District of Washington, holds a special ceremony at the Jefferson Memorial, Tidal Basin, in commemoration of the birth of our third President.
1976 will mark the 33rd year the occasion has been observed in this manner.
The ceremony, which does not generally exceed thirty minutes, consists of presentation of memorial wreaths by various interested groups and a commemorative speech.
In the past, the event has drawn from 500 to 1,000 spectators.
This would be a very natural place for the President to make a Bicentennial statement which would not require much investment of time from the standpoint of travel and yet would focus public attention on the event he is commemorating.
It is recommended the President make the commemorative address at the 33rd Annual Celebration of the birth of Thomas Jefferson.
APPROVE_________________ DISAPPROVE_________________
MEMORANDUM FOR: RUSS ROURKE
FROM: JACK MARSH
Check with Ted Marrs and Milt Mitler and let's be certain we follow-up on the President's appearance at the Jefferson Memorial. I think the consensus is still to have him do that notwithstanding some other indications we received.
Many thanks.
JOM/dl
March 10, 1976
MEMORANDUM FOR: DAVE GERGEN
FROM: JACK MARSH
This is for your information inasmuch as we had talked about what activities might occur at the Jefferson memorial. If the Congress enacts this legislation as mentioned, it could give greater emphasis to the President's appearance at the Jefferson Memorial even if he does not sign the bill there.
Many thanks.
JOM/dl
March 10, 1976
MEMORANDUM FOR: TED MARRS
MILT MITLER
RUSS ROURKE
FROM: JACK MARSH
SUBJECT: Thomas Jefferson's Birthday
April 13, 1976
There is an effort in Congress to designate April 13 as Thomas Jefferson Day. As you know, this is Jefferson's birthday.
We should track this bill very closely and arrange a signing ceremony. I would suggest if it can be timed, he could perhaps sign it at the Jefferson memorial.
However, it may be helpful to go ahead and have it signed before that date in order to focus attention on the 13th of April.
Many thanks.
cc: Dave Gergen.
JOM/dl
MEMORANDUM FOR: RUSS ROURKE
FROM: JACK MARSH
Susan Porter was supposed to send me an options paper, setting out proposals for the First Lady to do something at the Jefferson Memorial. The idea was to submit several different options for this date to see which one the President wanted to select.
Please call Susan and see what the status of this paper is.
Many thanks.
MEMORANDUM TO: JACK MARSH
FROM: RUSS ROURKE
Jack, Susan is out until Monday. Her assistant, Sally, will bug her about the requested paper. Sally indicated that, while Susan was working on certain aspects of the effort itself, she had not as yet prepared the options paper. Sally will ask Susan to complete the requested action ASAP.
MEMORANDUM FOR: JACK MARSH
THRU: MAX L. FRIEDERSDORF
VERN LOEN
FROM: CHARLES LEPPERT, JR.
SUBJECT: H.J.Res.-670--To Designate April 13, 1976 as "Thomas Jefferson Day"
In accordance with your request, I am attaching hereto, a copy of H.J.Res. 670, designating April 13, 1976 as "Thomas Jefferson Day." This would not create a public holiday, but merely a day of commemoration.
This Joint Resolution was introduced by Rep. McClory in the House on September 25, 1975, with 233 co-sponsors. It was referred to the Subcommittee on Census and Population of the Committee on Post Office and Civil Service.
On Thursday, March 18th, the Committee on Post Office and Civil Service reported the resolution out of Committee, however a report was not filed. The report will probably be filed next week.
JOINT RESOLUTION
To designate April 13, 1976, as "Thomas Jefferson Day".
Resolved by the Senate and House of Representatives of the United States of America in Congress assembled,
That April 13, 1976, the birthday of Thomas Jefferson, is designated as "Thomas Jefferson Day", and the President is authorized and requested to issue a proclamation calling for the observance of such day with appropriate ceremonies and activities.
MEMORANDUM FOR: JACK MARSH
THRU: MAX L. FRIEDERSDORF
VERN LOEN
FROM: CHARLES LEPPERT, JR.
SUBJECT: H.J.Res. 670 - To Designate April 13, 1976 as "Thomas Jefferson Day."
In accordance with your request, I am attaching hereto, a copy of H.J.Res. 670, designating April 13, 1976 as "Thomas Jefferson Day." This would not create a public holiday, but merely a day of commemoration.
This Joint Resolution was introduced by Rep. McClory in the House on September 25, 1975, with 233 co-sponsors. It was referred to the Subcommittee on Census and Population of the Committee on Post Office and Civil Service.
On Thursday, March 18th, the Committee on Post Office and Civil Service reported the resolution out of Committee, however a report was not filed. The report will probably be filed next week.
[Handwritten note]
1. Send p/s/lot to
1. George
2. RTH
3. Orben (done 3/23)
4. Nesson
MEMORANDUM FOR: THE PRESIDENT
FROM: JACK MARSH
I call to your attention the attached Resolution to designate April 13, 1976 as "Thomas Jefferson Day."
This is merely a day of commemoration and does not create a public holiday.
March 23, 1976
MEMORANDUM FOR: THE PRESIDENT
FROM: JACK MARSH
I call to your attention the attached Resolution to designate April 13, 1976 as "Thomas Jefferson Day."
This is merely a day of commemoration and does not create a public holiday.
dl
MEMORANDUM TO: JACK MARSH
FROM: RUSS ROURKE
Jack, the attached memos from Cheney and Nicholson both address themselves to the possibility of an April 13 signing ceremony at the Jefferson Memorial.
I have advised Nicholson of your support for this event.
Nicholson informs me that, unless OMB objects, they will program the signing ceremony for the 13th. Please note Charlie's March 25 response to Lindy Boggs. Once the event is locked in, Nicholson will contact Lindy Boggs directly.
cc: DCheney
TMarrs
MMitler
CLeppert
BNicholson
April 6, 1976
MEMORANDUM FOR: BILL NICHOLSON
FROM: MAX FRIEDERSDORF
SUBJECT: M.C. Bob McClory (R-ILL)
Congressman McClory is the prime sponsor of H.J. Res. 670 which authorizes the President to proclaim next Tuesday, April 13th, as "Thomas Jefferson Day."
He is most interested in being present when the President signs this bill. He also suggested that perhaps we would want to invite the Joint Bicentennial Committee on the Hill which includes:
Chairman Lindy Boggs
Rep. Tip O'Neill
Rep. John Rhodes
Rep. J. J. Pickle
Rep. Marvin Esch
Rep. Caldwell Butler
Vice Chairman Ed Brooke
Sen. Mike Mansfield
Sen. Hugh Scott
Sen. Hubert Humphrey
Sen. Walter Mondale
Sen. Roman Hruska
The Congressman suggests, if at all possible, this be scheduled for next Monday, April 12th.
cc: Jack Marsh
Charlie Leppert
Bob Linder
Judy Johnston
THE PEN OF JEFFERSON
The countdown to Independence Day has begun. In less than 100 days the Nation shall mark its 200 years of Independence.
233 years ago today marked the birth of the author of one of the greatest documents of freedom in the history of this planet.
Tom Jefferson for all of his intellect — for all of his polish and his sophistication was a product of America's frontier. Shadwell in Virginia Albermarle County in 1743 was at the outer reaches of the American West.
It was one of the singular incidents of American history that Tom Jefferson and John Adams, both of whom served in the Continental Congress which shaped, drafted and adopted the Declaration of Independence, would to this day 50 years later on July 4, 1826 die, Jefferson within months of the official time that the Declaration was adopted. John Adams' last words were "Jefferson still survives. Our presence here today contests to
the wisdom of that remark.
I would not today examine Jefferson as a political philosopher which he was, yet I would set out for your consideration few of the achievements of the man from Monticello.
-- President of the United States
-- Vice President of the United States
-- First Secretary of State
-- Ambassador to France
-- Author of the Declaration of Independence
-- Member of the Continental Congress
-- Governor of Virginia
-- Author of the Statute of Religious Freedom
-- Colonial Legislator
-- Justice of the Peace
-- Founder of the University of Virginia
In addition to these achievements, his interests included music and he was an accomplished violinist. He was an inventor and gained renown as an architect. An agronomist, he was also an excellent linguist and read or spoke 5 languages including the New Testament in Greek. He was a giant who was marched across the pages of world history, who continues to this day to excite scholars, political leaders and the common man in the four corners of the globe. He is a figure from which all of us Americans can learn a great deal. He is a source of strength on which we should draw. His achievements were so great, his intellect so vast that we are apt to be overwhelmed and not see the man nor his humanity.
It has been observed that he plead the cause of the common man. Jefferson was not only a theorist but an advocate of human freedom. Others have said that he set the course of American democracy. And there was no question that he influenced every American.
political leader of every succeeding age whether they agree or disagree with his views.
There is a spiritual bond between Jefferson and Lincoln.
Jefferson was the great political and individual freedom philosopher. Lincoln, the great emancipator, gave it meaning to the common man.
Lincoln took the principles of Jefferson's Declaration and translated them for the rank-and-file of all the people. Lincoln would apply Jeffersonian democracy to American life.
Jefferson suggested an aristocracy in America. The aristocracy of talent and virtue. This Nation more than any other nation of the world has opened the ranks of its citizens to that aristocracy and Jefferson's wisdom is attested by our national preeminence today.
Jefferson was an early believer in freedom of the press. Although harshly attacked, he constantly maintained that unfettered the Fourth estate was essential for American freedom.
THE PEN OF JEFFERSON
The countdown to Independence Day has begun. In less than 100 days the Nation shall mark its 200 years of Independence.
233 years ago today marked the birth of the author of one of the greatest documents of freedom in the history of this planet.
Tom Jefferson was a product of America's frontier. Shadwell, his place of birth in Albemarle County, Virginia, was at the outer reaches of the American West.
It was one of the coincidents of American history that Tom Jefferson and John Adams, both signers of the Declaration of Independence, would to the day 50 years later on July 4, 1826 die, Jefferson within minutes of the official time that the Declaration was adopted. John Adams' last words were "Jefferson still survives."
Our presence here today attests to the accuracy of that remark.
gained renown as an architect. An agronomist, he was also an excellent linguist and read or spoke 5 languages.
Jefferson was a giant who was marched across the pages of world history. To this day he excites scholars, inspires political leaders and gives inspiration to the common man in the four corners of the globe. His achievements were so great, his intellect so vast that we are apt to be overwhelmed and not see the man nor his humanity. He is a personage from which we can learn much. He is a source of strength on which we should draw.
Jefferson was not only a theorist but an advocate of human freedom. It has been observed that he plead the cause of the common man. Others have said that he set the course of American democracy. And there is no question that he influenced every American political leader of every succeeding age whether they agree or disagree with his views.
There is a spiritual bond between Jefferson and Lincoln.
Jefferson was the political philosopher and apostle of individual freedom. Lincoln took the principles of Jefferson's Declaration and translated them for the rank-and-file of all the people. Lincoln, the great emancipator, gave it meaning to the common man.
Jefferson suggested an aristocracy for America. The aristocracy of talent and virtue. This Nation more than any other nation of the world has opened the ranks of its citizens to that aristocracy.
Jefferson's wisdom is attested by our national preeminence today.
Jefferson was an early believer in freedom of the press. Although harshly attacked, validified he constantly maintained that unfettered the Fourth Estate was essential for American freedom.
Jefferson is remembered as a foremost expert on American individualism. However, this was an individualism based on enlightenment and responsibility. Learning and reason are essential ingredients of political freedom.
His credo was embodied in his epitaph:
Author of the Declaration of Independence -- which expressed his dedication to political freedom -- author of the Virginia Statute for Religious Liberty, founder of the University of Virginia
set forth his principles that without learning there cannot be enlightenment and without enlightenment and reason there cannot be freedom but only oppression.
Tom Jefferson's pen is still mightier than the sword. Let us remember that this day. Mankind in the 20th century still draws
its freedom and inspiration from the Declaration of Independence not from the writings of Karl Marx.
The words -- the slogans that are written on the posters and placards that men and women have carried in every continent of the world have such words as freedom, equality, liberty on them -- words that flowed from the quill of Jefferson and not from the writings of Lenin.
Let us honor this man this year and in the next century of our Independence as American people by translating into our national writing the qualities, the talents and the ideas which were the warp and woof of his.
Let us seek to be an enlightened Nation with appreciation for learning, for reason and for justice for all of our people.
Let us dedicate ourselves to achievement in order that we can make this country what it has the opportunity to be. Let us carve out for
this Nation its earned place in the Council of Nations of this world -- and this matter, fellow Americans, we can do.
Let us extend the boundaries of human freedom here at home and beyond our shores. As less accept and discharge there responsibility as a people upon whom problems have bestowed so much, let us practice individual responsibility.
MEMORANDUM FOR: BOB HARTMANN
FROM: JACK MARSH
This is a very rough draft of the Jefferson speech.
I would suggest a greater emphasis on Jefferson's view on limited government and the application of that view today.
JOM/dl
cc: Bob Orben
MEMORANDUM FOR: RUSS ROURKE
FROM: JACK MARSH
SUBJECT: Thomas Jefferson's Birthday, April 13, 1976
I would like you to identify for me precisely what the events are that are scheduled for April 13, Thomas Jefferson's Birthday, to include: place of event; time of event; participants; speakers, other than the President.
At the Thomas Jefferson ceremony on the Proclamation, I think the following people should be invited and I would appreciate your notifying the appropriate office handling the invitations:
-- Members of Congress who are graduates of the University of Virginia.
-- The Virginia Congressional Delegation.
-- President of the Virginia Senate
-- Speaker of the Virginia House
-- Minority Leader of the House.
-- Minority Leader of the Senate
-- Former Governors of Virginia
-- President of the University of Virginia
-- Chairman of the Board of Visitors for the University of Virginia
-- President of the University of Virginia Alumni Association
-- Former President of the University of Virginia, Edgar Shannon
-- President of William and Mary (Jefferson was a graduate of William and Mary)
-- State Legislator in the House
-- State Senator representing Albemarle County
I also think it would be a good idea to have the Proclamation reproduced but without the President's signature so he can sign them personally, as we did with the Robert E. Lee Citizenship bill.
Many thanks.
dl
Mr. Marsh:
Nancy Kennedy called re McClory and Thomas Jefferson Day.
Charlie Leppert called McClory and McClory has not problem with the President signing the bill on Tuesday if he can be there.
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Storm Water Crossword Puzzle
Use the clues below to help Splash fill in the blanks!
Across
3. Storm water _____ rushes off surfaces, carrying everything it touches with it.
6. A _____ collects and stores rainwater, reducing storm water runoff. (2 Words)
8. A _____ leads to the nearest body of water. (2 Words)
11. _____ is the material, soil and debris deposited by water.
13. Follow _____ instructions for green lawns and clean waterways- don’t add too much!
15. _____source pollution has an identifiable point where pollution is entering into the water.
16. _____ is not treated at a wastewater treatment plant. (2 Words)
17. _____ source pollution does not have a single identifiable source; it originates from many places.
18. Taking an unwanted material, processing it, then producing a useful product is called _____.
19. The continuous process in which water travels in a sequence from the air through condensation to the earth as precipitation and back to the atmosphere by evaporation is called the _____ (2 Words)
20. _____ is the contamination of a water source by humans or anything in water that does not belong. (2 Words)
Down
1. _____ are land areas often covered in shallow water and moist soil, reducing flooding and improving water quality.
2. Human activities can increase or decrease _____, the wearing away of land by natural forces.
4. The place or environment where a plant or animal naturally or normally lives and grows is called a _____.
5. _____ are substances or a mixture of substances intended for preventing, destroying or repelling insects, always follow label instructions!
7. A land area that “sheds” water to a specific river or lake is called a _____.
9. When it rains, this step of the water cycle is called _____.
10. A _____ helps absorb rainfall to reduce the rate of runoff, while also reducing energy usage by providing insulation for buildings. (2 Words)
12. An _____ _____ is the circumstances, objects or conditions by which one is surrounded.
14. A _____ is a control to reduce storm water runoff and improve water quality.
Key Words
BMP
Environment
Erosion
Fertilizer
Habitat
Nonpoint
Pesticides
Point
Precipitation
Rain barrel
Storm water
Recycling
Runoff
Sediment
Storm drain
Vegetated roof
Water cycle
Water pollution
Watershed
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School-Day Games
Playground and schoolroom games of early Iowa were numerous, and many of them are still popular. Unlike the play-party games which have to a very large extent been replaced by other forms of social entertainment, the games of the playground and schoolroom have persisted; and many of them are as popular with the boys and girls of to-day as they were when played by their fathers and mothers or their grandfathers and grandmothers. These games were played without singing; and those suitable for indoor playing frequently found a place in the evening’s fun at a play-party, particularly among the younger members of the group.
Most of these games had fixed rules, a formal mode of procedure, and a climax to be achieved. This climax usually consisted of a victory of skill, speed, or strength. Often a game in one part of the State was called by one name and by another in a different section; and the playing rules of the same game might vary in different localities. For example, the well-known game of “Run Sheep Run”, in which a band of hidden players seek their goal under the guidance of signals shouted by a leader, was known as “Go Sheepy Go” in certain parts of Iowa, while the guide signals might be colors in one locality, names of animals in another, or names of persons in a third. Another example was the ball game known as "Work Up" in southwestern Iowa and as "Rotation" in the northeastern part of the State; and still another was the familiar circle game of "Ruth and Jacob", as it was known in some places, and "Jacob and Rachel" in others.
Many of these games underwent a process of evolution with the passing of years. Baseball, for example, emerged from the more simple games of "Town Ball", "One Old Cat", and "Two Old Cat". "Rotation" or "Work Up" was a type of baseball game suitable when there were not enough players for two teams.
The playground and schoolroom games of early Iowa furnished wholesome sport and amusement. They were played before school began in the morning, at the morning and afternoon recess periods, and during the noon hour. In the towns and villages of early Iowa these games were played whenever groups of boys and girls came together. Some were more popular at one time of the year than another, like "Run Sheep Run" which was a favorite on fall evenings when bonfires of leaves served as a rallying point.
In almost every community kissing games were popular unless the girls condemned the practice. "Post Office" where the letter was a kiss seems to have been a well-known game throughout the State.
An entire number of The Palimpsest might be devoted to the playground and schoolroom games of
yesterday, but exigencies of space require the selection of only a few of those which were popular in Iowa. The following list, therefore, contains merely a part of the many games which boys and girls of yesterday as well as those of to-day have enjoyed.
Bruce E. Mahan
Going to Jerusalem
"Going to Jerusalem" was a lively, scrambling game which was often played when the more formal ones had become tiresome.
A row of chairs, alternately facing opposite directions, is placed in the center of the room. There is one less chair than there are players. The line marches around the chairs to a musical accompaniment, and the moment the music stops every one scrambles for a seat. The unsuccessful player has to leave the game, taking one of the chairs with him. This continues until there are only two players encircling one chair, and the one who secures it wins. The accompanist may add interest to the game by varying the tempo of the music and by ceasing to play when least expected.
New York
"New York" was a game which required nimble wits as well as nimble feet. In some localities it was called "New Orleans", but the method of playing was the same.
Any number of players choose sides, and one division goes apart from the other for a secret conference. It then advances in a line to a spot about twenty feet from the other side, and the following conversation takes place:
"Here we come!"
"Where from?"
"New York."
"What's your trade?"
"Lemonade."
"Show us some."
The side thus challenged proceeds to pantomime some action, such as washing, scrubbing, playing ball, or any other movement that fancy dictates. The other side tries to guess what it is, and as soon as one person yells out the right answer all the actors turn and flee toward a goal of safety. If any of them are caught they must go on the other side, which then takes its turn in presenting a pantomime. The division wins which finally captures all the players.
**Wink'em**
"Wink'em" was principally a parlor game for evening parties of young folks.
It is played by forming a double circle, with the people on the inside sitting in chairs and those on the outside standing behind them. There is one odd player behind an empty chair. This person winks at some one in the ring, who at once tries to slip out of
his chair and over to the empty place. If he is successful the player left with the empty chair has to wink. It is the guards' business to touch their partners before they slip from the chairs, thus keeping them from moving. The guards must keep their hands at their sides until they see a player wink.
**Spin the Platter**
"Spin the Platter" is a parlor or schoolroom game and may be played by ten or more persons. All of the players are seated in a circle, except one, who stands in the center and twirls a plate, tray, or some other round object. When he starts spinning the "platter" he calls a number or name and the player so designated springs forward and tries to catch the platter before it ceases to spin. If he is successful he returns to his place in the circle but if he is not successful he takes the place of the spinner and pays a forfeit. The forfeits are all returned at the end of the game.
**Tin-Tin**
"Tin-tin" was an indoor game which furnished amusement on many a rainy afternoon. Its fun lay in the fact that one player was continually being embarrassed before the others.
The principal character in this game is the tinsmith, who moves about the room stopping before each player in turn and rapping on the floor with a
cane or broom. The following dialogue then occurs between the tin-smith and the player.
"Tin, tin!"
"Come in."
"Will you buy any tin to-day?"
"Yes, I want ten cents worth." (Or any amount)
"Neither laugh nor smile but take the name I give you."
The tin-smith then secretly gives the buyer the name of some much liked or disliked person of the opposite sex, and moves on to the next player where the same process is repeated. After every one has been given a name he comes back to the first of the group and asks various embarrassing questions which may be answered only by the name assigned. If the person either laughs or smiles he must give a forfeit, a bit of jewelry, a handkerchief, or the like. After every one has paid this toll the tin-smith blindfolds one person and holds a forfeit over his head, saying:
Heavy, heavy hangs over thy head.
What shall the owner do to redeem it?
The judge asks: "Fine or superfine?"
If the owner is a boy the answer is "Fine", and if a girl, "Superfine". The judge then imposes some ridiculous task which the person must do in order to redeem his property. This is continued until all the forfeits are in the hands of their respective owners.
Cat in the Corner
“Cat in the Corner”, or “Pussy Wants a Corner”, is played by four persons standing in front of trees, or chairs if the game is played inside, which are about equidistant and if possible forming a square. A fifth player, the cat, stands in the center and tries to occupy a “corner” when the players exchange places. The person who is thus left without a “corner” must act as the next cat.
Ruth and Jacob
“Ruth and Jacob” or “Jacob and Rachel” was a very old game which, in more recent times, deleted of its Biblical names, has sometimes been called “Blind Man’s Buff”.
A blindfolded person stands in the center of a circle of players. The ring moves around him until he claps his hands three times, when it has to stop. The blind man points his finger at some one, and if that person is of the opposite sex she steps into the circle; if not, the circle moves again and the pointing is done over. When the player comes inside the ring the blind man calls out “Ruth!” and she answers “Jacob!” He then tries to catch her, being guided by her voice and movements. She of course tries by noiseless stepping and dodging to make the snaring difficult. When he succeeds in the capture he feels her face and clothing and then guesses who she is. If incorrect he must catch another Ruth. If correct, the two change places.
Three Deep
In "Three Deep" the players form a double circle, each couple standing two or three feet apart facing inward. Two players run around the outside, the one trying to catch the other. To escape being tagged the first runner may dodge in front of a pair in the circle whereupon, that file having been made "three deep", the outer player must run until he is forced to seek refuge in front of another couple or is tagged. Each couple has to be on the alert, else the runner will jump in front of them and the outer player be tagged before he has a chance to run. If the tagger succeeds in touching a runner before he gets inside, the running is reversed and the former chaser is instantly liable to be tagged. It is of course not permissible to cut the circle.
Hide and Go Seek
This was probably one of the most universal games. Though it was principally an out-door diversion, many a home has been considerably upset by a lively afternoon of "Hide and Go Seek" in the house.
The one who is "It" stands at the goal and covers his eyes while the rest of the players hide. He counts one hundred by ones, or maybe by fives, and when he has finished he calls out,
Bushel of wheat, bushel of rye,
Who's not ready holler I!
If any one responds he must cover his eyes again and count to one hundred by tens. This time he says:
Bushel of wheat, bushel of clover,
Who's not ready, can't hide over!
Here—I—come!
He then goes out to hunt the players, and if he spies one of them there is a race to the goal. If "It" arrives first he pats the goal three times, calling out, "One, two, three for Mary!" or whoever it is, and if the player wins the race he says "One, two, three for me!" The one who is caught first is "It" for the next game.
Run Sheep Run!
"Run Sheep Run" was a good game for a dusky autumn evening when the players became shadows flitting toward the goal. It was really a complicated form of "Hide and Seek", with parties rather than individuals doing the hiding and seeking.
A captain is chosen for each side, who in turn chooses the players until all have been evenly divided. One division becomes a searching party which remains at the goal, and the other a hiding party. The latter goes out with its captain who directs the various individuals where to hide, all having previously agreed upon a series of signals to be called.
When every one is hidden the hiding captain then
goes back to the searchers who at once start on the hunt. They are under the control of their captain, who may divide his party and send it in as many directions as he sees fit. The hiding captain stays with his opponents and calls out signals to his hidden men which enables them to get nearer the goal without being detected. When all the players are well placed to make the goal the captain calls out, "Run, sheep, run!" The whole party then makes a dash. The captain of the searchers immediately gives the same signal, and the game is won by the party of which one player reaches the goal first. If any of the searching party catches sight of one of the hiders before all run for the goal he tells his captain, who shouts "Run, sheep, run!"
The signals agreed upon by the hiding party may be such as:
"Red", meaning "Danger."
"Green", meaning "Go around the house to the left."
"Blue", meaning "Go around the house to the right."
"Purple", meaning "Stand still."
"Yellow", meaning "Keep going in the same direction and get nearer to the goal."
**Blackman**
"Blackman" or "Pom Pom Pullaway" was a favorite playground game. Any number of persons line up on opposite sides of the playground or a
street, with one person in the middle as “It” or the “fox”. The players try to run from side to side without being caught. If they are tapped on the back three times they must stay in the middle. The principal difference between “Blackman”, or “Black Tom” as it is sometimes called, and “Pom Pom Pullaway” is that in the former all of the players cross together on the signal “Blackman, Blackman, Blackman” by “It”, while the formula in the latter is:
John Smith, Pom Pom Pullaway!
Come away, or I’ll fetch you away!
whereupon the designated player must try to cross alone. In “Blackman” if any one starts across before the third word of the signal or if “It” substitutes “Redman” or “Yellowman” he is deemed to have been caught and must join the “foxes”. When there are more “Its” than players on the base lines a player must be wary indeed to get across unscathed.
**Ante Over**
Before the days of our big modern schools, children often spent recess playing “Ante Over” the schoolhouse. A barn or “smoke house” was utilized outside of school hours. The game was a combination of ball and tag, requiring skill and alertness.
The players choose two captains; the captains choose their players, alternately, until all the contestants are selected; and then each captain and his
team go to opposite sides of the building. One captain throws the ball over the barn and yells "ante over". This captain and his team are then on the alert either to make a dash around the barn and gain the other side without being caught by an opponent or to catch the ball when it is tossed back. If one of the members of the opposing team should catch the ball when it is thrown over, his team runs around either or both ends of the building to tag the first team before they can change sides. As they flee the one with the ball tags as many of them as possible with the ball. If no one catches the ball, it must be tossed back with the warning of "ante over". This is continued until one team has tagged and added to its own number all the members of the opposite team. To add suspense to the game, the team that receives the ball can hold it before either throwing it back or charging on the enemy.
**Fox and Geese**
The game of "Fox and Geese" is essentially a tag game and is usually played out of doors in the snow but may be played anywhere that a large diagram can be marked on the ground. If played in the snow the paths may be trampled with the feet, if played in the schoolroom the diagram may be drawn with chalk.
A large circle from fifteen to thirty feet in diameter is drawn on the ground and is crossed with intersecting lines like the spokes of a wheel. The
more players there are, the larger should be the circle and the greater the number of spokes. One player is chosen to be "It" or the "fox" and the other players are the geese. The fox stands in the center of the wheel and the geese are scattered around the rim.
The object of the game is for the fox to chase the geese and tag one of them. The players may only run on the prescribed trails, that is, on the lines of the diagram. The center of the circle is a temporary haven of safety for one goose at a time. A goose is not supposed to enter the center if it is already occupied, but if a player is hard pressed he may take refuge there and the other occupant is thereupon forced out and becomes a legitimate prey for the fox. A goose, upon being caught, becomes the fox and the chase continues until all the "geese" have had a turn at being "It".
**Prisoner's Base**
"Prisoner's Base" is played under many different forms, from the most simple for boys and girls who are beginning to care for games of team organization to the more complicated form for adults. This game is a very old one and is supposed to have descended from the days of border warfare. It is said that during the reign of Edward the Third, "Prisoner's Base" was prohibited in the avenues of the palace at Westminster during the sessions of Parliament because it interrupted the members and others while passing to and fro.
The game of "Prisoner's Base" here described is the simplest of its many forms and is usually played on the playground but is well adapted for ice skating. The playing area is divided into two equal parts with a small pen marked off for a prison or base at the opposite end of each division. From five to fifteen players guard each side and the object of the game is to make prisoners of all of the opposing team. The players venture into the territory of the enemy and if caught are put into prison where they must remain until tagged by one of their own side who is free. Ordinarily a player on alien ground is subject to being tagged only by an opponent who has left his own base later. Both prisoner and rescuer may be tagged and brought back to prison before reaching their own territory. When one side has made prisoners of all of the opposing side the game is won.
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Exam Style Questions
Venn Diagrams
Ensure you have: Pencil, pen, ruler, protractor, pair of compasses and eraser
You may use tracing paper if needed
Guidance
1. Read each question carefully before you begin answering it.
2. Don’t spend too long on one question.
3. Attempt every question.
4. Check your answers seem right.
5. Always show your workings
Revision for this topic
www.corbettmaths.com/contents
Video 380
1. \( \xi = \{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16\} \)
A = multiples of 3
B = multiples of 5
(a) Complete the Venn diagram
One of the numbers is selected at random.
(b) Write down \( P(A \cap B) \)
\[ \frac{1}{16} \]
2. Here is a Venn diagram
Write down the numbers that are in set
(a) D
\[ 5, 6, 9 \]
(b) C \( \cup \) D
\[ 1, 4, 5, 6, 9 \]
(c) C'
\[ 7, 6, 11 \]
3. There are 80 students in year 11.
9 students study French and German.
35 students only study French
2 students do not study French or German.
(a) Complete the Venn diagram
(b) Work out how many students study only German.
\[35 + 9 + 2 = 46\]
\[80 - 46 = 34\]
4. At a wedding, the guests may have ice cream or custard with their dessert. The Venn diagram shows information about the choices the guests made.
(a) How many guests had custard?
\[34 + 9 = 43\]
(b) How many guests had ice cream and custard?
\[9\]
(c) How many guests went to the wedding?
\[13 + 51 + 9 + 34 = 107\]
5. Here is a Venn diagram.
Write down the numbers that are in set
(a) $A \cap B$
4, 9
(1)
(b) $A \cup B$
4, 5, 9, 16, 25, 36
(1)
(c) $A'$
5, 17, 40
(1)
One of the numbers in the diagram is chosen at random.
(d) Find the probability that the number is in set $B'$
$P(B') = \frac{5}{8}$
$\frac{5}{8}$
(1)
6. A gym runs two fitness classes, spinning and circuits.
On Saturday 100 people visited the gym.
18 people attended the spinning class.
10 people attended both classes.
56 people did not attend either class.
(a) Represent this information on a Venn diagram
A person who attended the gym is selected at random.
Find the probability that this person
(b) attended only circuits
\[
\frac{24}{100} = \left(\frac{6}{25}\right)
\]
(c) attended exactly one class
\[
\frac{32}{100} = \left(\frac{8}{25}\right)
\]
(d) attended spinning, given that they attended circuits
\[
\frac{10}{34} = \left(\frac{5}{17}\right)
7. Jennifer asked 80 people which sports they enjoy from Football, Hockey and Rugby.
(a) How many people enjoy all three sports?
\[ \text{31} \]
(1)
(b) How many people enjoy football and hockey but not rugby?
\[ \text{14} \]
(2)
(c) How many people enjoy football and rugby but not hockey?
\[ \text{17} \]
(2)
(d) Work out which sport is enjoyed by the most number of people.
\[
\begin{align*}
\text{Football} & : 4 + 14 + 31 + 17 = 66 \\
\text{Rugby} & : 5 + 31 + 17 + 3 = 56 \\
\text{Hockey} & : 5 + 5 + 14 + 31 = 55
\end{align*}
\]
\[ \text{Football} \]
8. In a class of 24 students
12 students play the piano
13 students play the guitar
4 students play neither instrument.
(a) Represent this information on a Venn diagram
\[
\begin{align*}
24 - 4 &= 20 \\
12 + 13 &= 25 \\
25 - 20 &= 5 \\
12 - 5 &= 7 \\
13 - 5 &= 8
\end{align*}
\]
A student is selected at random.
(b) Work out the probability that the student only plays the guitar.
\[
\frac{8}{24} = \left(\frac{1}{3}\right)
\]
9. In a company there are 110 workers.
90 workers like tea.
41 workers like coffee.
25 workers like both tea and coffee.
Work out how many workers like neither tea or coffee.
\[
65 + 25 + 16 = 106 \\
110 - 106 = 4
10. A group of friends have been surveyed.
38% have been to Canada.
80% have been to France.
11% have been to neither Canada or France.
Find the percentage of the group that have been to Canada and France.
\[
\begin{align*}
100 - 11 &= 89 \\
38 + 80 &= 118 \\
118 - 89 &= 29 \\
38 - 29 &= 9 \\
80 - 29 &= 51
\end{align*}
\]
\[
\frac{29}{89} = \frac{29}{100} = 29\%
\]
(4)
11. Here is a Venn diagram.
A number is chosen at random.
(a) Write down \( P(A \cap B') \)
\[
\frac{4}{7}
\]
(2)
(b) Write down \( P(A' \cup B') \)
\[
\frac{5}{7}
\]
(2)
(c) Write down \( P(B | A) \)
\[
\frac{2}{3}
\]
(2)
12. A PE test has two sections, theory and practical.
Everyone in a class who took the PE test passed at least one section. 62% passes the theory section and 83% passed the practical section.
(a) Represent this information on a Venn diagram
\[
\begin{align*}
62 + 83 &= 145 \\
145 - 100 &= 45 \\
62 - 45 &= 17 \\
83 - 45 &= 38
\end{align*}
\]
A student is selected at random.
Work out the probability that this person
(a) passed the theory section, given they passed the practical section.
\[
\frac{45}{83}
\]
(b) passed the practical section, given they passed only one section.
\[
\frac{38}{55}
13. The Venn diagram shows information about the cars in a car park.
\[ \xi = 150 \text{ cars in the car park} \]
\[ R = \text{red cars} \]
\[ J = \text{cars manufactured in Japan} \]
A car is chosen at random. Work out the probability that it is red.
\[
[2x+5] + [x-7] + 21 + 68 = 150 \\
3x + 87 = 150 \\
3x = 63 \\
x = 21
\]
\[
P(R) = \frac{[x-7] + 21}{150} = \frac{35}{150} = \left( \frac{7}{30} \right)
14. The Venn diagram shows information about the pets owned by 40 students
\[ \xi = 40 \text{ students} \]
\[ C = \text{students who own a cat} \]
\[ D = \text{students who own a dog} \]
A student is chosen at random.
They own a cat.
Work out the probability that they own a dog.
\[
x(x+3) + 7 + 4x + [3x - 6] = 40 \\
x^2 + 3x + 7 + 4x + 3x - 6 = 40 \\
x^2 + 10x - 39 = 0 \\
(x+13)(x-3) = 0 \\
x = -13 \quad x = 3 \\
P(\text{dog}) = \frac{7+4x}{40} \\
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Cat Camel Mob
This exercise creates controlled, coordinated movements of core muscles and provides spinal mobility of soft tissues, connective tissues and the discs.
Setup:
1. Start on all fours with your hands directly below your shoulders and knees directly below your hips.
2. Bring your chin to your chest while arching your back like a cat. Do not go to end range.
3. Once you are rounded, gently reverse direction to look at the ceiling while allowing your stomach dropping towards the floor.
4. If it is painful at any point, continue the exercise, just modify how far you move to avoid the pain.
5. Do 3 sets of 10 reps 3-4x per day.
Notes:
- This is not a stretch, only a mobilization, “no pain, no gain” DOES NOT APPLY!
The clam strengthens your glut med and hip stability
Setup:
1. Lie on your side, with your legs slightly bent at the knees with ankles, hips, and shoulders in a line. The head should rest on the down arm.
2. Your top hand is placed on your hip (like angry) with thumb over the top of your gluts.
3. Lift your knee up as if someone has tied a string to your knee and is gentle pulling it straight up.
4. Lifts for a 1 count and returns for a 5 count.
5. If done correctly, you should feel contraction under the thumb and nothing in the side of your leg.
6. Repeat for 3 sets of ten.
Notes:
- If you feel more in the side of the leg, then the knees are bent too much.
- It does not matter how high the leg is lifted, as long as contraction is felt under the thumb.
- Things to avoid
1. Rocking of the pelvis backwards
2. The ankles coming apart
3. Lifting the leg to high
4. Ankles, hips, and shoulders not being in line
Quadruped Brace
Setup:
1. Begin on all 4’s. It is best to have feet hanging off table.
2. Relax and let belly sag.
3. Bring belly up so the back is neutral.
4. Brace by “Acting as if someone is going to punch you in the stomach.”
5. Push your shins into the table and simulate a kegel exercise.
6. Hold for 5-10 secs while breathing.
7. Repeat 10 times, 3-4 times a day.
Notes:
- Don’t forget to breath.
- Do not round the low back.
Hip flexor Self PIR
This stretch is meant to gently stretch your hip flexors.
Setup:
1. Sit on the edge of a bench, table, or bed.
2. Bring one leg up and grasp it with your hands, pulling the leg up to your chest. You should now feel your low back contacting the table.
3. Lift the knee of the leg hanging off the table slightly. The knee does not need to move very much.
4. Hold for 10 secs and take a deep breath in.
5. As you exhale, relax, and let the leg fall towards the ground.
6. Repeat 4-5 times with each leg. Repeat 3-4 times a day.
Notes:
• Make sure you can feel your lower back contacting the surface.
• Remember you do not need to raise the leg up very high.
The Tri-Planar Adductor Stretch lengthens the adductor muscles, more commonly referred to as the groin muscles.
Setup:
1. Start by standing with your feet slightly wider than shoulder width apart. Bend one knee.
2. Lock your pelvis in line with your back; you do not want you to arch your back during these stretches.
**Sagittal Plane** - Lean forward and backwards at the hips (NOT through your lower back). Move as if someone has grabbed you by the front pockets and is pulling you forward. Perform 10 slow repetitions.
**Coronal Plane** - Begin in the same starting position. This time, move your hips side to side, again keeping your low back and hips inline. Perform 10 slow repetitions. (Not Pictured)
**Transverse Plane** - Begin in the same starting position as the other two. For this stretch you need to twist at the hip. Move as if you are trying to punch something over the opposite shoulder. Perform 10 slow repetitions.
**Notes:**
- You can increase or decrease the stretch as needed by moving your feet closer together or farther apart.
- Keep your back as straight as possible and locked to your pelvis throughout these stretches, as though there is a 2x4 strapped between the two.
- Perform this series of stretching 2-3 times everyday each direction.
The side bridge is for core stability.
Setup:
1. Begin on your side, supported by your elbow and hip. Your knees should be bent at 90° slightly in front of you and hips slightly flexed.
2. Place your free (upside arm) on onto your side.
3. Bring your hips up off the ground and forward, so your spine is in a straight line.
4. Hold this for 5-10 secs and sit back into the starting position. Repeat for 30 reps.
5. Act as if a string is attached to your pelvis and is then pulled on bringing the pelvis forward into the holding position.
Notes:
- Beginners start on their knees and advance to the feet.
- Things to avoid
1. Raising the hips off the ground instead of straightening the torso.
2. It is okay to have your shoulder be a little sore, after a week of training your core muscles, they will support more of your body’s load and relieve some of the weight on the shoulder.
3. Do not let your hips sag.
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INTRODUCTION TO TELECOM ENGINEERING
PART 1
BASIC THEORY
| Topic | Page |
|--------------------------------------------|------|
| 1. STRUCTURE OF MATTER | 2 |
| 2. ELECTRIC CURRENT | 6 |
| 3. ELECTRIC CIRCUITS | 12 |
| 4. POWER AND ENERGY | 22 |
| 5. MAGNETISM AND ELECTROMAGNETISM | 24 |
| 6. SOURCES OF ELECTRIC ENERGY | 31 |
| 7. SOUND | 38 |
| 8. ALTERNATING CURRENTS | 43 |
| 9. ELECTRONICS | 46 |
| 10. ELECTRIC SHOCK | 48 |
E.T.S. 6/0133
Issue 2, 1966.
1. STRUCTURE OF MATTER.
1.1 Matter is anything that has mass and occupies space. All matter exists in the form of a solid, a liquid or a gas. Liquids and gases are known as fluids.
Matter cannot be created or destroyed, but it can be changed from one form to another, depending on the temperature and the pressure applied to it. For example, water at normal atmospheric pressure, is a solid (ice) at temperatures below its freezing point, a liquid in its normal state, and a gas (steam) at temperatures above its boiling point. (Fig. 1).
**FIG. 1.**
WATER EXISTS IN THREE FORMS.
1.2 Molecules. The smallest particle into which any substance can be subdivided and still retain all its chemical and physical properties is a molecule of the substance.
For example, if we could subdivide a small drop of water (Fig. 2), into smaller and smaller parts, many thousands of times, the droplet would finally become so small that any further subdivision would cause it to lose the characteristics of water. This last droplet, or particle, is a molecule of water.
All matter is made up of very small particles called molecules. There are as many kinds of molecules in the universe as there are different kinds of substances.
In all forms of matter, the molecules are in a state of rapid and continuous motion. In a solid, the molecules are crowded very closely together, and the force of attraction between them makes it difficult to alter the shape of solids.
In a liquid, the force of attraction between the molecules still exists, but they are less closely packed, and can move about more easily.
In a gas, the molecules are spaced further apart and can move over longer distances. Hence, a gas tends to expand.
When a solid is heated, the speed of the molecules increases and they move about more easily. When a solid is heated, the solid often first softens and then melts to a liquid. When a liquid is heated, the molecules move about more freely and at greater speed, and some escape in the form of gas.
1.3 Atoms. When scientists examine a piece of solid matter beneath a very powerful microscope, it looks like small grains (or crystals) held together in some mysterious way. Each crystal appears to be composed of rows upon rows of smaller submicroscopic particles which are thought to be the molecules of the substance. But molecules can be subdivided into smaller particles, called atoms, which are only about one hundred-millionth of an inch in diameter. Atoms have different properties from the molecules of which they form a part.
An atom is the smallest particle of matter that can enter into a chemical combination. All molecules are made up of various combinations of different types of atoms.
In an Element, or elementary substance, the molecules are composed of atoms of the same type, for example, hydrogen, oxygen, carbon or copper. There are as many different elements as there are atoms, that is, about 92.
Compound substances are formed when atoms of different types combine. Water is a compound substance made up of two kinds of atoms, hydrogen and oxygen. Two atoms of hydrogen combine with one of oxygen to form a molecule of water. The molecules of many other compound substances are more complex. For example, the molecules of the human body consist of fifteen different kinds of atoms (or elements), the main ones being oxygen, carbon, hydrogen, nitrogen, calcium and phosphorous.
But atoms are constructed of even smaller particles, one hundred thousand times smaller again. Fig. 3 shows a piece of solid matter (not to scale) as we normally see it, and as viewed by various scientific methods.
FIG. 3. ALL MATTER IS MADE UP OF ATOMS.
1.4 Within the atom. All atoms consist of a very small central nucleus which contains most of the mass of the atom. It is now generally accepted that this nucleus contains small particles called protons and neutrons, of which the proton is the only one of interest to us at this stage. Orbiting these particles are called electrons which whirl around the nucleus in various orbits. The arrangement is similar to a miniature solar system in which the planets (electrons) speed around the sun (nucleus). (Fig. 4)
A strong force of attraction exists between the electrons and the nucleus. The centrifugal force of the electrons prevents them from rushing towards the nucleus. This same force counteracts the gravitational pull between the planets and sun in the solar system and prevents the planets from rushing towards the sun.
FIG. 4. PLANETS IN THE SOLAR SYSTEM.
Simple picture models (not to scale) of two of the simplest (and lightest) atoms, hydrogen and helium, are shown in Fig. 5.
The protons are shown as \( \oplus \). The electrons are shown as \( \ominus \). The lines suggest the orbits in which the electrons move.
(a) Hydrogen Atom.
(b) Helium Atom.
(c) Carbon Atom.
**FIG. 5. PICTURE MODELS OF ATOMS.**
In the hydrogen atom, one electron moves around a single proton. In the helium atom, two planetary electrons move around a nucleus containing two protons. All other atoms are more complex but the principle of atomic construction still applies.
The number of electrons and protons in an atom determines its properties, and varies for each of the three types of atoms. All electrons are similar and all protons are similar, no matter what type of atom with which they are associated. All matter, therefore, contains different combinations of protons and electrons.
The electrons and the nucleus occupy only a small portion of the total volume of the atom as measured by its orbital diameter.
Electrons in the outer orbits of an atom are attracted to the nucleus by less force than electrons in the inner orbits. These outer electrons are called free electrons since they may be more easily forced from their orbits than the inner electrons which are called bound electrons.
1.5 **Electric Charges in the Atom.** In some forms of matter, the basic particles of the atom can be separated and experiments indicate that:
(i) A **Proton** is a small particle of matter, purely electrical in nature. It has a unit (or charge) of electricity which we call a **positive charge**.
(ii) An **Electron** is a small particle of matter, also purely electrical in nature. It has a charge of electricity of the same strength but opposite to that of a proton. We call this a **negative charge**.
(iii) A **Neutron** is a small uncharged particle of matter.
**Ionisation.** The normal atom has equal numbers of protons and electrons. The electrical effect of the positive protons is neutralised by the associated negative electrons; and the atom as a whole exhibits no resultant electric charge. But when a normal atom loses or gains an electron, the electrical balance is upset and the atom is "ionised" or electrically charged.
An atom which loses an electron is positively charged, and is called a **positive ion**.
An atom which gains an electron is negatively charged, and is called a **negative ion**.
These are shown in the sketches of ionised heliums in Fig. 6.
1.6 The Electron Theory is based on the assumption that all matter is composed of minute negative and positive particles of electricity and assumes that all electrical effects are due to the ordered movement of free electrons from atom to atom, or that there are too many or too few electrons in a particular atom.
Other theories have been proposed at various times, but, at the moment the electron theory gives the simplest picture of the nature of electricity.
1.7 Potential. The electrical condition (that is, either a deficiency or surplus of electrons) of a charged substance is called electric potential, or, simply, potential.
A substance with an electron deficiency has a positive potential and is positively charged.
A substance with an excess of electrons has a negative potential and is negatively charged.
A substance which possesses a charge of electricity (either positive or negative) is electrified, or simply, charged.
A difference of potential or potential difference, abbreviated to P.D., exists between two substances which have different degrees of electric charge. It is not necessary to have unlike charges to have a P.D. For example, a P.D. exists when both charges are positive, providing one charge is stronger than the other.
1.8 Conductors and Insulators. Because of differences in atomic structure there is a general division of all substances into two kinds when we consider their electrical properties. We call them insulators and conductors of electricity.
In insulators, the electrons are bound tightly to the nucleus and do not move readily from atom to atom, in the substance. (Fig. 7a). When portion of an insulator is charged, the charges are localised and cannot spread throughout the substance.
In conductors, the free electrons are loosely held by the nucleus, and move continually in random motion between the atoms. (Fig. 7b). When portion of a conductor is charged, for example, negatively, any excess electrons that it acquires can also move easily from atom to atom and the negative charge spreads throughout the conductor.
(a) Insulator
(b) Conductor
FIG. 7. ATOMIC STRUCTURES.
2. ELECTRIC CURRENT.
2.1 E.M.F. Causes Current Flow. When electrons are forced from their orbits under the influence of some external force, and ordered electron movement takes place from atom to atom, the movement is termed an electric current. That is, when bodies at a different potential are joined by a conductor the result is an ordered flow of electrons along the wire from atom to atom, from the negative to the positive substance. (Fig. 8)
FIG. 8. ELECTRIC CURRENT IN A CONDUCTOR.
The force or potential necessary to produce the electron movement (the electron moving force) is termed electromotive force, abbreviated to e.m.f.
This type of electricity is called current electricity (or dynamic electricity) which means electricity in motion.
2.2 Sources of e.m.f. To produce the e.m.f. necessary to cause ordered electron movement (current flow), one of the following forms of energy can be used:
Friction, Chemical Action, Magnetism, Heat, Light, Pressure.
Friction. A charge produced on a substance by friction is termed static, or electricity at rest (an dormant current electricity) but is still an electromotive force. When a conductor is connected between substances possessing static charges of different potentials, an electron flow results. However, this current is only momentary, and cannot do continuous work as it ceases when the static charges have been neutralised.
For example, lightning (Fig. 9) is the result of static charges. The clouds become charged by friction as they move through the air. When a high P.D. exists between clouds, the air insulation between them cannot resist the electrostatic stress and break down. The air between the clouds then becomes a conductor and a long spark discharge, which we call lightning, occurs between the clouds to neutralise the static charges. A lightning discharge can also occur between clouds and the earth.
FIG. 9. LIGHTNING - THE RESULT OF STATIC CHARGES.
Chemical Action. Electric cells and batteries (Fig. 10a) are used as sources of e.m.f. When more than one cell is used to supply an e.m.f., the arrangement is called a battery. The chemical action which takes place within the cell provides at the negative terminal, a large number of negative ions (a surplus of electrons), and at the positive terminal a correspondingly large number of positive ions (a deficiency of electrons). When some "electrical load", for example, a suitable lamp, is connected to the battery terminals, as in the operation of a torch, the surplus electrons from the negative terminal are conducted through the torch globe filament to the positive terminal and the lamp glows. As long as the chemical action continues, the terminals of the cell remain charged and the electric current flow is maintained.
Magnetism. When conductors move past magnets, or magnets move past conductors, an e.m.f. is set up between the ends of the conductor. This principle is used in electric generators (Fig. 10b), and is the most common method of producing electricity.
Heat. When the junction of two dissimilar metals is heated, electric charges are produced. Such a device is called a thermocouple.
Light. When light falls on certain materials, one of which is a selenium alloy, electron movement can result. This principle is used in the light meters used for photography.
Pressure. When a pressure is exerted on crystals of certain materials, one of which is Quartz, electrical charges are developed. This effect is used in crystal pickups in radiograms.
Of the above sources of electricity, chemical action and magnetism are most commonly used to produce a continuous current. Friction, heat, light and pressure are used only in special applications, since they cannot maintain a large enough charge to be used as a source of electric power.
2.3 Electric Current. The term "electric current" suggests a comparison with the flow of water in a pipe and an analogy helps in describing many electric phenomena.
When two vessels containing water are connected by a pipe, water flows from the vessel with the water at the higher level to that at the lower level. A difference of level or pressure must exist between the water in A and B for this current to flow. This flow is not continuous and stops when the water levels are the same. Similarly, an electric current flows in the conductor connecting two differently charged substances. This current stops when the two substances are at the same potential (or electrical pressure).
To produce a continuous current of water, we need a device such as a pump. In Fig.11, the pump supplies the force necessary to keep the water moving continuously. The pump maintains a difference of level between the water in A and B, and water flows continuously around the pipe. Similarly, the chemical and mechanical action of batteries and generators maintains the e.m.f., which is necessary to produce a continuous electric current.
With both water and electricity, we therefore must have a motive-force to produce a continuous current; and yet we can have a motive-force and no current. For example, in Fig.11, when the pipe is blocked, the motive-force supplied by the pump still exists but no water flows; when an insulator is used instead of a conductor, the e.m.f. still exists but no electric current flows.
The complete electrical path, including the source of e.m.f., for an electric current is an electric circuit.
Direction of Current. An electric current in a solid conductor is a flow of electrons from the negative to the positive terminal of the source of e.m.f., that is, from NEGATIVE to POSITIVE. This is called the Electron Current flow.
However, long before the adoption of the electron theory as the means of explaining electrical effects, it was considered that an electric current was always a flow of positively charged particles in a conductor moving from a positively charged to a negatively charged substance, that is, from POSITIVE to NEGATIVE. This is called the Conventional Current flow.
As this is not in accordance with the facts of the electron theory as we know them, it follows that the many useful rules and laws made to explain the effects of Conventional Current flow are exactly opposite to those based on the Electron Current flow. It does not matter which direction we assume, because, in general, we are more interested in the effects of the current rather than its direction of flow. For example, the globes in Fig. 12 will light irrespective of which direction we consider the current to be moving.
(a) Negative to Positive. (b) Positive to Negative
FIG. 12. RESULTS ARE INDEPENDENT OF ASSUMED CURRENT DIRECTION.
However, later in the course, some effects produced by current flow in apparatus have to be related to its direction of flow.
Therefore, definitions and laws used in this course will be those which apply to Electron Current flow, but it should be remembered that many text books still use the laws and definitions based on Conventional Current flow.
2.4 Effects of Electric Current. Up to date, we have tried to imagine what happens inside a conductor or insulator when an e.m.f. is applied. We now add to these mental pictures, a knowledge of some of the effects of electricity which we can observe with our senses.
(i) Heating effect. An electric current heats the conductor through which it passes. We can see this effect in such items as electric radiators, stoves, soldering irons, etc., and in electric lamps, where the temperature is raised to white heat to give light.
(ii) Chemical effect. When an electric current passes through a conducting liquid, such as a solution of metallic salts, the liquid undergoes a chemical change. This effect is called electrolysis and has application in the charging of some types of electric cells and batteries.
(iii) Magnetic effect. An electric current sets up a magnetic field around the conductor through which it passes. We use this effect in the electric bell, the telephone receiver, the loud-speaker in a radio receiver, and many other items.
(iv) Effect on human body. An electric current causes the muscles to twitch when it passes through the human body. In certain cases, this effect can cause death. Provided we use the normal safety precautions, however, there is little danger when working with electricity.
These effects are considered in more detail later.
2.5 The different types of electric current can be grouped under four main headings.
(i) Direct Current (D.C.), a "unidirectional" current which flows through the conductor in one direction only. (Fig. 13a)
(ii) Varying Current, a form of D.C. which varies in value from instant to instant. (Fig. 13b)
(iii) Pulsating Current which is also unidirectional, but flows in pulses, having complete breaks when no current flows. (Fig. 13c)
(iv) Alternating Current (A.C.) which regularly alters its direction of flow in a conductor, first flowing in one direction, then reversing and flowing in the opposite direction. (Fig. 13d)
Electric cells and batteries are used as sources of e.m.f. to produce a D.C. flow; generators are either D.C. or A.C.
(a) A dry cell produces D.C.
(b) Varying D.C. flows in a telephone circuit.
(c) Pulsating D.C. flows in a telegraph circuit.
(d) A generator produces A.C.
FIG. 13. TYPES OF ELECTRIC CURRENT.
2.6 Resistance. Electric Resistance or, simply, Resistance, is the property of a substance to oppose the flow of an electric current.
In order that current can flow in a substance, internal opposing atomic forces which resist the electron flow must be overcome and work must be done to push the electrons along from atom to atom. The fact that a conductor gets hot when electrons flow in it, indicates the existence of internal forces or resistance opposing the flow. Every substance offers some opposition or resistance to current flow, whether small or large, and this resistance is not the same for all substances.
In a good conductor, the atomic structure contains large numbers of free electrons, and only a small electrical force is required to cause these electrons to be dislodged from their orbits and take up an ordered movement. But in an insulator, the atomic structure possesses few free electrons and a large electrical force is required to cause any substantial current flow.
Metals are the best conductors, and in telecom, copper, brass, iron and lead are commonly used; carbon and liquid solutions are non-metallic materials sometimes used as conductors. Many different non-metallic materials are used as insulators, such as glass, paper, rubber, ebonite, cotton, silk, enamel, porcelain and certain plastics.
Chemically pure water or distilled water is a very poor conductor; but when some salt or a little acid is added, it becomes a much better conductor. Water does not often exist in its pure state, and in general therefore, water (other than distilled water) is a fairly good conductor.
Likewise, the earth is a conductor. The earth has such a large volume and contains so many conducting substances (metals, water, etc.) that electric charges can readily spread throughout it. Moist or wet earth is a better conductor than dry earth.
Also, the human body is a conductor, mainly because of the liquids in it; about 70% of the human body is water. When the skin is moist or wet, the body is a better conductor than when the skin is dry.
Table 1 lists some good conductors, mostly metals, in order of their conducting power, and some good insulators, in order of their ability to resist electron flow.
| Conductors | Insulators |
|------------------|---------------------|
| Silver | Dry Air |
| Copper | Glass |
| Gold | Paraffin Wax |
| Aluminium | Mica |
| Zinc | Vulcanite |
| Platinum | Shellac |
| Iron | India-rubber |
| Nickel | Gutta-percha |
| Tin | Sealing-wax |
| Lead | Silk |
| Mercury | Wool |
| Carbon | Porcelain |
| Acids | |
| Metallic Salts | |
TABLE 1.
2.7 Electrical Units. In the study of electricity we often have to measure and compare different e.m.f.'s of batteries and generators, currents of different values, different amounts of resistances to the current flow; and many other electrical quantities. So that we can answer the question "How much?" in any specific case, we must know the more common units of measurement.
The unit of rate of current flow is the Ampere. The rate of flow of a current of water is measured by the quantity of water in cubic feet or gallons passing a given point per second. Similarly, the rate of flow of an electric current is measured by the quantity of electricity in coulombs (that is, the number of electrons) which pass any point in a conductor in one second.
The abbreviation for ampere is A. In telecom, currents exceed 1000A, and the ampere is, therefore, satisfactory as a unit for currents greater than 1A. But currents are often as low as one thousandth of an ampere, or even one millionth of an ampere; and, to measure these values, two submultiple units are commonly used:
the milliampere (abbreviated mA) equal to one thousandth of an ampere;
the microampere (abbreviated µA) equal to one millionth of an ampere.
The unit of e.m.f. and P.D. is the Volt. To cause a flow of water in a pipe, a pressure is necessary. Water pressure depends upon the head (or depth) of water and is expressed usually as "feet of water". Similarly, an electrical pressure is required to cause a flow of electricity (or electric current) through a conductor and the unit is the volt.
Electromotive force and potential difference both refer to electrical pressure. They are both measured by the same basic unit, the volt, and are often both referred to as voltage.
The abbreviation for volt is V.
Other units in common use are:
the kilovolt (kV) equal to one thousand volts;
the millivolt (mV) equal to one thousandth of a volt;
the microvolt (µV) equal to one millionth of a volt.
The unit of resistance is the Ohm. A conductor has a resistance of one ohm when an e.m.f. of one volt applied to the ends of the conductor causes a current of one ampere to flow through it.
(As a matter of interest, the scientific definition of the ohm is - the resistance of a column of pure mercury 106.3 cm. long, of uniform cross-sectional area, and weighing 14.4521 grammes, the temperature being 0°C).
The abbreviation for ohm is the Greek letter, omega (Ω).
Other units in common use are:
the megohm (MΩ) equal to one million ohms;
the kiloohm (kΩ) equal to one thousand ohms;
the microhm (µΩ) equal to one millionth of an ohm.
Many instruments have been developed for the accurate measurement of electrical quantities. Types most commonly used are the ammeter, the voltmeter and the ohmmeter.
3. ELECTRIC CIRCUITS.
3.1 Circuit Components. In current electricity, the term circuit signifies the complete electrical path through which an electric current passes, and is comprised usually of a number of components which for example may include:
- A source of e.m.f., such as a cell, battery or generator.
- The apparatus or "load" to be operated by the current, such as an electric bell or lamp.
- The conductors which connect the various parts of the circuit. The conducting path need not be completely metallic; for example, each of the following could be a conductor in a circuit -
metallic conductors, the earth, the human body,
conducting liquids (car battery), conducting gases (fluorescent lamp).
- Controlling and regulating devices, such as switches, fuses and keys.
- Measuring instruments, such as ammeters and voltmeters.
When the earth is used as part of an electric circuit, this is called an earth return circuit.
3.2 Circuit Symbols. Instead of using pictures to represent an electric circuit, (pictorial method), it is common to use standard symbols in diagrams, to show how electrical apparatus in a circuit is connected together. Such diagrams are called schematic circuit diagrams, or more commonly schematic circuits.
In these diagrams each item of apparatus has a standard symbol, and these are joined together with lines to show the wiring.
For example, typical symbols are:
6V LAMP 900Ω RESISTANCE 50V BATTERY 900Ω GENERATOR SWITCH AMMETER VOLTMETER
When some of these are formed together in a typical circuit they are as shown in Fig. 14.
FIG. 14.
Other symbols will be introduced from time to time, but a fuller range of apparatus symbols is given on page 53 at the end of Part 1.
3.3 Symbols used in Telecom Mathematics. Most of the units of electricity have mathematical relationships that can be expressed in mathematical terms. In this course, direct current electricity are discussed, and simple mathematical examples are used to help us understand these laws.
To simplify the working out of these examples, symbols and abbreviations are used; for example, we use the symbol -
I for electric current. E for electromotive force. R for electrical resistance.
When there is more than one of the same device or quantity on a circuit, a system of subscripts is often used in which the symbol is followed by an identification number. For example, where there are two or more resistance values in a circuit, the first resistor is denoted as $R_1$, the second as $R_2$, the third resistor as $R_3$, and so on.
3.4 Types of Electric Circuits. There are two types of electric circuits -
Series circuits.
Parallel (or shunt) circuits.
In telecom equipment we often find a combination of series and parallel arrangements sometimes called a series-parallel circuit, but no matter how complex the equipment, it can always be resolved into series and/or parallel circuit paths.
In a series circuit, the current flows in a single continuous path through each piece of apparatus in turn. The electric torch is an example. (Fig. 15).
(a) Torch.
(b) Schematic circuit.
FIG. 15. A SERIES CIRCUIT.
In a parallel circuit, the current divides through two or more paths in the circuit. The lighting arrangement on a bicycle is an example. (Fig. 16).
The dynamo (or generator) is the source of e.m.f. The current from the generator divides at point A (the headlight terminal) and flows through two separate paths, the headlight and the tail-light. The current in each path returns to the generator via the frame of the bicycle. The parallel type of circuit is also used for electric wiring in buildings.
(a) Bicycle.
(b) Schematic Circuit.
FIG. 16. A PARALLEL CIRCUIT.
3.5 Electrical Terms.
Closed Circuit. When any electrical apparatus is connected to a source of e.m.f. so that a current flows through it, the arrangement is called a closed circuit.
Open Circuit (O/C). This is the condition of a circuit when the continuity has been broken at one or more places, and current ceases to flow through it.
Short Circuit (S/C). A short circuit occurs when a part or the whole of a circuit is shunted by a low resistance path, and current does not flow through the correct circuit.
High Resistance (H.R). When a circuit contains a faulty connection, perhaps a poorly soldered joint caused by a badly cleaned wire, or a wire loose under a screw terminal, an open circuit does not always occur. The result is usually a high resistance in series with the normal circuit. This is commonly called a dry joint.
Insulation Resistance (I.R). To prevent short circuits, the connecting wires of a circuit are generally surrounded by some type of insulation such as a coating of enamel, or wrappings of silk and cotton, or paper, etc. Similarly, any connecting terminals are mounted on an insulating material. Although the resistance between the wires or terminals can never be infinite, it must be high to prevent a leakage current through the insulation. This resistance value is termed the Insulation Resistance of the circuit. When the insulation of a circuit deteriorates, and an appreciable leakage current flows between the conductors, the circuit is said to possess Low Insulation Resistance (L.I.R.). For a given circuit, for example, a telephone line, the I.R. decreases as the length of line increases.
Conductor Resistance (C.R). This refers to the electrical resistance of the wiring in a circuit as distinct from the components. For a given size wire, the resistance increases with the length.
Voltage Rating. Electrical equipment is designed to operate with a certain current flow. If this rate is exceeded damage may result, but if the current value is low the apparatus may not work properly. Therefore, for a particular item of equipment, a certain voltage must be applied to produce the correct current. This voltage is called the voltage rating and is usually marked on the apparatus. It should not be exceeded.
3.6 Factors which Affect Conductor Resistance. The flow of water through a pipe depends on the frictional resistance of the pipe. When the pipe is long, or its diameter small, or when the inside of the pipe is rough, it usually offers a large resistance to the flow of water. When the difference of level or pressure is kept constant, to increase the rate at which the water flows, we reduce the resistance of the pipe by reducing its length, increasing its cross-sectional area, or making the inside of the pipe smoother. Similarly, the electrical resistance of any material, for example, a conductor or wire, depends on -
(i) its length,
(ii) its cross-sectional area,
(iii) the material from which it is made, and, in addition
(iv) its temperature.
The length affects resistance. When the resistance of two wires is measured, with both of the same type and size, but one twice the length of the other, the longer wire will be twice the resistance of the shorter wire. A wire three times as long as another of similar type and size will have three times the resistance, and so on (Fig. 17).
This indicates that the resistance of a wire is proportional to its length.
The cross-sectional area affects resistance. When the resistance of two wires is measured, with both of the same type and length, but one twice the cross-sectional area of the other, the resistance of the larger wire will be half that of the smaller. A wire four times the cross-sectional area of another of the same type and length will have one quarter the resistance of the smaller wire, and so on. (Fig. 18). From this it follows that -
The resistance of a wire is inversely proportional to its cross-sectional area.
Note: The cross-sectional area of the 0.002" wire is four times the cross-sectional area of the 0.001" wire, and the cross-sectional area (A) increases in direct proportion to the square of the diameter (D), that is, \( A = D^2 \).
The material affects resistance. When a comparison is made between two wires of similar size and length, with one of platinum and the other of copper, the platinum wire will be approximately seven times the resistance of the copper wire. Similarly, an iron wire has about six times the resistance of a copper wire of similar size and length.
The temperature affects resistance. The resistance of all pure metals and most alloys increases as their temperature increases. For most metallic conductors there is a fairly regular law governing the change in resistance caused by change in temperature. Experiments have shown that this variation in resistance is proportional to the variation in temperature.
Resistance Wires. Impurities in a substance can greatly affect the resistance of the substance even though the impurities themselves may be good conductors. Practical advantage is taken of this fact in the manufacture of high resistance alloy wires, which are termed resistance wires.
3.7 Resistors, Fixed and Variable. Resistance is often used in a circuit to:-
- Vary or control the current flowing in the circuit.
- Vary or control the P.D. across a piece of apparatus.
All telecom equipment has a certain amount of resistance. However, sometimes this resistance is not enough to control the current or voltage to the extent required. When additional control is required, resistance is purposely added in an electric circuit. For example, in Fig. 11 (paragraph 3.2) the 900 ohm resistance is added to prevent an excessive current from the 50 volt battery, "blowing" the 6 volt lamp.
Components specially designed to introduce additional resistance are called resistors; they are in many different forms, and in telecom equipment many types are used, either of fixed or variable resistance value.
Resistors are made either of resistance wire, or graphite (carbon) composition, or of a metal film.
Wire-wound resistors are used for large currents; carbon resistors for relatively small currents. (Fig. 19 and 20).
(a) Wire Wound. (b) Carbon.
FIG. 19. FIXED RESISTORS.
FIG. 20. VARIABLE RESISTORS.
3.8 Capacitors. Another component found in many electric circuits is the capacitor. Formerly termed condensers, they are many and varied in size, type, and shape, and are necessities in all types of telecom circuits from telephone equipment to radio and television.
In its simplest form the capacitor consists of two conducting plates separated by a thin layer of air, or other insulator which in capacitors is called the dielectric. If such a combination is connected in series with a switch, a battery, and a suitable ammeter, with the switch open there is no current flow in the circuit. The plates of the capacitor are of equal potential and the atoms of the dielectric are normal. (Fig. 21a).
When the switch is closed, the e.m.f. of the battery results in electrons being passed to plate A and being withdrawn from plate B until the plates are at the same P.D. as the battery.
The electric field between the plates causes a distortion in the orbits of the electrons of the dielectric atoms and since most of the electrons in these dielectrics are tightly bound to their atoms they cannot leave the dielectric or flow through it, but are strained out of their paths and normal positions as shown in Fig. 21b.
The limited electron movement in the dielectric is not an actual flow of electrons as in the case of a conductor, but is a small displacement due to the surrounding electrical forces.
There is an instantaneous deflection of the ammeter to a maximum value, which restores to normal as the current flow into the capacitor raises an opposing P.D. across the plates. The current ceases to flow when the plate P.D. equals oppositely the applied voltage.
When the switch is opened the charge remains, but if the plates are connected by a conductor, a neutralising or discharge current will flow in the circuit, and the dielectric atoms restore to normal. (Fig. 21c).
The ammeter shows by its reverse deflection that the discharge current flows out of the capacitor in the opposite direction to the charging current. The current ceases when the P.D. between the plates falls to zero.
From this it can be said that:-
- A capacitor can be charged.
- The charge causes a displacement of electrons within the insulating dielectric material, resulting in the dielectric surfaces being 'polarised'.
- The charge will remain when the energising source is disconnected.
- The stored charge will flow out of the capacitor when a circuit is provided and the dielectric will restore to normal.
The quantity of electricity stored in a capacitor depends on -
Its capacitance (or capacity).
The e.m.f. applied.
The unit of capacitance is the Farad. A capacitor possessing a capacitance of one farad is too large physically and electrically to be of practical use in electric circuits.
Because of this, the following submultiple units are normally used -
MicroFarad (symbol $\mu$F),
picoFarad (symbol pF) formerly called
Micromicrofarad (symbol nF)
The microfarad is equal to $\frac{1}{10^6}$ or one millionth of one farad.
Practical capacitors are constructed of a variety of materials depending on their use. Brass or aluminium is commonly used for the plates and dielectric may be air, mica, impregnated paper, oxide coating and other insulating materials. The value of capacitance is determined by the area of the plates, the thickness of the dielectric and the material used for the dielectric. For the same dielectric, a large value capacitor would have a greater plate area and/or a thinner dielectric than one of lower capacitance.
Capacitors can be grouped into two classes - (i) Fixed Capacitors, (ii) Variable Capacitors.
Their symbols are:
Fig. 22 shows the construction of several common capacitors. The capacitance of the variable type shown is adjusted by turning the spindle which rotates the moving vanes into or out of mesh with the fixed plates. The dielectric is air.
(a) Mica.
(b) Paper.
(c) Electrolytic.
(d) Variable.
FIG. 22. COMMON CAPACITORS.
3.9 Ohms Law. Basic laws of electricity are merely the application to electric circuits of basic laws of nature. One law states that -
"The result produced is directly proportional to the magnitude of the effort and inversely proportional to the magnitude of the opposing force."
This relation is written in the form of an equation -
\[ \text{Result} = \frac{\text{Effort}}{\text{Opposition}} \]
Applying this basic law to an electric circuit, when a current of electricity is forced along a conducting path -
(i) The current is directly proportional to the applied e.m.f. When there is an increase in the applied e.m.f., there is an increase in the current; reducing the e.m.f. reduces the current.
(ii) The current is inversely proportional to the resistance. When there is an increase in resistance, there is a decrease in current; decreasing the resistance increases the current.
This relationship between the three electrical terms is stated in the form of a law called Ohm's Law.
Ohm's Law states that the current in an electric circuit is directly proportional to the applied e.m.f. and inversely proportional to the resistance of the circuit.
Ohm's Law is expressed as an equation -
\[ \text{Current (amperes)} = \frac{\text{e.m.f. (volts)}}{\text{resistance (ohms)}} \]
or mathematically by the formula -
\[ I = \frac{E}{R} \]
where \( I \) is the current in amperes,
\( E \) is the e.m.f. in volts, and
\( R \) is the resistance in ohms.
When any two quantities are known, transpose the formula to find the third, thus -
\[ E = I \times R \quad \& \quad R = \frac{E}{I} \]
By using one of these equations it is possible to calculate the third quantity if any two are known.
Note:- When substituting in these formulas, each term must be expressed in basic units.
I must always be expressed in amperes.
E must always be expressed in volts.
R must always be expressed in ohms.
Remember:- VOLTS drive AMPERES through OHMS.
Example - An e.m.f. of 10 volts is connected to a resistance of 5 ohms. What value of current would flow?
To find the current flowing in the circuit we apply Ohm's Law -
\[ I = \frac{E}{R} \]
\[ = \frac{10}{5} \]
\[ = 2 \text{ amperes}. \]
Ohms Law in Series and Parallel Circuits.
The current will have the same value at every point in a series circuit.
When resistances are connected in series it has the effect of increasing the length of the conductor. The resistance of a conductor is directly proportional to its length, therefore, the sum of the resistances must be taken to find the total resistance of a series circuit. Consider the following example -
Total resistance \( R = R_1 + R_2 + R_3 + R_4 \)
\[ = 5 + 10 + 15 + 20 \]
\[ = 50 \text{ ohms}. \]
The current flowing through the circuit may be determined by Ohm's Law -
\[ I = \frac{E}{R} \]
\[ = \frac{50}{50} \]
\[ = 1 \text{ ampere}. \]
And this will be the value of current at any point in the circuit.
In a parallel circuit, the current will divide in proportion to the resistance of each path. The lower the resistance the greater will be the amount of current that will flow via that path.
To place one conductor in parallel with another conductor has the same effect as increasing the cross-sectional area of the first conductor. The resistance of a conductor is inversely proportional to the cross-sectional area, therefore, every resistance added in parallel must further reduce the joint resistance. The joint resistance of a parallel group of resistances is the single resistance which would replace the group and carry the same current in a particular circuit as the whole group. The result must be lower than the value of the lowest resistor in the group.
In order to find the joint resistance of a group of resistances in parallel, add the reciprocals of all the separate values and the sum is the reciprocal of the joint resistance.
Consider the following example:-
\[
\frac{1}{R} = \frac{1}{R_1} + \frac{1}{R_2} + \frac{1}{R_3} \text{ etc.}
\]
**Parallel Circuit.**
\[
\frac{1}{R} = \frac{1}{R_1} + \frac{1}{R_2} + \frac{1}{R_3} + \frac{1}{R_4}
\]
\[
= \frac{1}{3} + \frac{1}{4} + \frac{1}{12} + \frac{1}{2}
\]
\[
= \frac{4 + 3 + 1 + 6}{12}
\]
\[
= \frac{14}{12}
\]
\[
= \frac{7}{6}
\]
Therefore, the joint resistance
\[
= \frac{6}{7} \text{ ohm}
\]
Total current in circuit,
\[
I = \frac{E}{R}
\]
\[
= 6 \div \frac{6}{7}
\]
\[
= \frac{6}{1} \times \frac{7}{6}
\]
\[
= 7 \text{ amperes.}
\]
A series-parallel circuit is a combination of both series and parallel circuits, as shown below -
**Series-Parallel Circuit.**
To find the total resistance of a series-parallel circuit, the joint resistance of the parallel groups must be found first, and then we are able to proceed as in a series circuit.
4. POWER AND ENERGY.
4.1 To produce electrical energy we must use one of the following forms of energy.
Friction (mechanical energy); Heat (heat energy);
Chemical action (chemical energy); Light (light energy);
Magnetism (magnetic energy); Pressure (mechanical energy).
These sources provide the energy required to do the work of moving electrons to form an electric charge.
Just as these forms of energy can be converted into electric energy, so can electric energy be converted back into these (and other) forms. As the conversion of some form of energy to electric energy, and vice versa, is the basic on which all items of telecom apparatus operate, we see how the terms Force, Work, Energy and Power, apply in the electric circuit.
The terms "Force", "Work", "Energy", and "Power", are not always used correctly. For example, we often talk about sources of power when we really mean sources or energy; in daily speech the two words have become almost interchangeable. But what do these terms mean when applied to electricity? A knowledge of the correct use of the terms will give us a clearer understanding of electricity.
4.2 Force. In physics we think of a force as a push or a pull on a body, tending to move it, or to change its rate or direction of motion while it is already moving. Force may be mechanical, electrical, magnetic or thermal. Force does not always produce movement, a relatively small force may fail to move a large body, but it tends to do so. The word "body" refers to anything that has mass and may be a stone, a dust particle or an electron.
We have learnt that the electric force which tends to move electrons (that is, to produce a current), is called the electromotive force (e.m.f.)
4.3 Work is done whenever a force causes movement (Fig. 23). For example, work is done when a mechanical force lifts or moves a weight. Force exerted without causing movement, such as the force of a spring under tension between two objects which do not move, does not do work.
Similarly in electricity, when an e.m.f. causes current (as in a closed circuit), work is done in moving electrons from one point to another. But an e.m.f. in a circuit without causing current (as in an open circuit) is similar to the spring under tension without moving, and is not doing work.
(a) No work being done. (b) Work being done.
FIG. 23. WHEN A FORCE CAUSES MOVEMENT, WORK IS DONE.
4.4 The Energy of anything is its ability to do work. Electricity is a form of energy and can do work just like heat, light or sound. Some of the many forms of energy are -
the potential energy possessed by a body due to its height,
the kinetic energy of a body which is moving,
the electric energy of bodies which have electric potential,
the heat energy produced by electric radiators and soldering irons,
the light energy produced by electric lamps,
the chemical energy produced when an electric current flows between connected electrodes in a conducting liquid, as in some types of electric cells and batteries,
the magnetic energy around a metallic conductor carrying a current, as in an electromagnet,
the mechanical energy of an electric motor,
the sound energy produced by electric bells, telephone receivers and loudspeakers in a radio set.
Energy can be converted from one form to another. For example, the potential energy of a waterfall drives the rotating water wheels of a turbine, converting potential into kinetic energy. The turbine in turn drives an electric dynamo, converting kinetic into electric energy.
It may be stored as chemical energy in batteries and used (as an example) for the transmission of speech, signals or music from a telephone receiver, telegraph machine or a loud-speaker.
When converting energy from one form to another, losses occur, because some of the energy is converted into forms that have no value. The total amount of energy involved however, remains the same, since energy cannot be created or destroyed.
Whenever energy is changed from one form to another, work is done.
4.5 Power associates energy with time. It is the average rate at which work is done or the rate at which energy is converted; and so **electric power is the rate of using** (or producing) **electric energy**.
The same total amount of work may be done in different amounts of time. For example, a given number of people may be moved from one point to another in one second, or in one hour, depending on the rate at which they are moved; and the total work done will be the same in each case. When all the work is done in one second, more electric energy is changed to heat or light per second and the power is greater than when the total amount of work is done in one hour.
4.6 Power and Energy in the D.C. Circuit. To measure water power, the head of water and quantity flowing per minute must be known; the water power then equals the product of the head of water by the quantity flowing per minute.
To measure electrical power, the head of electricity (the voltage), and the quantity flowing per second (the current) must be known; the electrical power then equals the product of the voltage and the current.
The unit of Electrical Power is the Watt (W) which represents the RATE at which work is done, or the RATE at which electrical energy is transformed into other forms of energy.
In a circuit where voltage and current are known -
\[ P = E \times I \]
\[ \text{Electrical Power} = \text{Voltage} \times \text{Current} \]
\[ \text{Watts} = \text{Volts} \times \text{Amperes} \]
Where large powers are measured, the unit is the kilowatt. In some telecom circuits where small powers are measured, the sub units milliwatt and microwatt are used.
The alternative units are -
kilowatt (kW) which equals one thousand watts,
milliwatt (mW) which equals one thousandth of a watt,
microwatt (µW) which equals one millionth of a watt.
4.7 Power Rating of Electrical Apparatus. Most items of electrical apparatus are marked in terms of the rate at which they are designed to change electrical energy into some other form of energy. This is called the power rating or wattage rating.
For example, a 240 volt electric lamp may be rated at 100 watts. This indicates the rate at which electrical energy is changed into heat and light energy when the lamp is connected to 240 volts.
Since power is the rate of conversion of energy, a 100 watt lamp will give more light than a 60 watt lamp.
Example. A globe is connected to a 6 volt battery. If the current is 5 amperes what is the power consumption?
\[ P = E \times I \]
\[ = 6 \times 5 = 30 \text{ W}. \]
Answer. = 30 Watts.
5. MAGNETISM AND ELECTROMAGNETISM.
5.1 Magnetism plays an important part in telecommunications. Electric motors and generators, automatic switches and teleprinters, telephone and telegraph relays, microphones and gramophone pickups, loudspeakers and telephone receivers, measuring instruments and many other items of apparatus have their foundations in magnetism.
All matter is affected by magnetic fields to some degree. Those materials intensely magnetic are termed "ferromagnetic materials," and include iron, nickel, cobalt, and certain alloys, such as permalloy and permivar. The term "magnetic substance" in normal use refers to ferromagnetic materials.
Magnets may be classed as permanent magnets or electromagnets. A hard steel bar when magnetised becomes a permanent magnet, because it retains the magnetism under normal conditions for a long period unless subjected to heat or jarring. Soft iron is easily magnetised when subjected to a magnetising influence, but does not retain an appreciable part of the magnetism.
5.2 Magnetic Fields. Fig. 24 represents a rectangular steel bar magnet, which will attract pieces of iron and will exert a force of either repulsion or attraction upon other magnets. This attraction and repulsion is caused by the magnetic field, which is represented by the curved lines.
The curved lines are commonly known as lines of magnetic induction or lines of force.
The lines of magnetic induction act through a magnet from the south to the north pole, leaving the magnet at the north pole and re-entering the magnet at the south pole as indicated by the arrows.
Lines of magnetic induction are always closed loops. Each line or loop may be thought of as acting within itself somewhat like a stretched rubber band, in that it tends to become as short as possible. Yet each of these lines or loops has a repelling effect upon neighbouring lines, tending to keep them separated from each other. A practical illustration, not only of the presence of the magnetic field but also of the arrangement of the lines of magnetic induction, is seen when iron filings are sprinkled upon a glass plate placed above a magnet. Fig. 25a shows how the filings arrange themselves under such a condition.
If a second magnet is placed at the end of the bar magnet shown in (a), the magnetic field will become either like that shown in (b) or that shown at (c). In (b), the two magnets will attract each other. If the two magnets should contact and establish a combined magnetic field, such as shown in (a), merely changing ends of one magnet will give the effect in (c).
(a) Iron filings indicate the magnetic field.
(b) Magnetic fields aiding.
(c) Magnetic fields opposing.
FIG. 25.
From the action of one magnet toward another, it may be deduced that the two ends of any magnet are unlike. These two ends are called the Poles, and the pole having one influence is called the North Pole and that having the opposite influence is called the South Pole. The distinction comes from the earth, which is itself a magnet. If a bar magnet is suspended to swing freely, that pole which tends to point toward the north is called the north-seeking or north pole; the other is called the south pole. A fundamental law of magnetism is "Like poles repel one another, and unlike poles attract."
Note: Lines of Force do not move from the N to S poles of magnets, but are regarded merely as acting in that direction as a basis of reference. In other words, magnets have a field of influence wherein other bodies having magnetic properties are affected. The imaginary lines of force are merely a convenient way of representing the intensity and extent of this field by a number of lines and their pattern. For example in magnetic calculations a field may be said to have an intensity of 5,000 lines per square centimetre.
5.3 The Domain Theory of Magnetism. Experiments have proved that electric charges in motion induce magnetic fields. The electron is understood to have two states of motion, namely, a spin about its axis and an orbit about the atomic nucleus. This gives rise to two magnetic effects, one parallel to the axis of spin and the other perpendicular to the plane of the orbit.
An atom containing many electrons may possess a resultant magnetic field. In a magnetic material great numbers of atoms align with their resultant magnetic fields parallel to one another, forming a micro-crystal or "domain".
A specimen of magnetic material may appear unmagnetised due to the domains not being aligned, thus causing the fields to cancel. If such a specimen is then placed in a magnetic field, some of the domains nearly parallel to the field will be rotated parallel to the field by a small magnetising force, causing an increase in the flux density of the specimen.
As the magnetising force of the external field is continuously increased, more and more domains are aligned with the field, until ultimately all the domains are rotated parallel to the external field. The specimen will then be magnetically saturated, and behave as a magnet.
When the magnetising field is removed, some domains will lose their orientation slightly, leaving the specimen with residual magnetism. The state of magnetisation can be reversed by the application of a magnetising force opposite to the original.
If the domains return to a random state readily, the material is termed a temporary magnet, and may be used as an electromagnet. If the orientation of the domains is difficult to change, the material is termed a permanent magnet.
(a) Domains in random state. (b) Domains aligned with magnetic field.
FIG. 26.
5.4 Permanent magnets are of steel or of such alloys as alnico (aluminium-nickel-cobalt) or cobalt-steel.
A permanent magnet may exert, upon pieces of iron or other magnetic materials, forces either large or small. These forces depend, first, upon the magnet's strength and, second, upon the location of the pieces attracted with respect to the magnet's field.
The magnetic field has greatest intensity nearest the poles. If it is desired to create a field of greater intensity, it can be accomplished by bending the magnet into the form of a horse-shoe as shown in Fig. 27a. Here, the lines emerging from the north pole returns to the south pole of the magnet through a much shorter distance than that represented by any one of the curved loops in Fig. 28. If the strength of the field between the two poles of a horseshoe magnet is tested, it would be found more intense than that of a straight magnet of equal strength. Not only is each line (represented by a closed loop) shortened, but more lines are created.
Again, if a piece of soft iron or other magnetic material is inserted between the poles of the horse-shoe magnet, as shown in Fig. 27b, the number of lines of magnetic induction (in the circuit formed by the magnet itself and the soft iron used for closing this circuit between the north and south poles) is increased.
The function of a permanent magnet is to maintain magnetic flux in a magnetic circuit of which it is a part. In general, the useful part of the flux is in that portion of the magnetic circuit which is external to the magnet.
5.5 Magnetic Screening. It is often necessary in telecom to shield (or screen) a measuring instrument or other item of apparatus from nearby magnetic fields. A metal partition, cover or shield is often used for this purpose. The principle of this magnetic screening is shown in Fig. 29. If a piece of iron is introduced in this field, the lines of force will be concentrated in the iron as shown.
Since the lines of force are concentrated in the iron, there will be no magnetic force in the space marked screened space. If a measuring instrument or other item of apparatus is provided with an iron cover, therefore, the instrument or apparatus would be unaffected by nearby magnetic fields.
5.6 Electromagnets are used in automatic switches, bells, telephone type relays, receivers and loud speakers, telegraph relays, teletypers and many other items of telecom apparatus. If a straight vertical conductor carrying an electrical current pierces a cardboard, as shown in Fig. 30, and iron filings are sprinkled on the cardboard, they will form visible concentric circles as shown. Through such observations as these, it is learnt that wherever an electric current is flowing there is an established magnetic field, which acts in a plane perpendicular to the electrical conductor.
If in either (a) or (b) a compass is placed near the conductor, the needle will align itself tangent to the axis formed by the wire.
If the compass is moved slowly around the wire, the needle will revolve on its pivot and maintain this relation. It will also be found that the direction of the field with respect to the direction of current flow is that represented by the arrows.
(a) Magnetic Field Around Current-Carrying Straight Conductor.
(b) Iron Filings Indicate the Magnetic Field.
FIG. 30.
Though this magnetic effect is a positive one, under the conditions shown in the figures and even with a very strong current in the conductor, the magnetic field represented by the concentric circles is relatively weak. But, if the electrical conductor is made to form a loop as in Fig. 31a, the groups of lines of force form concentric circles for every unit of the conductor's length. Accordingly, the intensity of the magnetic field is increased.
If, instead of having an electrical circuit consisting of one loop of wire, the circuit consists of several turns of wire as shown in Fig. 31b, the intensity of the field is multiplied by the number of turns of wire. Thus, the value of the field intensity at any point for two turns would be twice that for a single loop; for three turns, three times that for a single loop; and for 4 turns, 4 times that for a single loop, providing the turns are sufficiently close together.
Comparing Fig. 31 with Fig. 24 it may be seen that the current in the coil of wire creates a magnetic field similar to that of the bar magnet.
(a) Lines of Force in a Loop of Wire.
(b) Magnetic Field Around Coils of Wire.
FIG. 31.
In Fig. 27, the number of lines in the magnetic circuit established by the horse-shoe magnet was greatly increased by the insertion of a piece of soft iron between the north and south poles.
Likewise, if in Fig. 31b, the spool shown has a soft iron core, the number of lines will be greatly increased. Further, if the core of the winding is bent in the shape of a horse-shoe as shown in Fig. 32, the electromagnet is capable of exerting considerable force.
5.7 Practical Electromagnets. The most common use for electromagnets is as a solenoid. When the current is turned on the electromagnet attracts an iron armature, and this movement made to do mechanical work of some sort. The most common solenoid for telecom use is the telephone relay, where movement of the armature is made to operate electrical contacts for switching in other circuits. (Fig. 33).
5.8 Electromagnetic Induction. One of the most important discoveries concerning electricity and magnetism was made about 140 years ago by Faraday: when a wire moves relative to a magnetic field an e.m.f. is generated in the wire.
It is important to note that there must be a motion of the wire relative to the magnetic field. The wire may be stationary and the magnetic field moving or varying, but as long as there is any motion between the two, an e.m.f. is induced in the wire.
To illustrate this, Fig. 3h shows a coil of wire wound on a tube; the ends of the coil are connected to a sensitive centre zero electrical instrument. When the north pole of a bar magnet is inserted into the middle of the tube, the instrument needle is immediately deflected to one side and then returns to zero. When the magnet is withdrawn, the needle is again deflected, but in the opposite direction and again returns to zero.
When the S pole is inserted a similar "flick" of the needle results, but in the same direction as that produced by the withdrawal of the N pole, and its withdrawal gives a flick in the same direction as the insertion of the N pole. Now, the bar magnet has no magnetic field, and when the magnet is inserted into the coil, these lines of force necessarily move with the magnet bodily, and cut the wire of the coil. This cutting sets up an induced current in the coil. The current only occurs when the magnet is in motion; as soon as the magnet comes to rest the current stops. The more powerful the magnet, that is, the greater the number of magnetic lines of force, and the greater the number of turns in the coil, and the quicker the movement of the magnet, the stronger is the momentary current induced in the coil. But it is only transient; it lasts only while the magnet moves.
When an electromagnet is substituted for the permanent magnet, as shown in Fig. 35, similar results are obtained. Further, when the electromagnet is placed in the coil and a means provided for stopping and starting the current through the electromagnet, a current is induced in the coil without movement of the electromagnet. The closing of the circuit of the electromagnet allows current to flow. This current through the electromagnet creates a magnetic field, and as the lines of force are being established they cut the wires of the coil. When the circuit of the electromagnet is opened, the field collapses and the lines of force cut across the wires of the coil in the opposite direction. Such an apparatus is an induction coil or transformer, the coil of the electromagnet acting as the primary circuit and the outer coil as the secondary circuit.
FIG. 35. ANOTHER METHOD OF INDUCING AN ELECTRIC CURRENT.
These experiments prove that an e.m.f. is generated in the coil when -
A magnet is moving in or out of the coil;
An energized electromagnet is moving in or out of the coil; and
The current in the electromagnet or inner coil is stopped, started or varied.
The principle underlying the above experiments is known as Electromagnetic Induction; the magnetic condition of one body produces an electric current in the other. The bodies are near but are not connected to each other in any way.
5.9 Applications of Electromagnetic Induction. Practical use is made of this principle in the generator and in the transformer. The generator (or alternator) as a source of electric energy can use either wires rotated in a steady magnetic field or magnets (permanent or electro) rotated within stationary coils of wire. A generator, then, is actually a means of converting mechanical energy to electric energy. (See Section 6).
Transformers are widely used in telecom and by commercial power supply authorities. They range in size from those in radio equipment weighing less than 1 oz. to massive structures of iron and copper weighing many tons. Basically, all transformers consist of two coils of wire so wound that changes of magnetic field strength produced by a changing current in one coil (the primary) will induce a changing e.m.f. in the other coil. In many cases (but not all) the two coils are wound on a common iron core to give a stronger magnetic field. The primary current must be changing in value for the transformer to operate, so the greatest application for transformers is with alternating currents. (See Section 8).
(a) Basic construction of one type. (b) Symbol.
FIG. 36. TRANSFORMER.
5.10 Electric Motors and Meters. Faraday's experiments also revealed that a conductor suspended in a magnetic field will move when a current is passed through it; and the direction of movement depends on the direction of current and the direction in which the external field is acting.
FIG. 37. PRINCIPLE OF ELECTRIC MOTOR.
This was to be expected, of course, as a wire carrying current has a magnetic field around it and this must react with any other field to give forces of attraction and repulsion.
In Fig. 37, the wire will move downwards through the field when the switch is closed.
This is the principle on which electric motors work and also many other devices such as meters for measuring current and voltage. (See Fig. 38)
(a) Principle. (b) Sectional View.
FIG. 38. MOVING COIL METER.
6. SOURCES OF ELECTRIC ENERGY.
6.1 Simple Primary Cell. A steady flow of electricity was first produced in 1799 by chemical action in the Voltaic cell, so called from its originator, Volta, an Italian professor of physics.
In the simple primary cell of this type, a source of e.m.f. is obtained by placing two dissimilar conductors in a chemical solution. This value of the e.m.f. is dependent on the type of dissimilar conductors and nature of the solution.
In commonly used primary cells, the electrodes are carbon and zinc and the electrolyte is sal ammoniac, (ammonium chloride). (Fig. 39).
In this cell, the negative terminal is connected to the zinc electrode, and is the terminal from which electrons from the cell pass to the external circuit or load. The positive terminal connects to the carbon electrode.
Operation of Cell. While the electrodes of the simple cell shown in Fig. 39 are disconnected externally no current flows, but when the circuit is closed, for example, by connecting a lamp to the terminals a discharge current will flow from the cell through the lamp.
The chemical changes which result in current flow produce a visible change in the components within the cell: some of the zinc electrode is eaten away and hydrogen bubbles form around the carbon electrode.
The hydrogen tends to set up an electromotive force in a direction opposite to that of the cell, decreasing the effective e.m.f. of the cell. It also reduces the conducting area of the plate and so increases the Internal Resistance of the cell. The formation of hydrogen on the positive electrode is called polarisation.
When a cell which has become polarised is allowed to stand on open circuit, the hydrogen gradually disappears, and the terminal voltage of the cell is eventually restored.
6.2 Leclanche Cell. (Fig. 40). This type of cell uses the same electrodes and electrolyte as shown in Fig. 39, but eliminates polarisation whilst the cell is working, by using a depolariser (manganese dioxide) to chemically absorb the hydrogen gas, and prevent it from affecting the operation of the cell.
FIG. 40. COMPONENTS OF A LECLANCHE CELL.
6.3 Dry Cell. This cell contains the same components, and has the same chemical action as the Leclanche cell, but the electrolyte is in the form of a thick damp paste, which prevents spilling, and makes the cell more portable.
Actually the cell is not dry, for the electrolyte must be moist or the cell would not work; in practice, a cell often fails because the electrolyte is dry.
Dry cells are made in many different sizes, but the No. 6 dry cell (Fig. 41) is the one most commonly used in the P.M.O's Department, principally in magneto telephones.
**FIG. 41. NO. 6 DRY CELL - SECTIONAL VIEW.**
Dry Cell Batteries. A single dry cell has a normal voltage of 1.5 volts. For higher voltages a dry cell battery is used which is constructed of a number of single cells connected in series. The purpose for which the battery is designed determines the size and number of the individual cells, but as dry batteries are not designed to deliver large currents, batteries providing fairly high voltages and low currents can be made in fairly compact sizes.
The purpose of most primary cells and batteries is to provide energy for intermittent discharge purposes only, and when the components are depleted the cell is discarded.
6.4 Secondary cells, such as the lead acid cell or accumulator, have the characteristic of being able to provide a relatively heavy current over long periods. When the chemical components are depleted, current can be passed through the cell in the reverse direction, and the chemical action of the cell will reverse, restoring the components to their original condition.
Simple Accumulator Cell. When two lead plates are immersed in a dilute solution of sulphuric acid, a trace of lead sulphate is formed on the surface of each plate. When a current is passed through the solution (Fig. 42a) the lead sulphate on the cathode is reduced to metallic lead and on the anode the sulphate is chemically changed to lead peroxide (Fig. 42b).
6.5 Practical accumulators usually have many plates, these being specially constructed to hold a large amount of active material in contact with the electrolyte. The plates are insulated from one another by separators which may be of wood, glass, or plastic. (See Fig. 43).
FIG. 42. SIMPLE ACCUMULATOR CELL.
FIG. 43. BASIC CONSTRUCTION OF AN ACCUMULATOR CELL.
The cells may be fully enclosed (except for removable topping - up vent plugs) or open at the top. (See Fig. 44). The modern trend is to use all enclosed cells as they are now available in very large sizes.
(a) 2 Volt Open Type Cell, Lead-Lined Wooden Container.
(b) 2 Volt Cell Enclosed Type Hard Rubber Container.
FIG. 44.
6.6 The capacity of any cell (or battery) is the quantity of electricity it can supply before becoming discharged. It depends on the efficiency of the chemical components and the surface area of the electrodes, and is usually expressed in terms of ampere-hours, which means amperes multiplied by hours.
When a cell is discharged at a constant current, the capacity in ampere-hours is the product of the current and the time that the cell maintains the discharge. For example, when the average discharge rate of a torch cell is 0.3 ampere, and the cell gives this current for 10 hours before becoming discharged, the capacity is 3 ampere-hours. Accumulators have capacities ranging up to 4,500 ampere-hours.
6.7 The Internal Resistance of a Cell is its total resistance to the flow of current. Accumulators have an internal resistance so low that for most purposes it may be neglected, but dry cells have a small internal resistance which increases as the cell is discharged or 'dries out'.
The e.m.f. or open circuit voltage of a cell, is measured in practice by the voltage reading of a high resistance meter connected to the terminals, when the cell is open circuit.
The terminal voltage of a dry cell measured during discharge is always less than the e.m.f. as a proportion of the voltage must be used in forcing current through the internal resistance of the cell. Under load therefore, the voltage applied across the load resistance, (terminal voltage or P.D.), will be equal in value to the e.m.f. minus the voltage drop across the internal resistance. Fig. 45 shows the equivalent circuit of a dry cell under load.
\[ E = \text{e.m.f. of cell} \]
\[ R = \text{Load resistance} \]
\[ I = \text{circuit current} \]
\[ r = \text{internal resistance of cell} \]
FIG. 45. EQUIVALENT CIRCUIT SHOWING INTERNAL RESISTANCE.
6.8 Grouping of Cells. In telecom circuits, cells can be connected either in series or in parallel, to increase the e.m.f. or current available from the battery. As a cell is both a source of e.m.f. and a resistance, the method of connection of a number of cells comprising a battery will affect both the e.m.f. and resistance of the battery.
To connect cells in series, join the positive terminal of one cell to the negative terminal of the next cell, and so on. Fig. 46 shows a battery of four cells connected in series.
If the e.m.f. of each cell is 1.5 volts, and the internal resistance of each is 0.3 ohm, then the battery as a whole has an e.m.f. of 6 volts, and an internal resistance of 1.2 ohms.
Cells (and batteries) of different e.m.f.'s can be connected in series, for example, 2 volt cells can be connected in series with 1.5 volt cells.
To connect cells in parallel, join all the positive terminals together to a single wire, and all the negative terminals to another wire. Fig. 47 shows a battery of four cells (each with the same e.m.f.) connected in parallel. This gives the equivalent of one cell in series. The e.m.f. across the battery is still the same as the e.m.f. of one cell, but the internal resistance is reduced, and is equivalent in the same way as for separate resistances in parallel. Under working conditions each cell will supply one quarter of the total current.
Cells (and batteries) should not be connected in parallel unless their e.m.f.'s are all the same, as those with higher e.m.f.'s discharge through those with lower e.m.f.'s.
Present day telecom practice does not require dry cells to be connected as shown in the form of a battery, except as an emergency measure. In this case it should be remembered that cells connected in series will provide the necessary e.m.f., but to supply the circuit current demands and keep the internal resistance within reasonable bounds, banks of cells may have to be connected in parallel.
6.9 Generators and Alternators. The generator uses the principle of electromagnetic induction explained in Section 5 to convert mechanical energy into electric energy.
The basic generator consists of one turn of wire rotated by mechanical means in a magnetic field. An e.m.f. is induced as the wires cut the magnetic lines of force and if an external circuit is connected to the loop by means of slip rings and brushes, a current will flow. Since the wires run parallel to the lines of force (no cutting) twice each revolution, and also cut the lines in both directions, the e.m.f. is not a steady one but alternates between two maximum values of opposite polarity, every $360^\circ$ or rotation as shown by the graph of e.m.f. in Fig. 48b. Each revolution produces one complete cycle or two half cycles of A.C.
A.C. generators are known as alternators.
(a) A.C. Generator (Showing Slip Rings). (a) D.C. Generator (Showing Simple Commutator).
(b) Alternating e.m.f. from A.C. Generator. (b) Unidirectional e.m.f. after Commutation.
FIG. 48. BASIC GENERATOR AND GRAPH OF E.M.F. FIG. 49. BASIC D.C. GENERATOR.
In a D.C. generator the e.m.f. is produced in exactly the same way but the polarity of one half cycle must be reversed so that unidirectional current is obtained. This is done mechanically by means of a commutator of two halves, each segment having one end of the loop terminated on it. Rotating with the loop (or armature) this reverses the connections to the external circuit via the brushes every half revolution so that the A.C. in the armature is 'rectified' to D.C. pulses in the load. (See Fig. 49).
Practical alternators and D.C. generators are of course more complex than this. The armatures have many turns of wire, iron cores and in most cases the fields are excited by an electromagnet. D.C. generators have many segments on the commutator to produce a much steadier output than that shown in Fig. 49b. Large alternators produce 3 separate valves simultaneously, each output reaching its maximum values at different times (3 phase).
6.10 The Conversion of A.C. to D.C. Most telecom equipment is powered by D.C., while commercial power supply is usually A.C. Conversion equipment therefore plays an important part in telecom. The two common methods of obtaining D.C. from A.C. are by using rectifiers or motor generator sets. (Figs. 50a and 50b).
Rectifiers have no moving parts and are sometimes known as static rectifiers for this reason. They are made up of metallic elements or a thermionic valve (or valves) which permit current flow in one direction only.
Motor generator sets are in use having maximum outputs ranging from 30 to 1,000 amperes but are now gradually being superseded by rectifiers which are in use with outputs ranging from a few milliamperes to 800A.
Where they are used in place of batteries, rectifiers are sometimes known as eliminators (from "battery-eliminators").
(a) Rectifiers.
(b) Motor Generator Set.
FIG. 50.
BASIC THEORY.
7. SOUND.
7.1 Transmission of Sound. If a sound is traced to its source, the sound will usually be found to emanate from a vibrating body, which sets up corresponding vibrations in the air or whatever the conducting medium may be. A material medium is necessary for the transmission of sound, in which respect sound differs from light which is transmitted quite readily through a vacuum. To demonstrate this, a vibrating electric bell, as shown in Fig. 51, is placed inside an inverted glass jar resting on a plate. The plate has an outlet to which a vacuum pump is connected. Before the vacuum pump is operated, the sounds from the bell can be heard quite distinctly. As the air is exhausted from the jar by the operation of the pump, however, the sound heard becomes fainter and fainter until, with a complete vacuum in the jar, no sound is heard at all, though the bell can be seen vibrating. This proves that, in this instance, the air inside the jar is responsible for the transmission of the sound between the bell and the walls of the jar. The walls of the jar are, of course, responsible for conducting the sound between the air inside the jar and that outside of it, so that solids as well as gases will transmit sound. In fact, any material medium will transmit sound, some, of course, to a greater degree than others.
The simplest case which can be found to illustrate how sound is transmitted is that of a tuning fork, the prongs of which are vibrating after the fork has been "struck". As the fork prongs vibrate, the air in the immediate vicinity of the prongs is alternately compressed and rarefied, these compressions and rarefactions being transmitted to succeeding "layers" of air, so that they travel outwards into space. Fig. 52 shows the idea, the denser sections representing a compression, and the lighter sections a rarefaction.
The prong of the vibrating fork advances and compresses the air immediately in front of it (a). The compression is transmitted to the neighbouring layers, and progresses outward at the natural velocity of sound in air. Meanwhile, the prong retreats, leaving behind a partial vacuum (b). Whilst the preceding compression and rarefaction are being transmitted, the prong advances and again compresses the air (c). The prong retreats again and gives rise to another rarefaction (d).
Besides thinking of sound as causing a series of alternate compressions and rarefactions of its conducting medium, it can also be thought of as causing the individual particles of the conducting medium to move backwards and forwards in line with the direction in which the sound is travelling. In Fig. 52, the air particles at the immediate right hand side of the right hand prong move to the right at (a), to the left at (b), to the right at (c), and so on.
FIG. 52. TRANSMISSION OF SOUND.
7.2 Velocity of Sound. Sound travels at a finite velocity which depends on the nature of the transmitting medium. A quite familiar experience is the displacement of air produced by a distant flash of lightning being heard as thunder some time after the flash is seen. Here, there is no vibrating body - the lightning flash disrupts and displaces the air in its immediate vicinity, which disturbance is transmitted to succeeding layers of air just as is the disturbance created by the tuning fork.
Eventually, this disturbance reaches a listener as the sound of thunder. The velocity of sound in air is approximately 1,100 feet per second, whilst in water the velocity is approximately 4,700 feet per second.
7.3 Graphical Representation of Sound. If the vibrations of a tuning fork prong are traced on a moving paper tape by the simple arrangement shown in Fig. 53, the trace will be a sine curve, that is, the graph of the sine function of an angle as it varies from $0^\circ$ through all angles to $360^\circ$.
As the air pressure in the immediate vicinity of the fork prong of Fig. 52 will vary with the position of the prong from instant to instant (that is, the air pressure will be greatest at the instant of time represented by Fig. 52a, return to normal when the prong returns to a vertical position, and will be least at the instant represented by Fig. 52b), then the trace of Fig. 53 will represent the extent to which the air is alternately compressed and rarefied above and below normal with time. Further, the greater the movement of the fork prong of Fig. 52, the greater will be the displacement of the individual air particles. The trace of Fig. 53 can, therefore, also represent the displacement of the air particles as they oscillate backwards and forwards about their normal positions under the influence of the vibrating fork prong.
FIG. 53. TRACE OF FORK PRONG VIBRATIONS.
From the shape of this graph, the term "Sound Wave" is correctly applied to the successive compressions and rarefactions existing in the transmitting medium.
The to and fro motion of the air particles from their position of rest occurs in a direction parallel with the direction in which the sound is travelling. Sound waves are, therefore, longitudinal as distinguished from transverse waves, in which the displacement is at right angles to the direction of the wave. As a simple example of a transverse wave, consider the displacement of a cork placed on perfectly still water. When a disturbance is created in the water some distance from the cork, the waves created by the disturbance will travel to the cork, and in passing it, will cause the cork to rise and fall with the passing waves without travelling with them. The waves are travelling horizontally and the displacement of the cork is vertical, so that these waves are transverse waves.
7.4 Reflection and Echoes. When a sound is produced in air, the waves will continue to travel outwards from the source of sound, provided the air path is uniform. If the air path is short, being terminated some distance from the source of the sound by some object such as a wall, hill, mountain etc., the original sound in the form of an echo will be heard again some time after it is produced. The fact that the sound is heard again some time after it is produced means that some of the energy produced originally by the sound source must return to it.
7.5 Pitch, Volume and Timbre. Sounds differ from each other in three ways -
Pitch; that is, whether the sound is a high or low note.
Volume; that is, the loudness or intensity of the sound.
Timbre or the distinctive quality of a sound.
The pitch of a sound is determined by the number of vibrations per second executed by the vibrating body and, therefore, by the number of complete waves per second transmitted by that body. Referring to Fig. 54, one complete wave is called a cycle, the time taken to execute one cycle is called a period, and the number of cycles produced each second, on which depends the pitch of the sound, is called the frequency of the sound. Increasing the number of vibrations per second with a different tuning fork in Fig. 52 will increase the frequency of the sound or raise the pitch, and reducing the rate of vibrations will lower the pitch.
FIG. 54. CYCLES OF A SOUND WAVE.
For concerted music, that is, music involving a number of players such as a band or orchestra, some absolute standard of pitch is necessary. This has been fixed at 435 c/s for the note A above middle C, and is provided to instruments of variable pitch, for example, violins, by instruments of invariable pitch, for example, piano, pipe organ, etc.
The volume, loudness or intensity of a sound is determined by the distance each particle of air is displaced from normal, or the extent to which the air is compressed and rarefied above and below its normal value. The volume is, therefore, determined by the amplitude of vibration of the tuning fork prongs, or other sound source.
Fig. 55 shows how the graphs of sound of differing frequency and amplitude compare with one another.
FIG. 55. SOUNDS OF DIFFERING PITCH AND LOUDNESS.
It is an easy matter to distinguish between different musical instruments playing the same note, for example, a trumpet playing a certain note is easily distinguished from a piano playing the same note. That characteristic which distinguishes two notes of the same pitch and volume from two different musical instruments is called "timbre", a French word for which the nearest English equivalent is "tone colour".
Very few sounds have the pure sine curve formation shown in Fig. 55. Some typical cases are shown in Fig. 56. It will be seen that, although the form of each curve is not sinusoidal, it is regular, that is, each curve is repeated again and again. This is the difference between a musical sound and a noise - the musical sound contains a repetition of a wave form whereas a noise has no recurring wave form.
The wave forms of Fig. 56 can be analysed into a number of pure sine curves, each curve having a frequency which is some simple multiple of a fundamental frequency. This fundamental frequency determines the pitch of the sound and, for any number of different instruments playing the same note, will be the same for all. The multiples when added to the fundamental, vary the characteristic colour of the sound. These multiples are called harmonics. By altering the number of harmonics present and/or their amplitude relations, the characteristic colour of a musical note can be varied almost infinitely and with great subtlety. Fig. 57a shows a fundamental frequency of 500c/s to which is added successively a second and a third harmonic, showing the alteration in the resultant wave form brought about by the addition of the harmonics.
(a) Analysis of Complex Wave.
(b) Production of Harmonics by Violin String.
FIG. 57. SOUND WAVES.
The means by which the harmonics are produced is usually fairly complicated, but is simply illustrated by a violin string. When the string is bowed, it vibrates not only as a whole, that is, from end to end as in curve A of Fig. 57b, but in two parts as in curve B, three parts as in curve C, and so on. The whole string vibrating produces the fundamental and determines the pitch of the note, whilst the half, third, and so on, lengths of the string vibrating are responsible for the harmonics.
7.6 Natural Frequency - Resonance. Assume that a tuning fork is designed to produce the note of frequency 258c/s. This frequency is termed the 'Natural' or 'Resonant' frequency of the fork. If the fork is at rest and placed in the path of a sound wave of the same frequency, that is 258c/s the fork prongs will vibrate at this frequency. The fork will not vibrate at other frequencies except when the amplitude of the sound wave applied to it is very large, and then only slightly unless perhaps the sound is exactly half or twice the resonant frequency of the fork. In just the same way as the natural frequency of this fork (258c/s) is the frequency at which the fork prongs will exhibit the maximum amplitude of vibration, so all objects have a natural or resonant frequency at which they will vibrate most readily when subject to a stimulus. The natural frequency of such objects as transmitter diaphragms, etc., has to be taken into account in the design of speech equipment.
7.7 Attenuation. As the distance from the source of a sound is increased, the loudness of the sound decreases, until it is quite inaudible some distance from the source. The gradual reduction in the sound with increasing distance from the source means that the amplitude of vibration must decrease correspondingly. This is shown in Fig. 58. The gradual reduction in the amplitude of the sound wave, with increasing distance from the source of sound, is called attenuation, or the sound is said to undergo attenuation as it progresses outwards from the source. Note that the frequency is not changed.
7.8 Hearing and Speech. The limits of audibility generally accepted for the human ear are 16 to 16,000 complete vibrations per second, but this varies with different persons. The sound from an orchestra may cover most of this range (fundamentals and harmonics) but the range used for speech is very much less.
For telephone communication, the important frequencies are between 200 and 4,000 cycles. The transmission of music, however, requires the transmission of frequencies between 50 and 10,000c/s (or more). It is interesting to note that the sibilant sounds, s and z, for example, include basic frequencies of the order of 4,000c/s; consequently, the correct transmission of these sounds is not always possible in a telephone system, as these higher frequencies are unlikely to be transmitted. The generally accepted frequency range for a telephone channel is 300c/s to 3,400c/s. In this range, speech is intelligible and voices are readily recognised.
8. ALTERNATING CURRENTS.
8.1 The subject of telecom is concerned as much, if not more, with alternating currents and voltages than with direct currents and voltages. It is found that the behaviour of circuits to alternating currents and voltages is, in many cases, quite different from that when direct currents and voltages are used. For even an elementary study of telecom it is important, therefore, to have some understanding of the behaviour of circuits to A.C.
8.2 An alternating voltage (usually abbreviated A.C. voltage) is one which rises from zero to a maximum value acting in one direction in a circuit (that is, sending current through a circuit in one direction), falls to zero and repeats the process acting in the opposite direction. Thus, as the A.C. voltage applied across a circuit reverses in direction, the current will correspondingly reverse, so producing an alternating current in the circuit. Fig. 59 shows the graph of a typical alternating voltage or current.
**FIG. 59. GRAPH OF ALTERNATING VOLTAGE OR CURRENT.**
As for graphs of sound waves, one reversal of current or voltage is called a 'cycle' and the number of reversals per second, that is, the number of cycles per second, is called the 'frequency' of the alternating current or voltage. The value of an alternating current or voltage varies with time, varying from zero to a maximum value and back to zero over each half cycle. The value at any particular instant is called the 'instantaneous' value at the instant concerned, whilst the highest values reached are termed maximum values. The part of the curve of Fig. 59 which is above the zero line represents positive value of current or voltage, and indicates the voltage acting across, or the current flowing through, a circuit in one direction. The part of the curve below the zero line represents negative value of current and voltage, and indicates the voltage acting across the circuit or the current flowing through a circuit in a direction opposite to that of the first half-cycle above.
A.C. generators of various types and valve oscillators (see Section 9) are the main methods of generating A.C.
The frequencies of alternating currents used in telecom range from a few cycles per second up to as high as 2,000 million cycles per second or even higher. High frequencies are generally expressed in Kilocycles (kc/s) and megacycles (Mc/s) - 2,000 kc/s is 2 kc/s and 4,000,000 kc/s is 4 Mc/s.
The voltage or current graph in Fig. 59 is of sine waveform. This is the basic A.C. waveform (as for sound) and will be generated theoretically by a conductor rotating at a uniform speed in a uniform magnetic field.
When sound waves are converted to electricity by microphones and telephones the resulting A.C. assumes the waveform (graphically) of the sound producing it. (See Fig. 56).
8.3 A.C. Circuits with Resistance. If an A.C. voltage is applied to a circuit containing pure resistance (Fig. 60), the current at any instant will depend on the instantaneous e.m.f. and the value of the resistance, and may be found by applying Ohm's law as for a D.C. circuit.
Consequently the graph of the current will be like that of the e.m.f., with maximum and minimum values of the current occurring at the same time as those of the voltage. (Fig. 61).
The current and voltage in this case are said to be 'in phase'.
If the maximum voltage is 10V and the resistance 10Ω the maximum current will be 1A \( I = \frac{E}{R} \).
8.4 Effective value of A.C. As with D.C., the effect of the A.C. will be to heat the wire but it will be apparent that the heating in this case would not be as much as for 1A of D.C. Actually to produce the same heating effect as 1A of D.C. the A.C. would have to be increased to 1.414A max, and the A.C. voltage for the circuit above to 14.14 volts max. In other words an A.C. which reaches 1.414A max. has an effective value of 1A only, when compared with D.C.; or the effective value is \( \frac{1}{1.414} \) or 0.707 of the maximum value. (This figure is for sine waves only).
Unless otherwise stated, A.C. voltages and currents are always given as the effective value, for example, 240V A.C. means 240V effective. The maximum value is 240 x 1.414 or nearly 340V. (Effective values are also called R.M.S. values).
8.5 Reactance. Resistance however, is not the only form of opposition encountered in A.C. circuits. Both coils of wire and capacitors introduce types of opposition to the flow of A.C. which is quite distinct from pure "Ohmic" resistance, and this opposition is called reactance.
Inductive Reactance. When A.C. flows in a coil the magnetic field rises and falls with the current, and a voltage lags on the lines of force and the turns of the coil and an A.C. voltage is induced in it by electromagnetic induction (discussed in Section 5). This voltage opposes the applied voltage and the current which can flow in such a circuit is less than would flow if the same wire were not coiled but straight as in Fig. 60. Another effect of a coil is to make the current reach its maximum and minimum values after those of the applied voltage. (Fig. 63).
**FIG. 63. CURRENT LAGS IN AN INDUCTIVE CIRCUIT.**
The current is 'out of phase' with the voltage and 'lagging' it. This opposition is called inductive reactance, and coils in A.C. circuits are called chokes or inductors because they tend to choke back the current and possess the property known as inductance. (Symbol L - unit 1 henry).
The choking effect or the inductive reactance of a certain coil in a circuit depends not only on how strong a field is produced but also on the frequency of the applied A.C. If the rate of current change is doubled (twice the frequency) the choking effect or reactance is doubled. Fig. 62 shows one type of choke.
Capacitive Reactance. We have seen in Section 3 how a capacitor in a D.C. circuit may draw a current to charge it and then release the stored energy as a discharge current.
In an A.C. circuit the capacitor will charge, discharge, recharge to the opposite polarity and again discharge for each complete cycle (Fig. 64). These charge and discharge currents measured at any point in the circuit make it appear that it is a conductor to A.C. While this is strictly not so, it is made the same thing and capacitors are generally regarded as being able to pass a certain amount of A.C. An opposition is introduced to A.C. by a capacitor, which depends on its value (or capacity) and also on the frequency of the A.C.
If the capacity is increased the opposition (capacitive reactance) is reduced, and if the rate of change of current (or frequency) is increased the reactance is reduced. Also, capacitance in an A.C. circuit causes the current to reach its maximum and minimum values before the applied voltage. (Fig. 65).
**FIG. 65. CURRENT LEADS IN A CAPACITIVE CIRCUIT.**
In other words the current is 'out of phase' with, and 'leading' the applied voltage.
The amount by which the current and voltage are out of phase varies with the values of inductance, capacitance, resistance and frequency for the circuit.
It will be noticed that for capacitive circuits, the out of phase effect and the effect caused by a change of frequency, are the opposite of those applying in the case of inductive circuits. Because of this, circuits which contain both inductance and capacitance exhibit special effects, one of which is electrical resonance at a particular frequency (Fig. 66). It is this phenomena which makes long line and radio communication possible.
**FIG. 66. A 'TUNED' CIRCUIT**
(Possesses the property of electrical resonance at one particular frequency which depends on the respective values of L and C).
**Impedance.** The total opposition to the flow of A.C. may be made up of a combination of any or all three of the properties of resistance, inductive reactance and capacitive reactance; this combined effect is known as the impedance and is also measured in ohms.
9. **ELECTRONICS.**
9.1 Under the right conditions, electrons may be made to leave the surface of a conductor and be then controlled by forces outside the conductor. The branch of technology which deals with the behaviour and uses of these 'free' electrons is known as electronics.
9.2 **Thermionic emission.** If a wire (sealed in an envelope from which all the air has been evacuated) is raised to red heat by means of a current through it, electrons will be emitted from the surface and 'fill form a negatively charged 'cloud' around the conductor which is called a 'space charge'. (Fig. 67).
**FIG. 67. SPACE CHARGE.**
9.3 **The Diode.** If a second electrode is placed near to the first and a fairly large e.m.f. connected between the two elements so that the second element is positive to the heated element, some electrons from the cloud will flow between the elements resulting in a current in the circuit. This two-element thermionic 'vacuum tube' is called a diode, and the elements or electrodes are the cathode (emitting electrons) and the anode. (See Fig. 68).
**FIG. 68. PRINCIPLE OF DIODE VALVE.**
If the e.m.f. between anode and cathode is reversed so that the anode is negative with respect to the cathode, there is no current flow since there is no positive potential to attract the negative electrons away from the cathode. Because of this property of thermionic tubes to pass current in one direction only, they are frequently called valves.
This property is made use of to convert A.C. to D.C., that is, diode valves are used as rectifiers (Fig. 69).
**FIG. 69. BASIC VALVE RECTIFIER.**
9.4 The Triode. By means of a third electrode in the form of an open mesh, it is possible to control the electron stream between anode and cathode. Very small voltage changes between this control grid and the cathode can be made to cause relatively large changes of current flowing to the anode.
The triode valve provided the first means whereby very small A.C. voltages (weak telephone speech signals for example) could be amplified in voltage and power. Triodes are still used today, but since their first development many refinements have resulted in valves with many more elements and capable of far greater degrees of amplification.
Valve envelopes are of glass or metal. The cathode is often raised to working temperature by a separate heating element; this type of cathode is represented in Fig. 70.
**FIG. 70. TRIODE SYMBOL.**
Diodes, triodes, tetrodes (4 element) and pentodes (5 element) all have countless applications in telecom equipment.
Besides amplification, a common use of valves is in oscillators, or generators of A.C. voltage at a particular frequency (in conjunction with resonant circuits - Fig. 66, Section 8).
9.5 Transistors. In recent years a form of diode was developed from the crystal and 'cats whisker' arrangement used in simple 'crystal' radio receivers. From this germanium diode two forms of triode were developed which, like triode valves, are capable of amplifying weak signals when connected in a suitable circuit. These devices were named transistors, and the two types are point contact transistors and junction transistors. They have no heater (that is, they are not thermionic) and operate on principles quite different from thermionic valves. Some aspects of transistors are not yet fully understood. The three connections of a transistor are the emitter, the collector and the base. Transistors are very small, (see Fig. 71), require very little power and operate on lower voltages than valves.
**FIG. 71. TRANSISTOR (ACTUAL SIZE).**
Compared with the versatile thermionic valves they have some limitations but are very useful where space and energy consumption are kept down to a minimum. They will be used more in the future, but it is not likely they will completely replace valves. A present application is for the amplifier in hearing-aid telephones.
10. ELECTRIC SHOCK.
10.1 Electricity can kill. Because many electrical accidents result in death it is of the utmost importance to take every safety precaution before doing work on or near electric circuits. It is equally important to memorise the directions for removing a person from a "live" wire or apparatus, and for artificial resuscitation. This is vital and may save a life. Electricity may kill if it:
causes unnatural movements of the heart,
paralyses the breathing system,
overheats the body.
The current passing through the body, rather than the voltage contacted, is the important factor in death or shock by electricity. The value of the current depends in part on the body resistance. This may be about 500,000 ohms for a dry calloused palm, but should it become moist due to perspiration or other liquids, its resistance may decrease to a small fraction of this figure, while the passage of current will reduce resistance by causing perspiration. The average resistance value for a dry, healthy body is about 5,000 ohms.
Currents less than 1/5 of an ampere cause pain, loss of muscle control, difficult breathing and unnatural movements of the heart. Electrical energy around the heart will induce a muscular spasm of the heart called "ventricular fibrillation". In this condition the contractions of the heart are irregular, and it becomes ineffective as a pump. This causes circulation and respiration to lapse, depriving the brain and nervous system of oxygen, and will cause the heart to cease.
In some cases of electric shock, the victim becomes unconscious and stops breathing due to the nervous system controlling respiration being affected, but the heart action may continue normally.
Should respiration alone be halted for two to four minutes, the heart will begin to fail, causing the pulse to weaken, and circulation to lapse. If the circulation lapses for more than two to four minutes from any cause, the delicate brain cells are irreparably damaged. Hence, within five to eight minutes of electrical contact, such damage may be caused that the victim, even though later revived, may be permanently affected. If the damage to the nervous system is not severe, the body will resume breathing, if it has been kept alive by the supply of oxygen through artificial resuscitation. It is therefore most urgent that means of resuscitation begin immediately the victim is released from the live electrical contact.
10.2 Begin resuscitation without delay. Medical attention should be sought as soon as possible by some other person, but the rescuer should proceed immediately to attempt to revive the patient.
If more than one person is available to help, while one is performing artificial resuscitation, others can be covering the patient to retain body warmth, securing medical assistance, and controlling bystanders. Nothing must be allowed to interfere with the process of resuscitation, nor must the patient receive any stimulants by mouth until his breathing is fully restored, and he is fully conscious.
Do not be discouraged if a patient takes a long time to revive, as in some cases it has taken several hours to restore breathing. Death must not be assumed, therefore, and artificial respiration should be continued until breathing is restored, or a Doctor declares the patient dead, or if medical attention is not available, until unmistakable signs of death appear (for example, rigor mortis, or blue colour of skin).
When the patient is completely revived, test his ability to swallow with a teaspoonful of warm water, then a weak stimulant such as tea or a teaspoonful of warm brandy and water may be given. Lie him on his side, cover him up well and encourage him to sleep, but watch him carefully for some time to see that breathing does not stop.
10.3 Preliminary. Before starting any method of artificial respiration, loosen any tight clothing and sweep your fingers within the back of the patient's throat to remove any obstruction. For example, false teeth may have fallen, in, or foreign matter may be trapped in the back of the throat. A smart slap between the patient's shoulder blades with the flat of the hand while the patient is held face down will help to dislodge obstructions. This should take only a few seconds. Then give six to eight quick breaths by the expired air technique. (see para 10.10).
10.4 Revival in case of heart failure. The heart may cease to be effective in either of two ways; it may cease to beat at all, or it may beat in an irregular manner known as ventricular fibrillation. In both conditions the pulse ceases, and this is accompanied by complete or partial suspension of breathing followed by apoplectic gasps, pallor of the skin and loss of all reflexes. Once ventricular fibrillation commences, it is irretrievable by manual methods, and must be overcome by medical treatment.
The effects of both conditions of heart failure can be circumvented by "External Cardiac Massage", a process of artificially inducing a pumping action of the heart. By this method, circulation can be maintained even though the heart has lost effectiveness, or if it has ceased to beat at all. "External Cardiac Massage" is potentially dangerous and should be attempted only by persons who have received proper training. Training should never be performed on live patients because of the possibility of injury. Lifelike models fitted with means or gauging the pressure applied are available for training purposes.
10.5 The heart is in the centre of the chest cavity between the breastbone and the spine. When pressure is applied to the lower half of the breastbone, as if to compress the chest cavity, the heart is compressed, and blood is forced into the arteries. When the pressure is released, the breastbone springs back into place, relieving the compression, allowing blood to flow from the veins to the heart. Valves within the heart automatically prevent the passage of blood in the wrong direction. If performed at regular intervals this produces an artificial pulse in the arteries, and circulates blood throughout the body. Unfortunately, this process is potentially dangerous if performed through incorrect application of pressure too low down the breastbone towards the abdomen, could fracture ribs, pierce the liver or lungs, or compress the stomach. Anyone intending to use external cardiac massage should strictly observe these points:-
(i) Place the patient on his back on a firm surface.
(ii) Skilfully assess whether there is a normal heart beat or not, by locating a carotid artery pulse on one side or the other of the adam's apple, in the groove ahead of the neck muscle.
(iii) Accurately locate the correct application of the hands on the chest, with the heels of the palms on the breastbone, halfway from the base of the throat to the lower end of the breastbone.
(iv) Carefully regulate the pressure applied so that the breastbone is depressed no more than half an inch in an infant, one inch in a child, and two inches in an adult.
Sufficient pressure will be applied with only the fingers of one hand if the victim is an infant, one hand alone if the victim is a child, and one hand directly above the other (fingers superimposed) in the case of an adult victim, taking care in each case that the point of application of pressure is correctly located.
10.6 The rate of application of pressure should be sixty compressions per minute. If two rescuers are available, the compression of the chest should be timed to correspond with the expiration of air after the chest has been inflated by the expired air technique of rescue breathing, at the rate of ten breaths per minute, with six chest compressions after each breath.
If a rescuer is working alone, one breath must be given followed by six timed chest compressions so that the victim will receive nine breaths and fifty to sixty chest compressions per minute.
10.7 Artificial Respiration. A continuous supply of oxygen is needed to sustain life, and this can only be supplied via the respiratory system. Should the respiratory system fail, even though, at the time, the heart continues its normal function, the lack of oxygen in the blood will soon cause the heart action to cease. It is therefore most necessary that oxygen be supplied to a victim of respiratory failure immediately he is released from the electric supply in the case of electric shock, or brought to safety from any other circumstance which could have caused the failure of his breathing.
10.8 Failure of the respiratory system may be caused by electric shock, airway obstruction by foreign material, suffocation, drowning, or the taking of poisons. Respiratory failure not only causes a lack of oxygen to the system, but also causes an accumulation of Carbon Dioxide as this deadly gas is not exhaled. Therefore the system of artificial respiration besides forcing oxygen into the victim's lungs must also allow exhalation of the carbon dioxide produced.
10.9 The signs of a lack of oxygen are: a rapid pulse rate, bloated face, blue discoloration of the lips. The victim may be making vigorous efforts to breathe, and may struggle in his fight for oxygen. The victim will ultimately become unconscious, and less than four minutes of unconsciousness will cause the heart to begin to fail. The rescuer must get oxygen into the lungs as quickly as possible by artificial respiration and if carried out before four minutes have elapsed with the victim in an unconscious state, and maintained until normal breathing is recovered, the heart will not fail.
10.10 The expired air techniques are superior to other manual methods of artificial respiration and their simplicity and ease of application make them particularly suitable.
Expired Air resuscitation consists of direct inflation of the lungs by the rescuer blowing into the victim's nose (Mouth-to-Nose method) or his mouth (Mouth-to-Mouth method). The process is rather like inflating a balloon (the lungs of the victim) by a single breath. When the rescuer stops blowing and withdraws his mouth, the air is automatically exhaled from the victim's lungs. The cycle of inflation and deflation of the lungs is repeated until the victim commences to breathe naturally.
The mouth-to-nose and mouth-to-mouth methods are equally effective. External circumstances such as blockage of the victim's nasal passage, tightly clenched jaw or injury to either his nose or mouth may determine which of the two methods should be used. If one method fails, the other should always be attempted.
10.11 Method of applying artificial respiration.
Place the victim on his back, face up.
Clear any foreign matter from his mouth by turning his head to one side, forcing his mouth open and quickly wiping his mouth and throat clean with your fingers or a piece of cloth.
Where a pad of clothing or similar material is immediately to hand place it under his shoulders (clear of the neck) to raise them a few inches above the ground. With one hand, lift the back of the victim's neck to allow his head to fall as far back as possible, and pull the point of the chin fully upward with the other. This gives a clear air passageway to the lungs.
(i) **Mouth-to-Nose method.** Lie or kneel to one side of the victim's head so that you are looking downward into his nostrils.
With your hands, continuously maintain maximum extension and backward tilt of the victim's head and hold his mouth closed.
Open your mouth *widely* and place it around both of his nostrils and well on to the nose, reaching the bony part of the nose. (For infants cover both nose and mouth).
Take care not to press more on one side of the nose than the other (or that side of his nose may become blocked while the other side is possibly blocked already). See that you make a good seal with your mouth.
Press your cheek against his mouth to seal it but make sure you don't lose head-tilt by pressure against his mouth.
Take a deep breath and blow steadily into his nose.
Do not blow with a jerk but steadily as inflating a balloon. Blow forcefully for adults, gently for children and very light puffs only for infants.
Watch the victim's chest as you blow. If you cannot see his chest shift your hand momentarily from his jaw to his chest to feel its expansion.
When his chest rises take your mouth away to let him breathe out naturally. Open the mouth to assist exhalation. Listen to the air being exhaled. When the flow of air stops, blow in the next breath.
Make the first ten breaths deep and at a rapid rate (but without jerking your breath into the patient) to give a good quick supply of life giving oxygen.
Then determine the rate of breathing by the time taken to inflate and deflate the lungs. This varies from 12 breaths per minute for a large adult to 20 breaths for a small child.
The respiratory cycle should last five seconds, two for inflation and three for exhalation. During the first few minutes of resuscitation the cycle should be shorter, one second for inflation and two for exhalation.
(ii) Mouth-to-Mouth method. Use this method if you cannot get air into the victim's lungs by blowing through his nose.
While holding his head back with your hands, separate his lips with your thumb, and lift the jaw upwards. Open your mouth widely and place it tightly over his mouth.
Press your cheek against his nostrils to prevent air leakage.
Blow in steadily to inflate his lungs as described for mouth-to-nose breathing.
If the lungs cannot be inflated draw the tongue further forward to clear the air passageway. Insert your thumb between his teeth and pull his lower jaw forward so that the lower teeth are in front of the upper teeth.
If you have difficulty in sealing his nose with your cheek, pinch his nostrils closed between your fingers and thumb.
In applying either method, blow steadily until you see the victim's chest expand. Don't force more air into the patient than is required to fully inflate his lungs as it serves no useful purpose and can be harmful in the case of children:
If the patient's chest does not rise, increase the backward head tilt, hold the lower jaw upward and blow again. If still unsuccessful, look for and remove any foreign matter present.
The rescuer can induce in himself a feeling of dizziness by excessive deep breathing, and this may interrupt the rescue attempt. This is not normally a serious possibility, but the resuer should be aware of the problem, and if it does occur he may lie and rest before continuing resuscitation.
Operators may readily be changed in the case of fatigue or dizziness by the relief operator kneeling at the opposite side of the patient, and taking over at the interval of the patient's exhalation.
If the resuscitation attempt is being successful there will be a return of the pulse, colour will improve, and the pupils of the eyes will become smaller.
Always send for a doctor as soon as possible, but do not let this interfere with the commencement or continuation of artificial respiration.
END OF PART 1.
11. MEASUREMENTS IN ELECTRIC CIRCUITS.
11.1 Meters are used to measure current, voltage and resistance in D.C. and A.C. circuits. The moving coil type of movement is commonly used in telecommunications measurements and can be adapted for use as an ammeter, a voltmeter or an ohmmeter. An instrument which combines the functions of the ammeter, voltmeter and ohmmeter, is known as a multimeter.
11.2 An Ammeter measures current and is connected in series with the section of the circuit in which it is desired to measure the current. In a D.C. circuit, it is important to connect the meter in the correct polarity; that is, the positive of the meter to the positive side of the circuit and negative to negative, otherwise damage to the moving coil can occur. The ammeter in the D.C. circuit shown is connected in series and with correct polarities. The polarity signs are part of the symbol for the D.C. ammeter. They are omitted for an A.C. ammeter as polarity is not considered in an A.C. circuit.
11.3 A Voltmeter measures voltage and is connected in parallel with the section of the circuit where it is desired to measure the voltage. As with the ammeter, it is important in a D.C. circuit to connect with correct polarities, otherwise damage can occur. The voltmeter in the D.C. circuit shown is connected in parallel and with correct polarities. The polarity signs are part of the symbol for the D.C. voltmeter but are omitted in the A.C. voltmeter.
11.4 An Ohmmeter measures resistance and, to avoid damage or errors, must never be used in an energised circuit. When using an ohmmeter, a preliminary adjustment is necessary for calibration; the connection to the meter must be short circuited and the variable resistor (usually built into the meter case) adjusted until the needle shows full scale deflection (F.S.D.). The ohmmeter is then connected to the component to be measured and resistance can be read directly from the scale.
11.5 A Multimeter combines the functions of the ammeter, voltmeter, and ohmmeter, the required function usually being chosen by means of a switch. The standard multimeter is the A.P.O. No. 3, which, in addition to having special provision for testing dry cells, can be used for measurements over the following ranges.
CURRENT (D.C.) 0-1mA; 0-10mA; 0-100mA; 0-1A; 0-10A.
VOLTAGE (D.C.) 0-3V; 0-10V; 0-30V; 0-100V; 0-300V; 0-1000V.
CURRENT (A.C.) 0-1mA; 0-10mA; 0-100mA; 0-1A; 0-10A.
VOLTAGE (A.C.) 0-10V; 0-30V; 0-100V; 0-300V; 0-1000V.
RESISTANCE From approximately 1 ohm to 1 megohm in four ranges.
An A.P.O. No. 3 multimeter is shown in Fig. 72a. A study of the face layout reveals:
- the scale and pointer.
- the 20 position range or function switch.
- the variable resistor for calibrating the ohmmeter.
- the test jacks for connection of test leads.
11.6 Scales. In Fig. 72b the scales are shown in more detail. The two top scales are used for D.C. and A.C. current and voltage measurements, according to the position of the range switch. For example, with the switch on the 100mA range (A.C. or D.C.), the top scale is used. Each small division equals 2mA and with the pointer (represented by the straight line) in the position shown, the current is 72mA.
With the switch on the 300V range, the lower scale is the more suitable. Each small division equals 5V and the pointer indicates a voltage of 21V.
Below the heavy black line (which is a mirror included to obtain more accurate readings) is the ohms scale. This scale is different in that the zero mark is on the right. With the range switch on "ohms x 1", the pointer indicates a resistance of 11.6Ω; on "ohms x 10", the pointer indicates a resistance of 116Ω.
Beneath the ohms scale is a special scale for the 10V A.C. position of the switch. The bottom scale is used in conjunction with the testing of dry cells.
(a) Instrument
(b) Scale
FIG. 72. MULTIMETER A.P.O. NO. 3.
11.7 Precautions. The following precautions should be observed when using meters.
1. Connect ammeters in series.
2. Connect voltmeters in parallel.
3. Take first current or voltage reading with meter switched to the highest range and reduce ranges as required.
4. Do not use ohmmeter in energised circuits; calibrate before using.
5. When storing meter after use, switch to the highest voltage range.
12. RESISTOR COLOUR CODE.
12.1 Some types of resistors are marked with coloured bands painted on the body of the resistor as shown in Fig. 73. The colours can be translated into figures which indicate the resistance in ohms and the tolerance, that is, the percentage variation above or below the stated value.
Band A - Indicates first figure of resistance.
Band B - Indicates second figure of resistance.
Band C - Indicates the decimal multiplier.
Band D - Indicates the tolerance limits (if used).
FIG. 73. RESISTOR MARKINGS.
12.2 SIGNIFICANCE OF COLOURS. The range of colours used, and their significance is outlined in Table 1.
| Colours | Figure | Decimal Multiplier | Tolerance % | Colours | Figure | Decimal Multiplier | Tolerance % |
|---------|--------|--------------------|-------------|---------|--------|--------------------|-------------|
| Black | 0 | 1 | - | Violet | 7 | 10^7 | - |
| Brown | 1 | 10 | - | Gray | 8 | 10^8 | - |
| Red | 2 | 10^2 | - | White | 9 | 10^9 | - |
| Orange | 3 | 10^3 | - | Gold | - | 10^-1 | ±5 |
| Yellow | 4 | 10^4 | - | Silver | - | 10^-2 | ±10 |
| Green | 5 | 10^5 | - | No colour | - | - | ±20 |
| Blue | 6 | 10^6 | - | | | | |
TABLE 1. RESISTOR COLOUR CODE.
EXAMPLES OF THE RESISTOR COLOUR CODE. Examples of the use of the resistor colour code are shown in Table 2.
| BAND A. | BAND B. | BAND C. | BAND D. | RESISTANCE VALUE |
|---------|---------|---------|---------|------------------|
| Blue | Grey | Green | Silver | 6.8MΩ | ±10% |
| Red | Violet | Yellow | - | 270kΩ | ±20% |
| Green | Brown | Orange | Gold | 51kΩ | ±5% |
| Orange | Orange | Red | Silver | 3.3kΩ | ±10% |
| Brown | Black | Brown | Gold | 100Ω | ±5% |
| Red | Red | Gold | - | 2.2Ω | ±20% |
| Yellow | Violet | Silver | Gold | .47Ω | ±5% |
TABLE 2. EXAMPLES OF RESISTOR COLOUR CODE.
END. | 6646fd73-49aa-4e06-aafe-45f0eea18bd1 | CC-MAIN-2024-38 | http://coxhill.com/trlhistory/media/Technical%20Training%20Publications/Introduction%20to%20Telecom%20Engineering%20Part%201%20Basic%20Theory.%201966.pdf | 2024-09-08T16:29:45+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651013.49/warc/CC-MAIN-20240908150334-20240908180334-00549.warc.gz | 6,509,063 | 27,352 | eng_Latn | eng_Latn | 0.973435 | eng_Latn | 0.998085 | [
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PURPOSE
To think through simple faith discussion strategies that can help you fulfill the commandment to impress faith on your children
“And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.”
– Deuteronomy 6:6-7
ADVANCE PREPARATION
Select a meal, bedtime, and/or evening for you to try out one or more of the simple family time strategies below.
MEALTIME: Capture moments while eating together
• What to Do: After giving thanks for your meal, someone shout “High-Low!” That means everyone around the table must share the high point and low point of their day.
• What to Say: “If God wrote a letter directly to you this week, what topic would He address and what would He say?”
BEDTIME: Give a brief blessing at bedtime
• What to Do: While tucking in for bed, parent or child says, “What do I love?” The other person must then guess what the person is thinking in one of the following categories…
⇒ A fun moment they shared that day
⇒ Something nice about the other person
⇒ Something they appreciate that person did today
• What to Say: “What do we want to give thanks for before falling asleep?”
FAMILY TIME: Fun activities that prompt faith dialogue
• What to Do: Go to the top of the stairs while the kids wait at the bottom. Say, “Let’s pretend I’m God in heaven who wants you to be with me. How can you get up the stairs without touching the stairs or railing?” Let them try before revealing the secret: “You must ask me to come down and carry you up!” When done, serve a special treat while you…
⇒ Read: Romans 6:23 and Ephesians 2:8
⇒ Explain: “Just like Dad had to do what you couldn’t do for yourself, Jesus Christ came down from heaven to save us because we couldn’t save ourselves.”
⇒ Pray: Thank God for the free gift of salvation
MOVIE NIGHT
If you have older kids, watch a movie together and discuss the themes of the story that either reinforce or undermine a Christian view of the world. | f1482dd8-e02e-4085-964d-5d0e675ff9a8 | CC-MAIN-2024-30 | https://assets.ctfassets.net/hw5pse7y1ojx/1JFIwxoVkU7GyySZG9MpuK/381505134670245da7bc498f2b42b372/Family_Time_Ideas.pdf | 2024-07-16T15:12:11+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00263.warc.gz | 100,425,418 | 489 | eng_Latn | eng_Latn | 0.993861 | eng_Latn | 0.993861 | [
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Answer six questions from Part I and four questions from Part II.
You should not spend more than 45 minutes on Part I, leaving about 135 minutes for Part II.
PART I (120 marks)
Answer six questions. Each question carries 20 marks.
Write your answers in the spaces provided.
Keep your answers short.
Write your examination number at top.
Be sure to return this part of the examination paper; enclose it in the answer book you use for answering Part II.
1. Answer four of the following:
(a) The pigment found in red blood cells is called ..................................................................
(b) Excess water is removed from *Amoeba* by a structure called the ...........................................
(c) The structure that allows food and oxygen to pass from a mother to the embryo in a mammal is called the ..........................................................................................................................
(d) The pollen in a flowering plant is produced by the ..................................................................
(e) The organ in which the pacemaker is located is the ..................................................................
2. Select the words from the following list which most closely match those in column 1. Write your choice in column 2 opposite the appropriate word in column 1.
snail, rat, earthworm, *Spirogyra*, moss, insect, yeast
| Column 1 | Column 2 |
|----------|----------|
| Arthropod | ................................................................. |
| Alga | ................................................................. |
| Fungus | ................................................................. |
| Mollusc | ................................................................. |
| Mammal | ................................................................. |
| Annelid | ................................................................. |
| Bryophyte| ................................................................. |
3. The diagram shows an experiment to investigate the effect of light on some pond weed.
What is the name of the process being investigated? ..................................................................
Name the gas collected in the tube. ..........................................................................................
State two ways by which you could increase the rate of gas production by the weed.
(i) ...........................................................................................................................................
(ii) ...........................................................................................................................................
State two reasons that the weed might be important for the animals living in a pond.
(i) ...........................................................................................................................................
(ii) ...........................................................................................................................................
4. Answer the following by placing a tick (✓) in the box of your choice.
(a) Which two parts of the human body are joined by the eustachian tube?
(i) mouth and stomach [ ] (ii) kidney and bladder [ ]
(iii) ovary and uterus [ ] (iv) ear and throat [ ]
(b) All the members of the same species of an organism living in a habitat are called:
(i) a population [ ] (ii) a community [ ]
(iii) an ecosystem [ ] (iv) a food web [ ]
(c) Which one of the following diseases is NOT caused by a microbe (bacterium, virus)?
(i) chicken pox [ ] (ii) influenza [ ]
(iii) tuberculosis [ ] (iv) scurvy [ ]
(d) Two hormones found in the human body are:
(i) insulin and thyroxine [ ] (ii) insulin and pepsin [ ]
(iii) thyroxine and pepsin [ ] (iv) pepsin and trypsin [ ]
(e) Which one of the following is used to test for protein?
(i) Fehling’s test [ ] (ii) Iodine test [ ]
(iii) Biuret test [ ] (iv) Benedict’s test [ ]
5. Complete the following statements by writing the correct words in the spaces provided.
(a) There are four different types of tooth found in the human mouth — incisors, premolars, molars and ..................................................................
(b) Cells may divide by two methods — mitosis produces two new cells and meiosis produces .................................................. new cells
(c) Arteries transport oxygenated (scarlet) blood, except the ....................................................... artery which carries de-oxygenated (purple) blood.
(d) The pale fluid, consisting of 90% water, in which the blood cells are suspended, is called..........................................................
(e) The principal stages of animal nutrition are ingestion, digestion, ........................................................., assimilation, and egestion.
6. Indicate whether each of the following statements is true or false by putting a circle around the appropriate letter T or F.
| Statement | True | False |
|---------------------------------------------------------------------------|------|-------|
| Example. Amoeba is a protozoan. | T | F |
| (a) Vitamin A is essential for healthy eyesight. | T | F |
| (b) Hydrophytes are plants found growing in dry places only. | T | F |
| (c) Herbivores have no incisor teeth. | T | F |
| (d) Sexual reproduction in *Spirogyra* is called conjugation. | T | F |
| (e) Spiders have 8 legs and insects have 6 legs. | T | F |
| (f) Urine leaves the bladder and passes to the outside via the ureter. | T | F |
| (g) Cellulose is found in all animal cells. | T | F |
| (h) Bacteria that cause disease are called pathogens. | T | F |
| (i) Lenticels are small pores on the stem of a plant. | T | F |
| (j) All viruses are parasites. | T | F |
7. The diagrams below show a typical plant cell and an animal cell.
Which diagram (X or Y) shows the plant cell? ..................................................................
State two reasons for your choice.
(i) ................................................................................................................................
(ii) ................................................................................................................................
Name the structure labelled A..........................................................................................
Name the structure labelled C..........................................................................................
Name the coiled thread-like structures that might be found in B. ..................................
Which letter on the diagrams shows where DNA might be found? ..................................
8. (a) (i) Draw a large diagram of a named insect-pollinated flower. Label six structures on your diagram.
(ii) Give two reasons that seed dispersal is important for plants. Using named examples, describe two methods of seed dispersal.
(b) (i) Water is lost from a plant’s leaves through microscopic pores called stomata. What is the name given to this process?
(ii) Describe an experiment to show that there are more stomata on the lower surface of a leaf than on the upper surface.
(iii) State three environmental factors that would increase the loss of water from the leaves of a plant.
(iv) What would you use a potometer for in the laboratory?
9. (a) Amylase is an enzyme that digests starch. A student performed an experiment to investigate the effect of temperature on amylase activity. She measured the amount of starch digested, at six different temperatures, by a given amount of the enzyme in 30 minutes. The results of the experiment are shown below.
| temperature °C | 0 | 5 | 10 | 20 | 30 | 40 |
|----------------|-----|-----|-----|-----|-----|-----|
| amount of starch digested (mg) | 0 | 1 | 2 | 4 | 8 | 16 |
(i) Plot the results using graph paper.
(ii) What result would you expect if the experiment had been performed at 70 °C? Explain your answer.
(iii) Where in the human body might amylase be found?
(iv) Name a product formed when amylase digests starch.
(v) Starch is a carbohydrate. Name two other carbohydrates.
(vi) What three chemical elements make up a carbohydrate?
(b) Distinguish between aerobic and anaerobic respiration. Write a balanced chemical equation for aerobic respiration.
Describe an experiment to show that a small animal produces carbon dioxide gas by aerobic respiration.
10. (a) List three functions of the skeleton.
Give an example of (i) a ball and socket joint and (ii) a hinge joint. How does the movement in a ball and socket joint differ from that in a hinge joint?
State one difference between a tendon and a ligament.
Describe an experiment to demonstrate the mineral component of a bone.
(b) Draw a diagram to show the structure of a neuron and label five parts.
What is meant by a reflex action? Describe, with the help of a labelled diagram, the pathway of the nervous impulse when your hand accidentally touches a hot object.
11. (a) (i) Water is essential for all living things. State three ways in which a mammal might lose water, and two ways by which water may be replaced.
(ii) Describe an experiment to show the process of osmosis. State one reason that osmosis is important for living organisms.
(b) The outline diagram is that of a transverse section of a young root. Which letter on the diagram shows the region that:
(i) absorbs water from the soil?
(ii) transports water to the stem?
(iii) brings food from the stem to the root?
(c) Draw an outline diagram of a transverse section through the stem of a young dicotyledon and label the following parts — xylem, phloem, cambium, epidermis.
State two ways in which a section through the stem of a monocotyledon differs from a section through the stem of a dicotyledon.
12. (a) (i) What is meant by the following terms — gamete, fertilisation?
Why does sexual reproduction produce variety in the offspring?
Name an animal that can reproduce by asexual means.
(ii) State two ways by which plants can reproduce asexually (vegetatively).
State two advantages and two disadvantages of asexual reproduction in plants.
(b) In a certain animal species the gene for black body (B) is dominant to the gene for grey body (b), and the gene for short hair (S) is dominant to the gene for long hair (s).
State the genotype of the following animals:
(i) an animal heterozygous for both body colour and hair type.
(ii) an animal with a grey body and long hair.
What body colour and hair type would the following animals have?
(i) Bbss (ii) bbSs (iii) BbSs
What four possible gametes could the animal BbSs produce?
13. (a) The diagram below shows an outline of the carbon cycle.
Which letter(s) on the diagram correspond(s) to the following processes?
(i) death (ii) combustion (iii) photosynthesis (iv) animal respiration
(v) micro-organism respiration (vi) plant respiration (vii) animal feeding
What do you understand by the term “greenhouse effect”? Why are many scientists worried about this effect?
(b) From the diagram of the food web shown above, answer the following:
(i) Name two herbivores
(ii) Name two carnivores
(iii) Name a top carnivore.
Why are ladybirds regarded as a gardener’s friends?
Copy out two food chains given in the diagram above that correspond to the two pyramids of numbers given below.
Pyramid No. 1
Pyramid No. 2
14. (a) The bread mould (*Rhizopus*) is a **saprophyte** and the potato blight fungus (*Phytophthora*) is a **parasite**. Explain the underlined terms.
Draw a labelled diagram to show the structure of the fungus *Rhizopus*.
(b) Mosses and ferns show an **Alternation of Generations** in their life cycles. Explain the underlined term.
Both these groups of plants produce spores and not seeds. State **two differences** between a spore and a seed such as a pea.
Mosses and ferns require water in order to complete their life cycles. In the case of **one** of these plant groups, explain why this is so.
(c) Describe an experiment to show that water is necessary for a seed to germinate.
15. Answer **two** of the following:
(a) Explain the term fossil. Outline the principles on which Darwin based his Theory of Evolution.
(b) State the function of each of the following parts of the human eye:
(i) retina
(ii) iris
(iii) cornea
Explain the terms long-sightedness, short-sightedness. Show how each of these two eye defects can be corrected.
(c) Explain the terms (i) ecdysis, (ii) metamorphosis.
Distinguish between complete and incomplete metamorphosis in the life cycles of insects, and give an example of a named insect in each case.
Name one insect in each case that shows each type of life cycle.
Using **named examples**, state **four ways** in which insects have an economic importance for humans.
(d) What is meant by the term humus? State **two reasons** that humus is important for a fertile soil.
Describe an experiment to calculate the percentage weight of humus in a fresh soil sample.
Apart from humus and soil particles, list **two components** of soil. | <urn:uuid:ee5b3960-a52b-4003-951d-1d9f638230f5> | CC-MAIN-2017-43 | http://archive.maths.nuim.ie/staff/dmalone/StateExamPapers/Biology-LC-O-1997.pdf | 2017-10-18T05:49:51Z | crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00874.warc.gz | 25,096,775 | 2,828 | eng_Latn | eng_Latn | 0.841409 | eng_Latn | 0.979951 | [
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Little Hedgehog loved adventures, and the two set off together. First, they walked into the forest. Little Hedgehog actually liked the forest, but sometimes found it a bit scary there.
Big Hedgehog began to whistle a song, and Little Hedgehog whistled along. Little Hedgehog couldn’t whistle very well yet, but did its best anyway. The two of them walked – happily whistling – through the forest.
But when their song was over, the whistling continued. Big Hedgehog and Little Hedgehog looked at each other with wide eyes.
“Is that you, Little Hedgehog?” asked Big Hedgehog.
“Is that you, Big Hedgehog?” asked Little Hedgehog.
“If it’s not us, who is whistling our song?” they said at the same time.
The whistling came from high above them in the trees. It grew louder and louder, until it whistled from all sides. Little Hedgehog hid behind Big Hedgehog and looked up. It was really scary.
The hedgehog and her baby were walking through the forest when they came across a tree with a basket hanging from its branch. The hedgehog looked up at the basket and saw that it was filled with delicious berries. She reached out to grab some, but her baby was too small to reach them. So, she picked up her baby and held her close while she reached for the berries.
Big Hedgehog and Little Hedgehog took each other by the hand and continued walking through the forest. They took ten steps forward and five steps back, ten steps forward and five steps back: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1, 2, 3, 4, 5 ... All of a sudden, they noticed a penetrating smell directly behind them.
Big Hedgehog turned around very slowly ...
"HELP, A FOX!!!"
Big Hedgehog and Little Hedgehog looked around. In front of them was a large meadow and the sun was laughing from the sky. They played hide-and-seek, nestled down in the grass, enjoyed the day, and forgot about time.
But they had nothing to eat. They were so scared when they fled the fox, they had lost their basket in the forest.
Slowly, Big Hedgehog and Little Hedgehog got hungry. | 7b139824-ebd4-4798-baaf-f4d3f4c2bedc | CC-MAIN-2023-14 | https://prestelpublishing.penguinrandomhouse.de/leseprobe/Im-Not-Scared-A-Big-Hedgehog-and-Little-Hedgehog-Adventure/leseprobe_9783791375410.pdf | 2023-03-26T06:17:10+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945433.92/warc/CC-MAIN-20230326044821-20230326074821-00062.warc.gz | 536,648,212 | 487 | eng_Latn | eng_Latn | 0.99816 | eng_Latn | 0.999512 | [
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National Primary Drinking Water Regulations
Chlordane
This is a factsheet about a chemical that may be found in some public or private drinking water supplies. It may cause health problems if found in amounts greater than the health standard set by the United States Environmental Protection Agency (EPA).
**WHAT IS CHLORDANE AND HOW IS IT USED?**
Chlordane is a viscous liquid, colorless to amber, with a slight chlorine-like aromatic odor. It was used on corn, citrus, deciduous fruits and nuts, vegetables; for home, garden and ornamentals; lawns, turf, ditchbanks and roadsides. It was applied directly to soil or foliage to control a variety of insect pests including parasitic roundworms and other nematodes, termites, cutworms, chiggers, leafhoppers. The only commercial use of chlordane products still permitted is for fire ant control in power transformers.
The list of trade names given below may help you find out whether you are using this chemical at home or work.
**WHY IS CHLORDANE BEING REGULATED?**
In 1974, Congress passed the Safe Drinking Water Act. This law requires EPA to determine safe levels of chemicals in drinking water which do or may cause health problems. These non-enforceable levels, based solely on possible health risks and exposure, are called Maximum Contaminant Level Goals.
The MCLG for chlordane has been set at zero because EPA believes this level of protection would not cause any of the potential health problems described below.
Based on this MCLG, EPA has set an enforceable standard called a Maximum Contaminant Level (MCL). MCLs are set as close to the MCLGs as possible, considering the ability of public water systems to detect and remove contaminants using suitable treatment technologies.
The MCL has been set at 2 parts per billion (ppb) because EPA believes, given present technology and resources, this is the lowest level to which water systems can reasonably be required to remove this contaminant should it occur in drinking water.
These drinking water standards and the regulations for ensuring these standards are met, are called National Primary Drinking Water Regulations. All public water supplies must abide by these regulations.
**WHAT ARE THE HEALTH EFFECTS?**
**Short-term:** EPA has found chlordane to potentially cause the following health effects when people are exposed to it at levels...
above the MCL for relatively short periods of time: central nervous system effects - including irritability, excess salivation, labored breathing, tremors, convulsions, deep depression - and blood system effects such as anemia and certain types of leukemia.
**Long-term:** Chlordane has the potential to cause the following effects from a lifetime exposure at levels above the MCL: damage to liver, kidneys, heart, lungs, spleen and adrenal glands; cancer.
Chlordane has been released into the environment primarily from its application as an insecticide. The amount of chlordane used annually in the US prior to 1983 was estimated in 1985 to be greater than 3.6 million pounds. As of April 14, 1988, however, all commercial use of chlordane in the US has been cancelled.
Chlordane may persist for long periods of time in air, soil and water. Though chlordane tends to adhere to soil, its detection in various groundwaters in NJ and elsewhere indicates that it can leach to groundwater. It is only very slowly broken down by microbes. Chlordane has been detected in air samples in remote areas such as over the Pacific and Atlantic Oceans, and in the Arctic.
Chlordane has a great tendency to accumulate in aquatic organisms, but there is evidence that this is reversible once exposure is stopped.
The regulation for chlordane became effective in 1992. Between 1993 and 1995, EPA required your water supplier to collect water samples every 3 months for one year and analyze them to find out if chlordane is present above 0.2 ppb. If it is present above this level, the system must continue to monitor this contaminant.
If contaminant levels are found to be consistently above the MCL, your water supplier must take steps to reduce the amount of chlordane so that it is consistently below that level. The following treatment methods have been approved by EPA for removing chlordane: granular activated charcoal.
If the levels of chlordane exceed the MCL, 2 ppb, the system must notify the public via newspapers, radio, TV and other means. Additional actions, such as providing alternative drinking water supplies, may be required to prevent serious risks to public health.
**Learn more about your drinking water!**
EPA strongly encourages people to learn more about their drinking water, and to support local efforts to protect and upgrade the supply of safe drinking water. Your water bill or telephone book's government listings are a good starting point.
Your local water supplier can give you a list of the chemicals they test for in your water, as well as how your water is treated.
Your state Department of Health/Environment is also a valuable source of information.
For help in locating these agencies or for information on drinking water in general, call:
- **EPA's Safe Drinking Water Hotline:** (800) 426-4791.
- For additional information on the uses and releases of chemicals in your state, contact the:
- **Community Right-to-Know Hotline:** (800) 535-0202. | <urn:uuid:2ebf5882-a7c7-4102-a6f4-083066e27ef3> | CC-MAIN-2019-30 | https://nepis.epa.gov/Exe/ZyPDF.cgi?Dockey=91022ZHZ.PDF | 2019-07-18T10:23:59Z | crawl-data/CC-MAIN-2019-30/segments/1563195525587.2/warc/CC-MAIN-20190718083839-20190718105839-00008.warc.gz | 474,122,607 | 1,134 | eng_Latn | eng_Latn | 0.996502 | eng_Latn | 0.996542 | [
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Let’s COLOR!
Coloring by Number
1. Use the Coloring Number Guide and the Color Key to see which marker color should be used in each section.
2. Start at the top and work down, or from left to right if you’re a right-hander (right to left if you’re a left-hander). This way you won’t smear wet ink.
3. When all sections are colored in, review your work and add any finishing touches.
4. Apply the double-sided mounting tape to the back of the board, one at the top, one at the bottom and one going diagonal across the center.
5. Center the board on the Foam Mounting Board and press down firmly.
6. Attach the sticky-back Hang Tab and hang it on your wall.
7. When you’ve completed your Color By Number activity, be sure to visit www.GreatArtStartsHere.com for more fun ideas.
COLOR KEY
- Color 1 = Pink
- Color 2 = Red
- Color 3 = Dark Orange
- Color 4 = Orange
- Color 5 = Gold
- Color 6 = Lime
- Color 7 = Green
- Color 8 = Blue
- Color 9 = Purple
- Color 10 = Magenta
What’s INSIDE
- Illustration Board 9” (22.8 cm) square
- 10 Color Grip® Markers
- Color By Number Guide
- Plastic Hanging Tab
- Foam Mounting Board 10.5” (26.7 cm) square
- Double-sided Mounting Tape
Use the included color guide or create your own palette!
Visit us at: www.GreatArtStartsHere.com
non-toxic • safe for children
Color By Number LOVE #14549
© Faber-Castell USA, Inc.
Cleveland, Ohio 44125
Designed in USA
Markers made in Peru –
All Other materials made in China
Conforms to ASTMD-4236
ISBN 1-58530-870-6 | <urn:uuid:7cd73f87-5da9-4a6d-8055-cea4f5b6e83a> | CC-MAIN-2019-30 | https://s3.amazonaws.com/cdn.freshdesk.com/data/helpdesk/attachments/production/25001449638/original/14549%20Instructions.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAJ2JSYZ7O3I4JO6DA%2F20190718%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190718T093901Z&X-Amz-Expires=300&X-Amz-Signature=702bdcbd63431ba0c75b81d6c66b20eea5c1b3ca95246dccbf3e1f5d1d15e741&X-Amz-SignedHeaders=Host&response-content-type=application%2Fpdf | 2019-07-18T09:39:01Z | crawl-data/CC-MAIN-2019-30/segments/1563195525587.2/warc/CC-MAIN-20190718083839-20190718105839-00008.warc.gz | 513,958,379 | 419 | eng_Latn | eng_Latn | 0.973862 | eng_Latn | 0.973862 | [
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Polygons are many-sided figures, with sides that are line segments. Polygons are named according to the number of sides and angles they have. The most popular polygons on the plane are the triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon.
The Polygon Song Video is a Shape Song Video that teaches the names of the Polygons: Triangle, Quadrilateral, Pentagon, Hexagon, Heptagon, Octagon, Nonagon, Decagon, and more! The first few bars are sung to the tune of 'Mary Had a Little Lamb'. Area and Perimeter of Polygons Find the perimeter of each figure Find the perimeter of each figure using a ruler Perimeter: Find the value of n. Basic shapes - review. This is a review lesson about basic shapes (polygons), meant for third grade. It contains varied hands-on (drawing) exercises and tilings about. Shop for first-grade homeschool curriculum programs online from Sonlight to get started! This 1st grade curriculum is made to create well-rounded students..
You can double-click any of the shapes along the top and it will automatically appear on the canvas, or you can click-and-drag a shape to any location. Scissors.
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You are here: Home → Worksheets → Grade 1 Free Math Worksheets for Grade 1. This is a comprehensive collection of free printable math worksheets for grade 1. Regular and Irregular Polygons: Identify each polygon as regular or irregular Polygons. Polygons are many-sided figures, with sides that are line segments. Polygons are named according to the number of sides and angles they have.
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Area and Perimeter of Polygons Find the perimeter of each figure using a ruler Perimeter: Find the value of n.
Polygons for TEENs. Learn how they work, terms, tricks and examples. Regular, convex, concave, complex, and more. 1st Grade Geometry Activities aligned with the Common Core State Standards for Mathematics. In this lesson, students learn to identify and describe polygons and. From The Facilitator's Guide for Supporting English Language Learners in Math Class, Grades K–5 by. Model first, have the students repeat, and then have students prac-. EVEREST finishes off this movement. hack hotmail account.
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Basic shapes - review. This is a review lesson about basic shapes (polygons), meant for third grade. It contains varied hands-on (drawing) exercises and tilings about.
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Bridges provides 1st and 2nd grade math curriculum that meet the Common Core State Standards. You can double-click any of the shapes along the top and it will automatically appear on the canvas, or you can click-and-drag a shape to any location. Scissors. Area and Perimeter of Polygons Find the perimeter of each figure using a ruler Perimeter: Find the value of n.
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First Grade Geometry worksheets and printables that help TEENren practice key skills. Browse a large selection of First Grade Geometry worksheets at Education.com! Bridges provides 1st and 2nd grade math curriculum that meet the Common Core State Standards. This page contains printable polygon worksheets. Flat shapes (plane figures) include triangles, quadrilaterals (squares, rectangles, rhombuses, parallelograms).
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1st Grade Geometry Activities aligned with the Common Core State Standards for Mathematics.
Polygons are many-sided figures, with sides that are line segments. Polygons are named according to the number of sides and angles they have. The most .
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Shop for first-grade homeschool curriculum programs online from Sonlight to get started! This 1st grade curriculum is made to create well-rounded students. You can double-click any of the shapes along the top and it will automatically appear on the canvas, or you can click-and-drag a shape to any location. Scissors.
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Polygons for TEENs. Learn how they work, terms, tricks and examples. Regular, convex, concave, complex, and more. Feb 12, 2013. Rationale/Lesson Abstract: Students in TEENgarten and 1st grade often trapezoid, hexagon, angle, vertices, side, polygon, shape, parallel, .
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Polygons 1st grade
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In this lesson, students learn to identify and describe polygons and. From The Facilitator's Guide for Supporting English Language Learners in Math Class, Grades K–5 by. Model first, have the students repeat, and then have students prac-. Feb 12, 2013. Rationale/Lesson Abstract: Students in TEENgarten and 1st grade often trapezoid, hexagon, angle, vertices, side, polygon, shape, parallel, . A plane shape (two-dimensional) with straight sides. Examples: triangles, rectangles and pentagons. (Note: a circle is not a polygon because it has a curved .
Bridges provides 1st and 2nd grade math curriculum that meet the Common Core State Standards. Polygons are many-sided figures, with sides that are line segments. Polygons are named according to the number of sides and angles they have.
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Write at top of first page of answer paper (a) name of school where you have studied, (b) number of weeks and recitations a week in elementary algebra. The minimum time requirement is five recitations a week for a school year.
Answer the first six questions and two of the others. No credit will be allowed unless all operations (except mental ones) necessary to find results are given; simply indicating the operations is not sufficient.
1 Find the prime factors of each of the following: \(1 - x^4\); \(x^2 - cx - 2dx + 2cd\); \(3a^5 + 3b^5\); \(a^4 + a^2b^2 + b^4\)
2 Divide \(4x^6 - 9x^4 + 25 - 14x^3 - x^2\) by \(2x^3 - x - 5 + 3x^2\)
3 Solve \(\begin{cases} mx - ny = m^2 + n^2 \\ x - y = 2n \end{cases}\)
4 Simplify \(\sqrt{3} \times \sqrt{48}; (5\sqrt{5} - 4)(5\sqrt{5} + 8); 3\sqrt{8} \div 15\sqrt{2}; 6\sqrt{\frac{2}{3}} - 5\sqrt{24} + 12\sqrt{\frac{2}{3}}\)
5 Find the square root of the following:
\[25x^4 - 30ax^3 + 49a^2x^2 - 24a^3x + 16a^4\]
6 The area of a rectangle is 18 square inches less than twice the area of a square; the width of the rectangle equals the width of the square but the length of the rectangle exceeds that of the square by 7 inches. Find the side of the square.
7 A, B and C together have $1285; A’s share is $25 more than \(\frac{5}{6}\) of B’s and C’s share is \(\frac{4}{5}\) of B’s. Find the share of each.
8 Solve \(21x^2 = 2ax + 3a^2\)
9 Solve \(\begin{cases} x^2 - xy + y^2 = 63 \\ x - y = -3 \end{cases}\)
10 Define root of a number, surd, affected quadratic equation. Expand \((2a^2 - 3b)^4\) | <urn:uuid:15ff0c18-2d9d-48be-943a-604d1c59f781> | CC-MAIN-2017-43 | http://jmap.org/JMAPRegentsExamArchives/ELEMENTARYALGEBRAEXAMS/0112ExamEA.pdf | 2017-10-18T05:29:53Z | crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00869.warc.gz | 173,219,801 | 554 | eng_Latn | eng_Latn | 0.913584 | eng_Latn | 0.913584 | [
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Activities. 1. **Jonah and the Whale** Color Sheet. book of emotions. Color "Jonah and the Whale" color sheet or work on one of the activities below. old testament coloring pages. **Jonah and the Fish (Whale) Activities**. Coloring pages: Fish · Coloring Pages: Old Testament . Feb 16, 2015 . Now that we got that all cleared up, I wanted to introduce my next preschool lesson plan: **Jonah and the whale** (aka...big fish). By the way, we . Jun 20, 2014 . **Jonah and the Whale** is an animated TEENren's Bible story telling how **Jonah**, a man who disobeyed God's orders, caused a storm by . Scripture Reference: **Jonah** 1-4 Story Overview: Ninevah was the capitol city of. **ideas** (1) from http://www.churchhousecollection.com/jonah-and-the-whale- . Aug 4, 2010 . It teaches how **Jonah** did not obey God, even though he had a clear. Learning **Activity** #3: After the lesson create a boat by lining up chairs. ABCJLM **Activities** and Crafts: - ABCJLM Bible Coloring Sheets: **Jonah** in the **Whale** , **Jonah** Praying. - "Fish in the Sea" 1 package blue gelatin, 4-6 candy fish, . Links to story **ideas**, colouring pages, **activity** sheets and crafts for story of **Jonah** and the **Whale**. Jul 17, 2012 . Big Fish Puppet Give each TEEN a business-size envelope, and have him or her seal it shut. Help each TEEN cut one end off the envelope, . Mar 3, 2013 . Bible Lesson: **Jonah** and the **Whale** + Craft Tutorial. . I loved your site and all the wonderful **ideas** for TEENs and families on there! Have a great .. DLTK's Sunday School Lessons. Preschool thru Grade 1: what it might be like to be in the belly of.. / > kindergarten itbs worksheets hes so lines imaginable. Well certainly a pistol the NSA television center and the **whale** preschool but in making. Baked in a tree very person to whom." / >
And the whale preschool
April 26, 2016, 19:13
The following Sunday School lesson for TEENren is a free. I have all **preschoolers** and most of. . DLTK's Sunday School Lessons. Preschool thru Grade 1: what it might be like to be in the belly of. A fun DIY post from Seattle area family lifestyle blog Long Wait For Isabella.. **Jonah** and the **Whale**.
DLTK's Sunday School Lessons. Preschool thru Grade 1: what it might be like to be in the belly of a whale , did Jonah think he would die in there..
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Hill16 | Pocet komentaru: 7
And the whale preschool
April 28, 2016, 11:21
DLTK's Sunday School Lessons. Preschool thru Grade 1: what it might be like to be in the belly of a whale , did Jonah think he would die in there,. The following Sunday School lesson for TEENren is a free sample Sunday School lesson.. They especially loved the Jonah / Whale made out of a milk jug. Explore Courtney Matz's board " preschool - Bible: **Jonah** " on Pinterest, the world's catalog of ideas. | See more about **Jonah And The Whale** , Big Fish and Whales .
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Preschool Lesson Plan: Jonah and the whale. Skip to content. About Me. Life Bucket. Tales of Beauty.
Jonah and the whale preschool
April 30, 2016, 03:16
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The following Sunday School lesson for TEENren is a free. I have all preschoolers and most of . A whale of a craft to help TEENs remember the story of Jonah and that. Gradeschool Preschool.. Jonah. - ABCJLM Bible Coloring Sheets: Jonah in the Whale , Jonah Praying - "Fish. The ABCJesusLovesMe .
Scripture Reference: Jonah 1-4 Story Overview: Ninevah was the capitol city of. ideas (1) from http://www.churchhousecollection.com/jonah-and-the-whale-. Aug 4, 2010. It teaches how Jonah did not obey God, even though he had a clear. Learning Activity #3: After the lesson create a boat by lining up chairs. ABCJLM Activities and Crafts: - ABCJLM Bible Coloring Sheets: Jonah in the Whale , Jonah Praying. - "Fish in the Sea" 1 package blue gelatin, 4-6 candy fish, . Links to story ideas, colouring pages, activity sheets and crafts for story of Jonah and the Whale. Jul 17, 2012. Big Fish Puppet Give each TEEN a business-size envelope, and have him or her seal it shut. Help each TEEN cut one end off the envelope, . Mar 3, 2013. Bible Lesson: Jonah and the Whale + Craft Tutorial. I loved your site and all the wonderful ideas for TEENs and families on there! Have a great .
Jonah and the Great Fish For Preschool. Jonah is a small G.I. Joe and I added cloth to make him dressed huge, big, etc. fish. Whale is not found in the Old.
And the whale preschool
May 01, 2016, 20:13
A Jonah and the Whale preschool bible lesson, Jonah and the Whale crafts for. Jonah and the Whale.
Jonah and the Great Fish For Preschool. Jonah is a small G.I. Joe and I added cloth to make him dressed huge, big, etc. fish. Whale is not found in the Old. The following Sunday School lesson for TEENren is a free sample Sunday School lesson... They especially loved the Jonah / Whale made out of a milk jug.
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jonah and the whale
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Explore Donna Warren's board "Jonah and the Whale Crafts" on Pinterest, the world's catalog of ideas. A Jonah and the Whale preschool bible lesson. Looking for some Jonah-Whale lesson plans? Preschool is the perfect time to teach about Bible stories, and this one is no exception. These lesson plans for preschool. Did you know that the Bible doesn't tell the story of Jonah and the whale? Nope. It's the story of Jonah and the BIG FISH. Now that we got that all cleared up, I. The following Sunday School lesson for TEENren is a free. I have all preschoolers and most of. A Jonah and the Whale preschool bible lesson, Jonah and the Whale crafts for. Jonah and the Whale.
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Jonah and the whale preschool
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Preschool Lesson Plan: Jonah and the whale. Skip to content. About Me. Life Bucket. Tales of Beauty.
david76 | Pocet komentaru: 2
jonah and the whale
May 05, 2016, 02:25
Did you know that the Bible doesn't tell the story of Jonah and the whale? Nope. It's the story of Jonah and the BIG FISH. Now that we got that all cleared up, I. DLTK's Sunday School Lessons. Preschool thru Grade 1: what it might be like to be in the belly of a whale, did Jonah think he would die in there..
Opening Activities. 1. Jonah and the Whale Color Sheet. book of emotions. Color "Jonah and the Whale" color sheet or work on one of the activities below. Old testament coloring pages. Jonah and the Fish (Whale) Activities. Coloring pages: Fish - Coloring Pages: Old Testament.
Feb 16, 2015. Now that we got that all cleared up, I wanted to introduce my next preschool lesson plan: Jonah and the whale (aka... big fish). By the way, we. Jun 20, 2014. Jonah and the Whale is an animated TEENren's Bible story telling how Jonah, a man who disobeyed God's orders, caused a storm by. Scripture Reference: Jonah 1-4 Story Overview: Ninevah was the capitol city of. ideas (1) from http://www.churchhousecollection.com/jonah-and-the-whale/. Aug 4, 2010. It teaches how Jonah did not obey God, even though he had a clear. Learning
Activity #3: After the lesson create a boat by lining up chairs. ABCJLM Activities and Crafts:
ABCJLM Bible Coloring Sheets: Jonah in the Whale, Jonah Praying. - "Fish in the Sea" 1 package blue gelatin, 4-6 candy fish, . Links to story ideas, colouring pages, activity sheets and crafts for story of Jonah and the Whale. Jul 17, 2012. Big Fish Puppet Give each TEEN a business-size envelope, and have him or her seal it shut. Help each TEEN cut one end off the envelope, . Mar 3, 2013. Bible Lesson: Jonah and the Whale + Craft Tutorial. I loved your site and all the wonderful ideas for TEENs and families on there! Have a great.
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blanc74 | Pocet komentaru: 21
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Scripture Reference: Jonah 1-4 Story Overview: Ninevah was the capitol city of. ideas (1) from http://www.churchhousecollection.com/jonah-and-the-whale-. Aug 4, 2010. It teaches how Jonah did not obey God, even though he had a clear. Learning Activity #3: After the lesson create a boat by lining up chairs. ABCJLM Activities and Crafts: - ABCJLM Bible Coloring Sheets: Jonah in the Whale, Jonah Praying. - "Fish in the Sea" 1 package blue gelatin, 4-6 candy fish, . Links to story ideas, colouring pages, activity sheets and crafts for story of Jonah and the Whale. Jul 17, 2012. Big Fish Puppet Give each TEEN a business-size envelope, and have him or her seal it shut. Help each TEEN cut one end off the envelope, . Mar 3, 2013. Bible Lesson: Jonah and the Whale + Craft Tutorial. I loved your site and all the wonderful ideas for TEENs and families on there! Have a great. Opening Activities. 1. Jonah and the Whale Color Sheet. book of emotions. Color "Jonah and the Whale" color sheet or work on one of the activities below. Old testament coloring pages. Jonah and the Fish (Whale) Activities. Coloring pages: Fish · Coloring Pages: Old Testament. Feb 16, 2015. Now that we got that all cleared up, I wanted to introduce my next preschool lesson plan: Jonah and the whale (aka... big fish). By the way, we. Jun 20, 2014. Jonah and the Whale is an animated TEENren's Bible story telling how Jonah, a man who disobeyed God's orders, caused a storm by.
allison | Pocet komentaru: 3
jonah and the whale preschool
May 06, 2016, 20:21
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Explore Courtney Matz's board "preschool - Bible: Jonah" on Pinterest, the world's catalog of ideas. See more about Jonah And The Whale, Big Fish and Whales. Explore Donna Warren's board "Jonah and the Whale Crafts" on Pinterest, the world's catalog of ideas. A Jonah and the Whale preschool bible lesson.
trinity | Pocet komentaru: 19
Jonah and the whale preschool
May 08, 2016, 20:00
Scripture Reference: Jonah 1-4 Story Overview: Ninevah was the capitol city of. ideas (1) from http://www.churchhousecollection.com/jonah-and-the-whale/. Aug 4, 2010. It teaches how Jonah did not obey God, even though he had a clear. Learning Activity #3: After the lesson create a boat by lining up chairs. ABCJLM Activities and Crafts: - ABCJLM Bible Coloring Sheets: Jonah in the Whale, Jonah Praying. - "Fish in the Sea" 1 package blue gelatin, 4-6 candy fish. Links to story ideas, colouring pages, activity sheets and crafts for story of Jonah and the Whale. Jul 17, 2012. Big Fish Puppet Give each TEEN a business-size envelope, and have him or her seal it shut. Help each TEEN cut one end off the envelope,. Mar 3, 2013. Bible Lesson: Jonah and the Whale + Craft Tutorial. I loved your site and all the wonderful ideas for TEENs and families on there! Have a great. Opening Activities. 1. Jonah and the Whale Color Sheet. book of emotions. Color "Jonah and the Whale" color sheet or work on one of the activities below. Old testament coloring pages. Jonah and the Fish (Whale) Activities. Coloring pages: Fish · Coloring Pages: Old Testament. Feb 16, 2015. Now that we got that all cleared up, I wanted to introduce my next preschool lesson plan: Jonah and the whale (aka...big fish). By the way, we. Jun 20, 2014. Jonah and the Whale is an animated TEENren's Bible story telling how Jonah, a man who disobeyed God's orders, caused a storm by.
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Although for years a small number of scientists argued to the contrary, today there is a scientific consensus that global climate change is well under way.
New and unexpected evidence of global warming came in February and March, as an ice shelf believed to be 12,000 years old collapsed into the Weddell Sea. This huge Antarctic ice shelf — 650 feet thick and covering 1,250 square miles — disintegrated into thousands of icebergs.
Scientists were staggered by the speed of the ice shelf’s collapse. “It’s hard to believe that 500 billion tons of ice sheet has disintegrated in less than a month,” David Vaughn of the British Antarctic Survey said.
The collapse of Larsen B ice shelf was just the latest news about global warming and its impacts. Scientists with UC San Diego’s Scripps Institution of Oceanography announced in February that the temperature of the Southern Ocean — which surrounds Antarctica — has increased by a third of a degree in the past half-century. The Southern Ocean is apparently warming faster than the rest of the world’s oceans.
“We can think of it as a canary in a coal mine telling us what may happen to the global climate,” said Scripps Assistant Professor Sarah Gille, whose research was published in the journal *Science*. A warmer Southern Ocean “could be exchanged into all of the ocean basins and into the latitudes where people live.”
Meanwhile, the U.S. National Climate Data Center announced in February that the United States was in the midst of its warmest winter on record. The national average temperature of 39.94°F for November 2001 through January 2002 was 4.3°F above the 1895–2001 average. According to National Aeronautics and Space Administration (NASA) data, the 10 warmest years on record have occurred since 1980.
**International science panel**
In 1988, the World Meteorological Organization and the United Nations Environment Programme established the Intergovernmental Panel on Climate Change (IPCC), an international network of hundreds of scientists that assess scientific aspects of climate change and evaluates mitigation options. In its Third Assessment Report, released in 2001, IPCC concluded that “there is new and stronger evidence that most of the warming observed over the last 50 years is attributable to human activities” (see p. 89).
The atmospheric concentrations of key greenhouse gases in the atmosphere — carbon dioxide, methane, nitrous oxide and ozone — reached record levels in the 1990s, IPCC found, “primarily due to the combustion of fossil fuels, agriculture and land-use changes.”
According to the IPCC, certain facts about global warming are known:
- Since the period 1000–1750, atmospheric concentrations of carbon dioxide have increased from 280 parts per million (ppm) to 368 ppm.
- The Earth’s global mean surface temperature has increased approximately 1.1°F during the 20th century.
- The Earth’s global mean sea level has increased at an average annual rate of 1 to 2 millimeters per year during the 20th century; meanwhile, the extent and thickness of Arctic sea ice in spring and summer decreased 10% to 15% since the 1950s.
**Global responses**
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---
The northern section of the Larsen B ice shelf, a huge floating ice mass on the eastern side of the Antarctic Peninsula, showed rapid disintegration from the continent over a 35-day period beginning Jan. 31, 2002. Scientists were stunned by the speed of its disintegration, and viewed the event as further evidence of global warming. The ice shelf’s new front line was photographed on March 13, 2002, by S. Tojeiro, Fuerza Aerea Argentina.
scientific conferences followed.
The most significant, broad-based global approach to emerge is the Kyoto Protocol to the United Nations Framework Convention on Climate Change. Agreed upon at a 1997 meeting in Kyoto, Japan, the protocol seeks to reduce greenhouse gas emissions by an average of 5.2% below 1990 baseline levels, by 2012. (The IPCC provided key scientific input.) The protocol must be ratified by 55 nations to enter into force; as of March 28, 2002, 84 nations had signed the agreement and 51 had ratified it.
In March 2001, President Bush made headlines around the world when he announced that the United States, which is responsible for nearly a quarter of the world’s carbon emissions, would not sign the Kyoto Protocol. In a subsequent speech, he termed the protocol “fatally flawed in fundamental ways.”
“For America, complying with those mandates would have a negative economic impact, with layoffs of workers and price increases for consumers,” Bush said.
In February 2002, President Bush announced his administration’s new strategy for “an effective and science-based response to the issue of global warming.” Rather than setting mandatory reduction targets, the plan relies on research, new technology, emissions trading and tax incentives to promote voluntary emissions reductions.
Despite global discussion and efforts for more than two decades, emissions of important greenhouse gases have not substantially declined. Since 1990, Western industrial nations have increased
### Satellites provide more accurate climate change data
**El Niño heats Pacific Ocean**
This globe represents the capabilities of NASA’s EOS Terra satellite, launched in December 1999, which views the Earth with multiple sensors and a series of interrelated instruments. The red swath in the center is the warm waters of the sea surface that occur in the eastern Pacific Ocean during an El Niño event. Some scientists predict that El Niño events occur more frequently due to global warming, resulting in more floods and droughts. The satellite data is helping scientists understand the cause-and-effect relationships among Earth’s lands, oceans and atmosphere in order to better predict what, if any, impacts global climate will have on future climatic conditions. Image by P.B. Houser, Washington University; land layer from the SeaWiFS Project; fire maps from the European Space Agency; sea surface temperature from Naval Oceanographic Office’s Visualization Laboratory; and cloud layer from SSEC, University of Wisconsin.
**Sea surface heights rising**
This globe shows images from the U.S.-French TOPEX/Poseidon satellite (NASA Jet Propulsion Laboratory), illustrating a giant horseshoe pattern of higher than normal sea surface heights that has developed in recent years and is beginning to dominate the entire western Pacific and Asiatic oceans. Taken between Dec. 30, 1999, through Jan. 8, 2000, the data show that this slow-developing condition covers most of the Pacific Ocean. Sea surface height is shown in inches above (green and red) and reveals cooler water (blue and purple) between 3 and 9 inches lower than normal along Central and South American coasts, and stretching out into the equatorial Pacific. The giant horseshoe of warmer water (red and white) dominating the western and midlatitude Pacific has higher than normal sea surface heights of between 3 and 9 inches.
their carbon emissions by 9.2% and developing nations by 22.8%. The United States now emits 13% more carbon than it did in 1990.
**Looking ahead**
Nonetheless, there are signs that the international community is taking the problem seriously. At a meeting in Bonn, Germany, in July 2001, representatives from 178 nations finalized many of the protocol’s key rules, without the participation of U.S. negotiators. The World Summit on Sustainable Development, scheduled for September 2002 in Johannesburg, South Africa, will provide another opportunity for the world’s nations to move the climate change agenda forward.
With or without an international agreement, significant progress has also been made in developing new technologies and market mechanisms such as emissions trading. In its 2001 assessment, the IPCC found that there are “many opportunities including technological options to reduce near-term emissions.” The IPCC pointed to a portfolio of technologies that have developed “faster than anticipated.” They include more effective energy use, shifts to technologies that emit less or no greenhouse gases, carbon removal and storage, improved land use and forestry practices, fuel cells and better wind turbines.
The Worldwatch Institute estimated that in 2000, global carbon emissions from fossil fuel combustion dropped by 0.6% to just under 6.3 billion tons, the third consecutive year of decline. The world’s estimated amount of carbon emitted per unit of economic output also fell by 3.6% in 2000. Furthermore, a number of major companies, such as Alcoa, Dow Chemical, DuPont and Toyota, have voluntarily set targets for reducing or eliminating greenhouse gas emissions.
The IPCC scientists warned, however, that successful implementation of available and evolving mitigation options would need to overcome a variety of barriers that currently prevent their full exploitation.
In California, the state Assembly passed a bill in January 2002 (AB 1058), which would require reductions in carbon dioxide emitted by cars and light trucks. With about 10% of the nation’s new car sales, California in turn accounts for about 2% of global carbon dioxide emissions.
Urging passage of the bill, several dozen UC scientists joined their colleagues in a letter to Governor Davis and members of the state legislature: “Critical economic drivers in the state, including agriculture, fishing, tourism and timber industries may see devastating reductions in productivity [resulting from global climate change],” they wrote. “We believe the state’s immediate implementation of policies to control global gas emissions represents sound public policy based on virtually irrefutable scientific evidence.”
— Janet Byron
**Anticipated impacts of climate change**
In its 2001 assessment of current science on global warming, the Intergovernmental Panel on Climate Change (IPCC) determined that current and anticipated impacts include:
- More hot days and higher heat indexes.
- Fewer cold/frost days.
- Increases in precipitation over the Northern Hemisphere, and possible decreases in other regions (parts of Africa and the Mediterranean).
- Heavier precipitation events and more severe droughts.
- Retreat of nonpolar glaciers.
- Thawed, warmed and degraded permafrost in parts of the polar, subpolar and mountainous regions.
- Decreases in snow cover.
- Lengthened growing seasons.
- More frequent El Niño weather events.
- Earlier plant flowering, bird arrival, dates of animal breeding and emergence of insects.
- More coral reef bleaching, especially during El Niño events.
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Teaching and Learning of Physics Education in Cultural Contexts
The main theme of the upcoming ICPE-sponsored international conference on physics education is Beyond Classrooms into the 21st Century: Teaching and Learning of Physics in Cultural Contexts.
The conference will be held in Korea National University of Education (KNUE) Cheongwon, Chungbuk, Korea on August 13-17, 2001. The main conference topics are: Physics Education from the Past; Physics Education for Living and Fun; Physics for the Public; Physics Education with High Technology; and Physics Education into the 21st Century.
China, Korea, and Philippines E-Linked in Physics Education
Three institutions in Korea, Philippines and China tried an e-linked course as an International Commission on Physics Education (ICPE) Project of three members. Seoul National University in Seoul, Korea, the National Institute for Science and Mathematics Education Development, University of the Philippines in Metro Manila, Philippines, and Guangxi Normal University, Guangxi, China participated in the project. Graduate students, physics teachers and university faculty interacted via the Internet on November 4, 11, and 25, 2000.
The topics and faculty facilitators were: Curriculum Development in Physics Education - Prof. Vivien M. Talisayon (Philippines); Differentiated Approach in Teaching Force and Motion - Prof. Pak Sung Jae (Korea); and Hands-on Experiments for Enhancing Learning - Prof. Luo Xingkai (China).
Physics Beyond 2000: New Curriculum for a Better Physics Education
This round table in the GIREP-ICPE International Physics Education Conference in Barcelona, Spain in August 2000 aimed to provide the participants opportunities to discuss about the following issues: (1) How should physics be taught, (2) What specific areas should be included in the new physics curriculum, (3) What specific areas should be retained in the old physics curriculum, (4) How do we integrate science education research results with everyday school (academic) activities?
J. Ogborn from United Kingdom, J. Yingprayoon from Thailand and V.S. Varma from India, are among the discussants. R. Gutierrez, from the Science Education, Fundacion Castroverde, Madrid, Spain, was the coordinator.
Helping someone to learn how to teach well is more easily done than said, and the process is more of an apprenticeship. As Picasso put it, "What I do not know how to do, I learn by doing."
Physics Beyond 2000 and Science Curriculum
by Jon Ogborne
Institute of Physics London, UK
What’s the problem?
The problems to be addressed are the mismatch between the science and technology courses offered in the curriculum and the needs and concerns of those who are obliged to study them; there is a need to deal with the fact that science and technology, taught to many, are only practiced by a few.
Knowing science in order to value it
What claims can be made for science in the school curriculum? The achievement of the sciences over the past three or four hundred years tell us important and interesting new things about ourselves and the world we live in. Its special character is to offer knowledge that can be relied on. This reliable knowledge is also more than a compendium of things that have been observed, it presents the world under quite novel guises, i.e., in reality, things are often not what they seem to be.
So powerful is the impression of some people that scientific knowledge has been thought of as the only true knowledge, that a large number of things in the world could not be understood in this way. Thus, there is a need for people to learn about science, both to participate in a culture to which it substantially contributes, and to be aware of the scientific traps of over-estimating it.
This way of thinking about science in education - entailing knowledge to be known sufficiently in order to have value - also helps us avoid an insidious trap which ensnares much educational thinking and school practice. Pupils pass hourly from one subject to another, and (after the primary school) each teacher of each subject seems to be charged with the duty of saying: “Be like me!”
Teaching about science
A good part of science education for everybody is teaching about science, not doing science. There is another venue for the latter, since a way to develop an interest on the value of an activity is to try doing something which models it. But it does mean giving up the notion that we are teaching most pupils “to be scientists or to be scientific.”
It follows that a good part of science education has to be devoted to popularizing scientific knowledge and to giving accounts on how that knowledge was established.
A common idea is that the task is to provide through experiment and demonstration, evidence which establish an idea, so that pupils may be rationally convinced of the correctness of the ideas being taught. Learning is the same as rational conviction. The prejudice against telling scientific stories about the world without showing exactly what justifies them means that we defer, usually until much too late, some of the more interesting and fundamental ones. One way to get used to the ontological zoo (the inhabitants of scientific worlds) is to hear stories which involve its inhabitants. And this is also a way to grasp what is involved in scientific explanation: departing from common sense explanation, in seeking to explain, could be considered as common-sense. Of course such stories must raise the question: “Who could believe such a thing?” It is not always necessary though to offer the grounds of belief before describing what people believe.
Technical competence and know-how
A dimension of equal importance is that of technical competence and know-how. It is central to the scientific culture that it is a culture of action and doing. Its action in the world sustains its realism. Besides the practical benefits of being able to join in a do-it-yourself spirit in the technical culture is the importance of the values - pragmatic and aesthetic - of being able to do things well. The key here is the development of rational confidence.
Science provides crucial know-how about ourselves and our bodies - knowing how to maintain health, how to avoid diseases, and how to cure or treat minor complaints or injuries. There is valuable know-how about how to treat animals and plants - caring for them and getting benefit from them. School science ought not to be more of little petcare and gardening, and where possible some farming. Know-how about the conservation, preservation and sustainability of the environment, e.g., making shelters or purifying water, should be taught and learned in science education.
The science curriculum
For science curriculum to be attractive, it needs to focus on questions which are of importance and interest to people. The curriculum has to provide opportunities for experiencing a good variety of science methods and techniques, particularly important ways of being rational about the world.
By no means, all scientific world-pictures interrelate with fundamental basic human concerns. There can be no pretence that science is designed just to answer various questions we all want to be answered, while in fact it is designed instead to answer those questions which can be answered. Scientific knowledge touches broad human concerns, under five themes:
See next page
These are all areas of potential interest to many in which the sciences have something fundamental to say. Together they display a good deal of scientific ideas and concepts.
Another essential reason to address questions of importance to people is to motivate them to the necessary task of describing the “ontological zoo” of science. To them, the inhabitants of the zoo seem strange, so it is right that they are shown to play an important part in stories which explain something about who we are and where life came from, what the stuff of the world is like inside, how the universe is built and how it may have begun, how we have the physical world around us, and how transmitted and reproduced information underlies both communication and the nature of life.
Finally, if we address questions which matter, and not just questions we can answer, we will be open to confront the limits of scientific knowledge, and to consider what value to give the scientific knowledge at hand as well as that being discovered.
Education in India is an engine for social transformation. It is the only way that children who are born from the underprivileged sections of our society can be empowered to win greater opportunities in their lives and also be better informed citizens of tomorrow. This is their only means for social mobility. Universalization of access to quality education and retention of children in school is therefore the greatest challenge facing our country. Any educational reform that we undertake, any new curriculum that we develop, must therefore contribute to the school, making it more attractive, more interesting, more relevant and more empowering to children. It must teach children how to learn so that learning becomes a life-long activity. It must pay special attention to the needs of girls because they are the more disadvantaged; they are the ones who are forced to drop out of school because of social and economic reasons.
These reforms, which are desirable for the educational system as a whole, must also include decisions not only about what science is taught but also how it is taught. At present, science is taught in our schools as a body of complete knowledge and as a discipline that offers answer to all questions that are worth asking. It also insidiously implies that all problems are amenable to the scientific enterprise. It is important that school science free itself from such a paradigm. It is important that we teach science not in a way that it always provides the correct answer. It should be realized that there can be situations, particularly at the science-society interface, where it is often impossible to get an unequivocal answer. In real life, choices have to be exercised, different possibilities have to be weighed out -- particularly when the well-being of the community is affected by such decisions. Should we or should we not build big dams? Should we use nuclear energy to generate electricity? How much chemical fertilizer should we use? Should pesticides be banned because they are also harmful to human health? Should we pump water for irrigation at the risk of depleting our ground-water resources or should we be content with lower agricultural yields? The major question is how do we go about such developmental choices and what role should school science education play in developing abilities in our children to equip them to make choices in their adult life? It is therefore important that the curriculum tackles topics about sustainable development (if at all possible), about the finiteness of our resources, and about the nature of the developmental choices that lie in the years to come.
The science curriculum must integrate with the daily activities of individuals. It must pay greater attention to health, hygiene, medicine and medical practices, statistics and probability. One must find opportunity to teach about common medical conditions, emergency measures, implications of medical tests and their reliability. Generally speaking, the curriculum must prepare children to face medical conditions when they are older and are not necessarily in the best of health.
The curriculum must also promote a critical and scientific appraisal of indigenous and empirical forms of knowledge. And encourage experiments and investigations of local practices on diet and health, traditional medicines, traditional water management systems.
Today science and technology invade all our lives. The quality of life is highly dependent on the technology we use and hence the scientific developments to which they relate. In the future, science and technology can be predicted to invade our lives to an even greater extent. It is assumed that physics is one of the core science subjects and is important for the advancement of scientific development. But it is not seen as interesting and relevant by the majority of students, failing to promote public awareness and understanding.
STL stands for Scientific and Technological Literacy for All. It is much more than the gaining of a body of knowledge and a way of knowing. It is more than being aware of applications of Physics, or developing a positive attitude towards science. In fact it is about gaining a meaningful education through a context of science. It definitely encompasses good teaching practices and hence, the professional development of teachers is seen as an essential component in its implementation.
STL can be put forward to mean developing the ability to creatively utilize sound science knowledge (and ways of working) in everyday life to solve problems, make decisions and hence improve the quality of life. This is based on acquiring educational skills at the intellectual, attitudinal, communicative, societal and interdisciplinary levels. Science, especially Physics, is taught in schools, because it is seen as an important part of general education.
It is important that STL should not be viewed as a constant target. It differs, depending on education received and the educational objectives stipulated at a given educational level within a specific country. This is a crucial point to note in guiding students to strive towards an appropriate level of STL. In fact, it is important to realize that students do achieve some degree of STL. But in putting forward STL as the teaching goal, it is STL which is enabling students to acquire educational objectives, to the degree intended by society, that is important. And the level of STL that the society expects can be more demanding as the students advance in academics.
The STL philosophy is based on science education as part of education; science education is approached from a societal perspective; and science education is based on constructivist principles.
The STL approach is very different from the uncontextualized emphasis on scientific principles and concepts used in most textbooks. It calls for maximizing the student involvement and the important transformation from teacherPhysics Teacher Education*
by Helmut Kühnelt
Institute for Theoretical Physics, University of Vienna, Austria
Students and teachers perceived physics as a difficult subject. When given a choice, students in upper secondary education prefer not to take physics. This results to low enrolment in university physics courses and shortage of qualified physics teachers.
Pre-service Education
Despite the different socio-economic backgrounds the problems in preservice education highlighted in the contributions of Matilde Vincentini, Italy, and of Vivien Talisayon, Philippines, have a lot in common. However, the models of teacher education are apparently different.
In Italy, high school teacher education is in a process of reform. Prospective teachers have to follow the full academic course in physics, to which a two-year study of education and teaching methods is added. Further reforms will follow from the transition of the traditional Italian University system to the “European system” with a bachelor degree after three years of study. Two main problematic areas have been identified by M. Vincentini: the quality of subject knowledge of the students and the underdeveloped cooperation between and among the university teachers of different fields of specialization and with teachers acting as mentors during the practicals in school. Subject knowledge after several years of physics specialist studies is described as incoherent between the different subdisciplines of physics.
The author takes the liberty to contribute similar observations with Austrian students. Austrian teacher students have to study from the beginning, two subjects as well as pedagogy and subject-related teaching methodology. (They can obtain a full physics master degree after passing additional courses). Their subject knowledge appears equally incoherent. Understanding of basic physics concepts is marginal even if some capabilities for solving typical problems and experimentation skills have been acquired. Students have not learned to transform the subject matter from the academic lecture to classroom language. To address these problems of transfer, a special course, in parallel to the introductory physics course, has been introduced recently.
M. Vincentini and the audience criticized the belief held too often at universities that good subject knowledge is sufficient for good teaching. The effect is two-fold: Lecturers are just delivering lectures without interacting with students, teacher students do not develop communication skills and, after returning to school, they tend to fall back on lecturing despite all instruction to the contrary during the short phase of methodical training. University teachers are necessarily preoccupied with their research (which is the main determinant for promotion) and are to a large extent, ignorant about recent developments in education.
V. Talisayon described some problems of science teacher education in the Philippines. The suggested solutions include the attainment of a center for teacher education, the National Institute of Science and Mathematics Education Development, which is well equipped both in terms of staff and of laboratories and equipment. Summer courses give teacher students of less equipped institutions the opportunity to practice hands-on learning and to conduct experiments in the laboratory. Aside from giving some insights on approaches to fostering metacognitive reflection.
* Synthesis of Round Table presentations at the GIREP-ICPE International Physics Education Conference in Barcelona, Spain in August 2000. See next page
Dick Gunstone reminded the audience the necessity of communication skills and training. He gave two examples: letting students write and edit an issue of a science teachers’ journal, and having students teach each other in small groups. This is an argument for reducing the number of lecture hours—which are often considered to be too few by university teachers—and for giving more attention to projects and seminars.
This leads back to the question of depth vs. breadth of subject knowledge of teachers. The author considers communicating physics as the main task of a teacher. Communication requires understanding at a higher conceptual level that can be achieved in courses with very broad coverage of the subject.
Efficient communication requires also an understanding of the common blocks in learning. Despite the wealth of related research, quite often, initial teacher training does not expose students and teachers to this skill but is concerned mostly with subject content and specific teaching method. One has to ask also the question of how students are prepared for lifelong (autonomous) learning. Does the university tell the students that physics is a growing field of knowledge and that recent achievements of physics are rapidly becoming part of everyday commodities? Is the message passed to the students that studying at university is a short, but concentrated episode in the whole course of lifelong learning? How can the comprehensive stock of knowledge (as it is presented in lectures, laboratories and seminars) be sustained? In short, it has to be acknowledged by students as well as by professors that preservice education is insufficient.
**Teacher Induction**
Teaching practicals during pre-service education and gaining experience during the first few years in service are reported as major steps in the individual teacher’s development. Despite its importance it has not been addressed strongly in the discussion. Usually, teachers and students and young teachers work under the guidance of mentor teachers. Mentors are acting on behalf of university or inservice training institutions. Again the question arises whether it is sufficient for a mentor to have a record of excellence in teaching or if some special training—with continuous updating—should be required. In-service training is required for the mentors. In addition, a support system has to be established. This allows exchange of experiences between mentors, teacher educators and even trainees. Postgraduate students are given the opportunity to be exposed to physics education research. They could also contribute to physics education research through their work with pupils and teachers. Also, this will strengthen ties between teacher mentors and university, which will raise quality standards of teacher education.
**In-Service Education**
Lifelong learning is recognized as a necessity in a changing world. The rise of information technology and its implementation in schools provide an example of how a large body of teachers has to update their knowledge in a field, which was virtually not existent, when the majority of active teachers received their initial education.
At this conference, a number of contributions highlighted problems inherent in inservice training. Difficulties with transmitting innovative teaching approaches to active teachers have been reported. An interesting approach to train teacher trainers has been presented by U. Ganiel and the Weizmann Institute group. According to the constructivists’ point of view, learning in-service courses have changed, and participants responsibility have increased for their learning, both with respect to contents and to methods.
Seta Oblak described how teachers at school and university cooperate in Slovenia. This has led to postgraduate courses for a master degree in science education. It has also led to successful joint projects of curriculum innovations. She also pointed out that only a minority of teachers takes part in those activities and that the majority is waiting for proposals and materials for quick and easy use in the classrooms. In this situation, networking is a necessity to reach the less active, but responsive teachers. Networking may be supported by e-mail and electronic discussion, by journals and by regular meetings. Networking is a precondition for raising professionalism among teachers. EUPEN conducted a survey in several European countries about the needs of physics teachers in preservice as well as inservice education. This has been a topic during Round Table 2. Sylvia Pugliese Iona, a co-investigator of EUPEN survey, reported during Round Table 3 about additional findings of this survey. She stressed the importance of professional contacts and networking. And raised better working conditions for teachers. We interpret this not only as a request for adequate provision of laboratory equipment and teaching hours, but also for increased mutual support through collegial exchange of experiences and new ideas—as well as reflection on the aims of physics education in the different areas and age brackets. Professional associations like ASE in UK or AIF in Italy play an important role in this respect.
**Concluding Remarks**
To use an analogy from the performing arts, the more difficult it is to play a piece of music, the more work is required not only for exercise but also for reflection—both components working together for an interesting, even fascinating performance. In a similar way, a truly professional teacher does not only have solid subject knowledge, a rich repertoire of teaching methods, etc. but also have reflective activities.
Therefore, one of the tasks of inservice training is the professional development of the reflective abilities of teachers. (Of course, this extends also to preservice education.) Experience from a number of inservice courses with this aim—shows that three conditions have to be met: opportunity, time and support. By opportunity we do not mean the fact that such courses are offered, but we consider the diversity and quality of learning experiences in a peer group which is a very important criterion. Development needs time. One example is in the two-year course in pedagogy and methodology for science teachers in Austria (PFL), teachers document and investigate an aspect of their classroom work. Repeated analyses of their findings lead them finally to an understanding and enable them to draw conclusions from their case study. Support is a crucial condition. It can be provided in several ways. The first is mentoring, the second—and at least as important—is mutual support of the participants of the course. In the PFL case, small groups of about eight participants and one team member meet regularly during the two years to discuss the progress of work and to assist each other by attending lessons, interviewing pupils, and giving feedback to the hosting teacher. The group is stable and facilitates the development of mutual trust and confidence.
Many important aspects of in-service training could not be addressed during the two-hour round table. One, which should get more attention and support, concerns internships of teachers in research groups and in industry. Teachers have to orient their pupils about science research and the workplace—brochures cannot replace direct experience.
Discovery - Interactive Approach to Introductory Laboratories
by P. Maurone, F. Maloney, M. Hones, D. Shaw, and L. DeWarp
Over the past several years we have introduced the discovery – interactive approach into all our introductory physics laboratories. This is in contrast to the “demonstration-verification” approach previously used. In the old approach, the whole lab period was taken up with the drudgery of taking data and gave little opportunity for the student to “just try things” while in the laboratory, so most of the analysis was done off site. This, of course, is not the way most experimental research is conducted. To give the students a more realistic sense of the scientific method in action, they must participate in all phases of the experiment while in the laboratory. Rapid data analysis is required to achieve this. For this purpose, we use a PC-compatible computer and PASCO’s interface with the Data Studio software for analysis. Using this combination, or one similar, students can collect data, analyze it immediately, and then proceed with “what if” scenarios and still have time to prepare the report while in the laboratory. We report here our experience with a nonscience major’s course. The course philosophy is given, as well as descriptions of several experiments.
At Villanova we have developed a course for nonscience majors called Planet Earth. It is a joint effort by the Department of Physics and the Department of Astronomy and Astrophysics. It is a team taught by members of both departments. The idea is to get students involved in the joy of discovery and analysis by presenting interesting systems and events and eventually peeling back the layers to understand the underlying principles. This is in contrast to most textbooks where the fundamental principles of the discipline are presented first and then the applications. We try to confront the phenomena first, and then develop the fundamental principles. For example, we consider mass extinctions, thought to be caused by comet impacts, in order to introduce the concepts of motion, energy and heat.
Additional phenomena used to spark interest in the search for underlying principles come from earthquakes and volcanoes as well as examples taken from sports, weather, fossil dating, auto-racing cosmology, and stellar evolution.
We generally discuss these phenomena as occurring on the surface of the earth or is observed from the surface. This brings out another general distinction in the presentation of course material. The two ways of knowing - observation and experimentation. The laboratory is divided into an equal number of observational and experimental laboratories. The observational laboratory deal with simulations of events as observed from surface of the earth astronomical events. The experimental laboratory look at parts of a composite system in a controlled way, a luxury not available to the astronomer, who must deal with the distant objects as composite, using only the light arriving at the surface of the earth with which to experiment.
The complimentary nature of these two ways of knowing is shown in the experiments on light. In the lecture, this is first achieved with a description of Galileo’s and Newton’s work, where the observations in the heavens and experiments on the surface are related.
The rest of this paper will deal with the experimental laboratory, the observational laboratory, having been presented elsewhere.
See DISCOVERY, Page 11
Results of the EUPEN Regional Fora - 2000
by H. Ferdinande and E. Valcke
The Student Experience
EUPEN and its working groups initiated a series of inquiries on physics studies in universities different countries.
The objective was to obtain information on similarities and differences of physics studies between the different countries in Europe and different universities within countries. The parameters include content, level, teaching/learning styles and student workload. The survey was carried out by means of questionnaires sent to institutions and students. The data used in this presentation were collected in 1997 and 1998. The results on first-degree student workload, teaching/learning styles and doctoral studies are summarized in this article.
Student Workload
Some difficulties identified when making comparisons between countries/institutions are:
1. The structure of studies differs from country to country.
2. There are large variations in actual length versus legal length of study. Overrun factor is equal to the actual length over the legal length.
3. The private study part as estimated by the institutions can be questionable. The figures as given by the students might also be questionable.
4. Students are different. The data should preferably relate to an average or typical student, which is probably a nonexisting entity.
The differences are already apparent in the way admission process to physics studies at universities is handled. Some countries require a final examination to secondary school high school, baccalaureate, gymnasium (usually obtained after 12 years at school). There is a clear correlation between the entrance fraction and the overrun and success rate, in the sense that there is less overrun and a higher success rate for tougher entrance requirements.
Data have been obtained on the workload divided into contact hours, which again were divided into lectures, tutorials (problem solving), laboratory (experimental work) and computing, and noncontact hours, representing homework, private study, writing reports, etc. Further, the private study time (homework) has been estimated both by the institution and by the students. About one third of the cases studied results to a good match. One third of the institutions overestimates and one third underestimates the private study time.
Teaching/Learning Styles
The study time varies considerably as well as the actual length versus the legal length and the success rate. It appears that each institution has developed its own route to physics education. In most countries, the institutions decide on what to include in the curriculum content. Various patterns can be obtained. One such trend is obtained by plotting the total number of contact hours for basic mathematics and general physics (including classwork and laboratory) against the number of hours for classwork and laboratory. The examined institutions then fall in four fairly well-separated groups covering the four possible cases: 1) large number of contact hours, large number of classwork/laboratory hours; 2) large number of contact hours, small number of classwork/laboratory; 3) small number of contact hours, large number of classwork/laboratory hours; 4) small number of contact hours, small number of classwork/laboratory hours. Another trend is the way the progress of the student is controlled. There are three patterns: (1) the student who is in complete control; (2) the institution is in complete control; and, (3) the student can decide when to take the exams but with the institution still being in control. There is a correlation between these patterns and the overrun and success rate.
Qualitative factors were investigated: Formative versus factual teaching/learning style and it is of course a matter of individual perception. There is a clear bias towards formative, with a number of institutions perceiving their courses well-balanced. The mathematical level is another factor. To a certain extent this can be quantified as the number of contact hours for basic mathematics, also available from the questionnaires. From these the ratio between contact hours for basic mathematics and contact hours for general physics ranges from nearly 2 to around 0.5. There are large differences in the way it is done in the same institution for year one and later years. Differences in the way of doing laboratory work are also apparent, ranging from students being fairly passive in the sense that the exercises are of the cookbook type, to the very active student where the students start by formulating a project. The passive behaviour is by far the most usual. Examinations are conducted quite differently in the different institutions, both in the form of - written or oral and in content - multiple choice, discussion and general concepts, thorough and analytical treatment or problem solving. Most institutions use both oral and written
Reprinted, with permission, from the EUPEN Consortium p/a Universiteit Gent
Proeftuinstraat 86
B-9000 Gent, België
See next page
examinations, but in seven institutions 90% of exams are written, two institutions have only oral examinations and five have a fifty/fifty distribution. Most institutions use problem solving and thorough treatment in the written and oral part, respectively. The fact that examinations differ considerably is also witnessed by the responses to questionnaires sent to some exchange students. They find the form of examination at the host institution quite different from the one at home, not necessarily more difficult but just different. In general, however, the students going to the UK, find the examination easier, because it does not require memorizing work.
**Conclusion**
The first-degree student experience shows that the European Physics departments offer a great variety of study patterns. No easy recognition procedure from one country to another is available. Two-tier study organization is so far limited but some countries are at present committed to implement a reform of their study organization.
The doctoral degree is widely recognized as clear evidence for the ability to carry out independent research. In actual practice and circumstances, there appear to be a rich variation among the various countries of Europe.
We always felt that such a richness in educational traditions must be preserved. Nevertheless we feel that enhanced reciprocal knowledge and sound comparisons can make each national approach richer and more fruitful, favouring a better readability of the overall European education in physics and improving the mobility of students and graduates within Europe.
**Organization of Physics Studies**
The organization of physics studies at both undergraduate and doctoral level was studied, by means of questionnaires, which were sent to the members of the network. The preparation and analysis of these questionnaires were done in collaboration with other investigators. Results from the first three years and the discussions at the EUPEN Fora were re-evaluated in the fourth year and the results were presented in different forms.
**Undergraduate Studies**
The undergraduate questionnaire was distributed to all EUPEN members in 1997 and 76 replies were received from 22 countries.
The main conclusions were as follows: The length of the undergraduate degree has a range of 4 to 7 years, with an average of about 5 years; the entry age to university varies from 18 to 20, so that the degree can be completed at age 22 to 27 in different countries; usually instruction is in the local language or in several countries’ languages, but some courses are also available in English or other major languages. Courses in English are frequently available in Scandinavia and the Netherland; female participation is low (10–20%) in Scandinavia and Northern Europe. The participation figures for Southern and Central Europe are better (30–50%). However, in some cases, the female percentage is boosted by inclusion of physics teaching degrees; the average dropout rate is about 30 percent, but this conceals very large variations. Due to the differences in university systems, intercomparisons are extremely difficult. It is not clear where the students go; some may well take up other courses; student funding and fee regimes vary drastically between countries. This provides a barrier to students studying in another country. This is even true within the EU, where all EU-students should be treated on the same basis as home students; and on average, the cost of educating a student is about 30 percent of the GDP per capita in the country. On the same basis, the cost of living for students at home is 18% and away from home, 30 percent.
**Doctoral Studies**
The doctoral studies questionnaire was distributed to all EUPEN members in 1999 and 93 replies were received from 24 countries.
This may include time spent on an intermediate qualification such as the French DEA or the British M.Sc.; students typically achieve a doctorate degree at age 28, with a range of 25 to 31; there is widespread support for the development of a European doctorate degree and general agreement on the criteria required; the existence of an examination system for entry to doctoral studies, in a few countries, is a barrier to foreign students undertaking studies there; the lack of a coherent system for financial support is probably a more general problem. In many countries, doctoral students are partially supported from a variety of sources and much effort is extended to gather adequate funds; several countries charge substantial fees for doctoral studies, which presents difficulties for doctoral student mobility between European countries. This will have the same effect as the fee policy in the UK has had on undergraduate student mobility there.
**Dissemination Report of Working Group 3:**
E. Cunningham
Dublin City University
Dublin (IE)
email@example.com
A. Konsta
Ethniko & Koinonio Polytechnio
Athina (GR)
firstname.lastname@example.org
C. Ferreira
Universidade Técnica de Lisboa
Lisboa (PT)
email@example.com
D. Chasseau
Université Bordeaux I
Talence (FR)
firstname.lastname@example.org
I. Sosnowska
Uniwersytet Warszawski
Warszawa (PL)
email@example.com
*See next page*
Curricula Structure and Development
Conclusions on the Curriculum Structure
The physics studies in 21 European countries show a great diversity; fundamental physics studies are dominant in the curricula; laboratory teaching hours increase from the 1st to the 4th year; and there is no indication of a possible level of qualification directly related to and physics in the third year although in the UK and Ireland this can happen.
Use of Information and Communication Technology
The new learning conditions imposed by the advent of ICT were investigated: What changes will come about in the classroom environment, in timetables, in boundaries between subjects, in the role of teachers and textbooks, in lifelong training...?
The questionnaire on “e-education” was divided into five main sections covering the following topics: computers in physics course, information retrieval, communication skills, student responsibility for course choices, and participation in departmental organization.
As usual with this type of questionnaire, which is being sent to many different countries, there is an inevitable danger of ambiguities/misinterpretations although this does not appear to be a major problem in this particular case.
An Overview of the Returned Questionnaire Forms
Ninety universities responded to the questionnaire. It was immediately apparent that there were much larger variations than had been present in the earlier questionnaire on course structure. Also a considerable variation in the answers received from one country was apparent. Finally the “skills” development in different institutions is probably the result of individual initiatives.
Student Access to University IT Facilities
Seventy-seven of the ninety institution indicated that they had computer terminals available for normal student use in the physics building, with an average of forty-six terminals or computers available.
To approach the previous estimation in a semi-quantitative way, we computed the ratio of the number of consoles divided by the number of students using them. This was done for each year of study and in each university.
Dissemination Report of Working Group 2:
J.-C. Rivoal
Université Pierre et Marie Curie
Paris (FR)
firstname.lastname@example.org
J. Dore
University of Kent at Canterbury
Canterbury (GB)
email@example.com
B. Hamprecht
Freie Universität Berlin
Berlin (DE)
firstname.lastname@example.org
H. Latal
Karl-Franzens-Universität Graz
Graz (AT)
email@example.com
V. Roubík
Česká zemědělská univerzita
Praha (CZ)
firstname.lastname@example.org
Research in Physics Teaching
Several issues, including the decline of recruitment and the reform of the studies going on in several countries, require a strong rethinking of the way in which physics is taught. To this aim the Group on Research in Physics Teaching has analyzed the information collected from two different communities. The first one is that of the physicists involved in disciplinary research and teaching in university physics courses. The second one is that of the physicists involved in research in physics education and training prospective teachers. In most European countries, the two communities live in separate departments (Physics/Science Education). The information concerned: a) the state of the art of physics teaching in the physics departments; b) the influence of educational research on physics teaching and, c) the level of communication between the two communities.
Summary of Results
Our basic findings and conclusions are the following: (a) In several countries the organization of the studies is structured in two cycles (Bachelor - Master/PhD). Many examples of bachelor courses open to various professions are available, but it seems difficult to shift the master’s degree from the traditional training of scientists to that of “science trained high-level professionals.” This involves a rethinking of the basic contents in terms of the quantity and quality needed for the use in different professions, with due consideration to the requirements of the society. (b) The results of educational research draw the attention to some necessary changes in the teaching methodology. Most university teachers, however, are not acquainted with those results and do not think that educational expertise is needed for their teaching activity. It follows that now the methodology is mainly of the recitation type and often rather inefficient. Some examples of change towards an interactive methodology are available in the departments involved in the training of teachers. The promotion of the educational expertise of university professors needs particular attention. (c) Overall, the two communities agree that there is lack of communication between them. Both feel this lack as a drawback for improving university teaching. We feel that the main obstacles to overcome are: The belief of most scientists in the validity of the traditional way of teaching and
the lack of motivation for change by the scientists who feel that the disciplinary knowledge of the researchers in education is not up-to-date.
It therefore seems necessary for both communities, while working to establish a better communication on educational issues, to focus on the definition of the quality of the basic knowledge in physics needed for the scientific literacy of the high-level professionals. This is particularly important today when changes in the university organization would be desirable in the light of the ambition to make the European systems converge, as summarized by Dr. Guy Haug in his comments on the Bologna declaration.
The universities and their physics departments should also organize sessions for the training of university teachers. Up to now, in many countries, the evaluation of the work and the promotion of university professors is based mainly on his/her research activity. A change is needed in order to give more weight to the quality of the didactical experience.
Continued from Page 1
The handouts were e-mailed and posted on the Web at least a week before the scheduled internet chat (with limited voice interaction) session. The course availed of the free chat room in the math.net website. For the voice chat, the Roger Wilco software was used. Pictures of the facilitators and some participants were posted on the web.
The chat was a first-time experience for all participants who indicated that they enjoyed the interaction with the facilitators and student participants from other countries. At any one time, two or three facilitators were interacting with the participants. The questions were not limited to the topic on hand but often dealt with differences in the physics curriculum of the participating countries, including physics teaching conditions and strategies.
Continued from Page 7
The experimental laboratory cover kinematics, dynamics, heat, light and radioactivity. The discovery approach is used for most of them. A general description of the phenomena is given and the measurable variables identified. It is up to the student to measure them and find a relationship between them, using the software provided.
After a few weeks in laboratory it becomes apparent to the student that there is an underlying unity in seemingly very diverse phenomena. For example, a decreasing exponential is fitted to temperature and time data from a cooling object. A decreasing exponential is also used to fit data from radioactive radon gas decay; light alternated through varying depths of colored liquids as well as gamma particles alternated through various thicknesses of absorbing material. The inverse quadratic nature of enumerations from point sources is discovered for light and radioactivity.
We present results from several of the experiments performed throughout the year that we feel bring out the themes we have stated: discovery/interaction, observation/experimentation and the underlying unity of nature.
First GIREP Seminar on Development of Formal Thinking in Physics
by Ian Lawrence and Marisa Michelini
GIREP will conduct its first seminar on Development of Formal Thinking in Physics on September 1 to 15, 2001 in Udine, Italy. The seminar is organized by Ian Lawrence and Marisa Michalini.
Developing formal thinking in physics means acquiring a network of connections, assigning meaning to imagined elements, and allowing navigation around the landscape of physics.
The themes of the seminar are: a) Interplay of theory and experiment. Idealization issues in embedding and linking practical experiences with developing structures; b) Modeling and work. Issues in developing imaged worlds and connecting them to the phenomenal world; and c) Mathematics: Exploring the special case of developing physics through the descriptive language of mathematics.
Science Teachers as Researchers
Some of us are involved in research about teachers and students. To those who are interested in doing studies on teaching and learning may communicate to Brian Woolnough, Oxford University Department of Educational Studies, Oxford, U.K.
email: email@example.com
Working Year 4
During this dissemination year of EUPEN, our group has not had any further contacts with the respondents of the enquiries during the first three years. It has been a year of reflection and dissemination of the results previously obtained. Some of the members of the group have had the possibility of giving seminars and lectures in the home departments or elsewhere. In all three regional fora WG5 has presented the results obtained in the previous years, and the interventions have evoked stimulating dialogues with the respective audiences.
A special occasion for interesting discussions in the context of our results was the GIRED/ICPE conference in Barcelona in September 2000. This meeting was devoted to “Physics teacher education beyond 2000”. Naturally it was attended by a large number of researchers in the field, and the participants came from many countries also outside Europe. It also brought those people active in EUPEN together with representatives from other organisations working on the field of Physics Education, as for example IUPAP Division on Education, GIREP and the IUPAP Commission on Education (ICPE).
One issue which was raised during this conference, in a round-table discussion on “Contributions of Institutions to the improvement of physics teaching”, was the one concerning the gap between “the two communities”: the academic physics researchers/teachers and the physics education researchers. These two groups of researchers naturally ought to be in close contact with each other. Contrary to this, they are often not even working in the same departments and there is sometimes a lack of trust between them. The reason for this could be a feeling that the other group does not really appreciate and/or master the issues and methods used in the other group.
The answers obtained by our working group have clearly confirmed this observation and stress the urgency to see to it that this gap is eliminated. One indication that a development has already got started is the fact that in many institutions the teaching experience is now considered to be as important for career positions as research experience. Some countries, like Sweden, even have a third criterion to be judged in applications to higher posts, namely contacts with “the outer world”, with the public and with the media. Another example, also from Sweden, shows that things are developing. At Uppsala University a chair in physics didactics has been established this year for the first time, and the holder is now placed in the Physics department.
It is also known that some universities require newly appointed lecturers and professors to take pedagogical courses. It is no longer considered evident that good teaching is an automatic consequence of outstanding research experience! The results of WG5 have already been disseminated, not only this year, but all the years that the EUPEN books appeared. To give one example, the inquiries stimulated ongoing innovations in the Netherlands. It has become clear in order to attract physics students in the future, one needs good teachers and in order to get good teachers, one needs good teaching at the university. So in the Netherlands there is a growing awareness that universities have to emphasise much more strongly the importance of education and teaching in the physics departments. This resulted in the fact that every department now has a Head of education who is responsible for everything that is connected with the teaching of physics at the university. It is clear that EUPEN activities have played a role in increasing the appreciation of the importance of good teaching.
The situation in central and east European (C/EE) countries (especially the Czech Republic, Slovakia, Poland and Hungary) was that the education of school teachers was also provided at so-called High Pedagogical Institutes. Since 1990 these activities have been gradually transferred to universities. All of the students are educated in two subjects (major and minor area of study). Physics students study physics-mathematics, physics-chemistry, physics-computer science, etc. These universities are not participants in EUPEN and therefore the experience gained by these institutions regarding the education of physics teachers is missing. In these universities research in education (or didactics) is conducted as a general field of study, and also specifically in Physics education. There is also the possibility to perform doctoral studies in Physics education (Physics didactics). There are many professors, associate professors, and assistant professors (lecturers) of Physics education.
To introduce new models in Physics education, for example computer based teaching, and to obtain support for research in this field, many universities participated in one or more projects of the TEMPUS programme, e.g., University of Poznan (PL), Comenius University (SK), Matej Bell University (SK). Due to the increased activity in this area by C/EE countries, different results may be expected in the data for these countries, in comparison with the European average. Physics courses have gone through some changes with the introduction of ECTS, the European Credit Transfer System. The next changes would be effected if the Bologna declaration is implemented to develop new curricula for the two-level university degree system.
Finally, a most important and concrete outcome of the previous activity of WG5 has been the influence of the above results and findings on the Physics studies reform going on at present in some European countries, more specifically in Italy: Here the development of the new curricula for the two-level university degree system (3+2), as well as the changes in the didactical methodology, have been guided by serious consideration of most of our suggestions and recommendations. The EUPEN activity therefore resulted in a concrete service for the advancement of physics teaching in Europe.
Dissemination Report of Working Group 5:
Gunnar Tibell
Uppsala Universitet
Uppsala (SE)
firstname.lastname@example.org
Hog Geurts
Katholieke Universiteit Nijmegen
Nijmegen (NL)
email@example.com
Peter Lukáč
Univerzita Komenského
Bratislava (SK)
firstname.lastname@example.org
Giovanni Vittorio Pallottino
Università degli Studi di “La Sapienza”
Roma (IT)
email@example.com
Roser Pintó
Universitat Autònoma de Barcelona
Barcelona (ES)
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Year 3/4
Science
- Parts of a plant.
- Water transport in plants.
- Grouping living things.
- Classification Keys (vertebrates and invertebrates)
- Food Chains.
Art:
- Observational Drawings
PSHE
- Benefits of the outdoors.
- Looking after the planet.
ICT:
- Use search engines to retrieve information.
Term: Autumn 2018
Ivegill CE Primary School
1. Explore
Get to grips with the text.
2. Poetry
Based on Raven.
‘I am…’
3. Vocabulary
Look at word classification in context.
4. Grammar
Synonym and antonyms of word class.
5. Analyse
Look at the structure of poems.
6. Plan
Create word banks of verbs and adjectives suited to animals.
7. Write
Create a diamante poem.
8. Edit and Improve
Re-write their diamante poem using word class.
9. Write
Create a Kennings poem using word class.
STANDARDS
Year 3 and 4
**Continuous Provision**
- Use word mat sheet to extend vocabulary.
- Vocabulary dripped in.
- Use a dictionary independently.
- Map of local area.
- Compass directions.
- Co-ordinates.
- Handwriting.
**The Lost Words**
*Can I…*
- Identify word classes in context?
- Give examples of nouns, adjectives and verbs?
- Use ambitious vocabulary?
- Draft and edit my work to improve the quality?
- Write poems in different forms?
- Use similes, alliteration and other poetic devices.
**SPAG/Phonics provision:**
- Word Families
- Word Mat on spellings.
- Synonyms and antonyms.
- Clauses
- Conjunctions.
- Paragraphs.
**With support DO-it like this**
- When encouragement is given, alliteration is used.
- When encouragement is given, similes are used.
- Writing frames or similar support are used.
- When encouragement and support are provided, presentations are beginning to show confidence and appropriate intonation.
- With support match words to classification.
**With reminders (USE what we DID):**
- Alliteration is used effectively.
- Similes are used effectively.
- The main features of the type of writing are applied.
- Appropriate intonation is attempted in most cases.
- Identify word types in text and provide examples.
**Pupil initiated (OWN what we USED)**
- Well-chosen descriptive alliteration are used.
- Well-chosen descriptive similes are used.
- The main features of a type of writing are generally applied without prompts.
- Presentation is articulate and intonation, pace and variation in volume show a good awareness of the audience.
- Recognise word classification, give examples and synonyms.
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Please answer these questions about your child. Keep in mind how your child usually behaves. If you have seen your child do the behavior a few times, but he or she does not usually do it, then please answer no. Please circle yes or no for every question. Thank you very much.
1. If you point at something across the room, does your child look at it? (FOR EXAMPLE, if you point at a toy or an animal, does your child look at the toy or animal?) Yes No
2. Have you ever wondered if your child might be deaf? Yes No
3. Does your child play pretend or make-believe? (FOR EXAMPLE, pretend to drink from an empty cup, pretend to talk on a phone, or pretend to feed a doll or stuffed animal?) Yes No
4. Does your child like climbing on things? (FOR EXAMPLE, furniture, playground, equipment, or stairs) Yes No
5. Does your child make unusual finger movements near his or her eyes? (FOR EXAMPLE, does your child wiggle his or her fingers close to his or her eyes?) Yes No
6. Does your child point with one finger to ask for something or to get help? (FOR EXAMPLE, pointing to a snack or toy that is out of reach) Yes No
7. Does your child point with one finger to show you something interesting? (FOR EXAMPLE, pointing to an airplane in the sky or a big truck in the road) Yes No
8. Is your child interested in other children? (FOR EXAMPLE, does your child watch other children, smile at them, or go to them?) Yes No
9. Does your child show you things by bringing them to you or holding them up for you to see – not to get help, but just to share? (FOR EXAMPLE, showing you a flower, a stuffed animal, or a toy truck) Yes No
10. Does your child respond when you call his or her name? (FOR EXAMPLE, does he or she look up, talk or babble, or stop what he or she is doing when you call his or her name?) Yes No
11. When you smile at your child, does he or she smile back at you? Yes No
12. Does your child get upset by everyday noises? (FOR EXAMPLE, does your child scream or cry to noise such as a vacuum cleaner or loud music?) Yes No
13. Does your child walk? Yes No
14. Does your child look you in the eye when you are talking to him or her, playing with him or her, or dressing him or her? Yes No
15. Does your child try to copy what you do? (FOR EXAMPLE, wave bye-bye, clap, or make a funny noise when you do) Yes No
16. If you turn your head to look at something, does your child look around to see what you are looking at? Yes No
17. Does your child try to get you to watch him or her? (FOR EXAMPLE, does your child look at your for praise, or say “look” or “watch me”?) Yes No
18. Does your child understand when you tell him or her to do something? (FOR EXAMPLE, if you don’t point, can your child understand “put the book on the chair” or “bring me the blanket”) Yes No
19. If something new happens, does your child look at your face to see how you feel about it? (FOR EXAMPLE, if he or she hears a strange or funny noise, or sees a new toy, will he or she look at your face?) Yes No
20. Does your child like movement activities? (FOR EXAMPLE, being swung or bounced on your knee) Yes No
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Overcoming Writing Apprehension
Taming the Writing Demons: Overcoming Writing Apprehension
Kaitlin Cobourne and Teresa Shellenbarger
NURSE AUTHOR & EDITOR, 2019, 29(1), 5
Many individuals, especially those who lack writing experience, may face anxiety when confronted by a writing task. Writers may experience a variety of thoughts when beginning to write such as: “What should I write about?” or “How do I start this paper?” However, some writers move beyond these basic questions and begin to doubt their writing. They may have thoughts such as, “I am having a writer’s block, just like I’ve had when writing in the past.” “What if my paper is not right and the reviewers dislike my work?” “I am just not a good writer,” or “I don’t feel good about my writing because I don’t have anything important to say.” This internal battle or writing struggle may go on for days or weeks before a breakthrough in writing occurs or the writer simply gives up.
WRITING APPREHENSION
Writing apprehension is an overwhelming sense of anxiety associated with a feeling of dread when facing a writing activity. The feeling of writing apprehension may develop for numerous reasons including evaluation fear, lack of experience and confidence, or poor writing outcomes in the past (Vanhille, Gregory, & Corser, 2017). Other causes of writing apprehension may stem from a disinterest in writing or having one’s work available for public review (Autman & Kelly, 2017). Common factors in all these descriptions include the avoidance of writing.
Writing apprehension may be linked to Albert Bandura’s theory on self-efficacy. Bandura theorized that individuals assess and judge their own capabilities to accomplish a task (Bandura, 1977; 1986). When applied to writing, those who believe they possess the abilities to write well will write effectively, and those who believe they lack the abilities to write well will struggle. Bandura also later theorized that an individual’s self-efficacy comes from four major areas: mastery experiences, where an individual experiences success; vicarious experiences, where a person witnesses someone else’s success; verbal persuasion, where an individual is confident in one’s own capabilities; and physiological and affective states, where an individual’s mindset and outlook focus on confidence (Bandura, 1997; Vanhille et al., 2017). In linking Bandura’s theory to writing apprehension, writers with a low self-efficacy would question their ability to write, would lack experience, lack mentors in writing, and view writing as a stressor, ultimately generating obstacles in writing success.
The ability to effectively express ideas clearly and appropriately is a critical communication skill needed by all nurses. Nursing students, nurse educators, staff nurses, and nurse administrators must write at some point in their careers. Therefore, raising awareness about writing apprehension and offering strategies to overcome this writing problem can be an effective way to advance nursing.
STRATEGIES FOR THE WRITER
Various strategies can be used to help writers overcome their apprehension. The following strategies can serve as a guide for writers and those working with writers helping them to overcome writing apprehension.
Begin by reflecting upon previous and current writing experiences. Consider what went wrong in past writing activities. Can you identify a specific problem or issue? By identifying what went wrong in past submissions, you may be able to avoid those same mistakes again thereby making changes in your writing and increasing your success and confidence. Another strategy involves the development of a writing log. This log can be used to record common problems or errors you make. For example, if you struggle with the appropriate use of words such as “which/that,” then write down the problem and include the rule for use in the future. This log will provide you with a guide for your next writing experience.
You might also consider journaling about the feelings you have about writing. Journaling thoughts and feelings may also help separate the actual task of writing from the feelings towards writing. A journal may provide insight into those negative feelings and emotions that emerge when writing. As suggested above, Bandura’s theories indicate that emotions and mindset can positively or negatively affect writing. By identifying negative thoughts or feelings about writing from the start, you can begin work to transform those thoughts into a more positive approach towards writing. Reframe that negative self-talk from “I am a poor writer” into positive affirmations such as “I can do this.” Rather than thinking or saying, “I can’t write well,” shift the thinking to statements such as, “I am learning to write better.” Self-affirmation and a positive mood can assist in creative development. Studies have shown that people expressing positive self-affirmation are more inclined to generate creative ideas rather than avoid them (de Buisonjé, Ritter, de Bruin, ter Horst, & Meeldijk, 2017). Envision the final product and your writing success. If
writers envision themselves as writers and see their final product, then their visions may likely become a reality.
Realize that not everyone will love your writing and so you may need to remove your ego from writing. Remember that harsh or negative reviews are not a reflection of who you are as a person. Do not take these bad reviews personally and don’t let them damage your confidence. Use the feedback provided by others to improve your work. If you do receive an unflattering review of your writing, keep in mind that at times even famous writers have struggled with writing and have probably received negative evaluations of their writing. For example, twelve publishers rejected J.K. Rowling’s famous *Harry Potter* series before it finally was accepted and published (Randee, 2017).
Other strategies for overcoming writing apprehension involve completing prewriting activities to develop ideas. Brainstorming, free writing, concept mapping, or outlining your work can assist you to produce ideas and facilitate your writing. See Mapping Your Way to Successful Writing in *Nurse Author & Editor* ([http://naepub.com/collaboration/2018-28-4-3/](http://naepub.com/collaboration/2018-28-4-3/)) for additional suggestions. Prewriting activities will decrease writing apprehension by creating a more structured plan to guide the writer in developing an assignment or manuscript.
Lastly, dismiss myths about writing. One writing myth involves a person’s natural affinity or skill with writing. Writing is not innate; it does not come naturally for some people. It is hard work, but like most skills can be developed. To become an expert writer, practice is required. All writers must spend time drafting and editing before final products are polished quality products.
**SUGGESTIONS FOR FACULTY AND EDITORS**
Some writing apprehension develops because of past negative experiences with writing activities. There are approaches that faculty and editors can use to decrease this writing apprehension. In academia, strategies such as writing across the curriculum or writing in the discipline, have been used to try to help students develop their writing through structured approaches. Integrated writing practices throughout education may be helpful. Others may approach writing challenges with educational interventions like peer reviews or the use of writing centers and editors. Faculty and editors assist writers by providing writing support and offer information about writing resources and centers that are available. Encourage students and other writers to acquire help for basic writing difficulties. If they struggle with writing basics, provide resources to assist them in overcoming these concerns. For example, books such as *The Elements of Style* by Strunk and White (2000) could assist students with the basic writing structure and mechanics of writing that they may be lacking. Websites such as Grammar Girl’s Quick and Dirty Tips ([https://www.quickanddirtytips.com/grammar-girl](https://www.quickanddirtytips.com/grammar-girl)) can provide useful writing resources.
Another important consideration is to build writing confidence. When reviewing writing, do not direct all energy on errors and focus solely on mistakes. Make sure to identify some writing strengths and provide positive feedback which will strengthen writing confidence. If writers only see negative feedback, they will begin to dislike writing, lack confidence in writing, and ultimately continue to have writing apprehension.
Educators can also offer a variety of writing practice or opportunities for students to develop their writing skills. Ungraded writing exercises with feedback could help identify problems early on and allow students to revise their work. Ultimately this could save faculty time on grading and writing apprehension may decrease for students. Ungraded assignments would allow for a more relaxed environment in
which to make mistakes, provide feedback that would not negatively impact grades, and enhance writing abilities so students perform better on the final submission of their work, which in turn boosts their writing confidence.
Another key aspect needed to decrease writing apprehension is to read other’s writing. Reading early drafts of work by others can provide insight and reinforce the fact that everything starts as a draft. By reading others’ work, students will be able to assess their progress, and this may help propel them to ensure their writing skills are at the expected level. Through peer review, students may be able to gather new writing ideas and will be able to identify good writing habits. Conversely, students may also be able to identify poor writing habits, which will enable them to identify areas to avoid.
Another approach for faculty to use is to be clear about writing expectations. Evaluating writing involves some subjectivity, so try to remove this by providing clear directions and guidelines. Students often fear that they will not perform at the expected level of individual instructors. Providing specific rubrics and instructions will help students know what is expected and may assist in decreasing fear and promote successful writing. Editors can also help by making sure author guidelines are clear.
Lastly, discuss writing apprehension and raise awareness of the problem. Talk about it. Mentoring emerging authors also helps guide them through the writing process. As they begin to experience writing success, they will gain more confidence and their writing apprehension will decrease.
**CONCLUSION**
Many novice writers feel writing apprehension, which is fear and anxiety related to writing. Ultimately, this creates barriers to producing quality writing. Faculty and
editors can play an integral role in decreasing writing apprehension and help writers develop the mindset that will promote success. By adopting the suggested strategies to overcome writing apprehension, writers may start to become more confident in their writing abilities and overcome the anxiety and fear associated with writing.
REFERENCES
1. Autman, H., & Kelly, S. (2017). Reexamining the writing apprehension measure. *Business and Professional Communication Quarterly, 80*(4), 516-529. doi:10.1177/2329490617691968
2. Bandura, A. (1977). *Self-efficacy: Toward a unifying theory of behavioral change*. Psychological Review, 84(2), 191-215.
3. Bandura, A. (1986). *Social foundations of thought and action: A social cognitive theory*. Englewood Cliffs, NJ: Prentice-Hall.
4. Bandura, A. (1997). *Self-Efficacy: The exercise of control*. New York, NY: W. H. Freeman.
5. de Buisonjé, D. R., Ritter, S. M., de Bruin, S., ter Horst, J. M.-L., & Meeldijk, A. (2017). Facilitating creative idea selection: The combined effects of self-affirmation, promotion focus and positive affect. *Creativity Research Journal, 29*(2), 174–181. doi:10.1080/10400419.2017.1303308
6. Randee, D. (2017). J.K. Rowling’s original ‘Harry Potter’ pitch was rejected 12 times—see it in new exhibit. Retrieved from [https://www.today.com/popculture/j-k-rowling-s-original-harry-potter-pitch-was-rejected-t117763](https://www.today.com/popculture/j-k-rowling-s-original-harry-potter-pitch-was-rejected-t117763)
7. Strunk, W., and White, E. B. (2000). *The elements of style*. New York, NY: Longman.
8. Vanhille, J., Gregory, B., & Corser, G. (2017). The effects of mood on writing apprehension, writing self-efficacy, and writing performance. *PSI CHI Journal of*
ABOUT THE AUTHORS
Kaitlin Cobourne MSN Ed., RN is a Graduate Assistant and PhD student at Indiana University of Pennsylvania, Indiana, PA. She is currently the Program Coordinator at Pittsburgh Technical College in Oakdale, PA. Contact Kaitlin by email: firstname.lastname@example.org
Teresa Shellenbarger PhD, RN, CNE, ANEF is a Distinguished University Professor and the Doctoral Program Coordinator in the Department of Nursing and Allied Health Professions at Indiana University of Pennsylvania, Indiana, PA. She is an experienced nurse educator and author. She currently serves as an Author-In-Residence for *Nurse Author & Editor* and regularly contributes articles about writing. Contact Teresa by email: email@example.com.
Copyright 2019: The Authors. May not be reproduced without permission.
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FOOD AND POPULATION PROBLEMS
IN THE PHILIPPINES
NATHANIEL B. TABLANTE
THE WORLD TODAY IS FACED WITH A MYRIAD OF PROBLEMS arising from conflicts in color, race and ideologies, as well as by problems inherent in the quest for economic development. One of the most important problems affecting national effort to enhance economic and social development, which has merited global attention, is that which concerns the relation between food and population growth.
Regardless of the stage of development attained, the people in any country have to contend with the food problem, be it in terms of increasing the available food supply to meet the expanding requirements of a rapidly growing population, or in terms of disposing food surpluses in the most efficient and favorable means possible. Indeed, the food problem is an ancient one. A study of the history of the human race will reveal that the food problem has always been associated with the story of mankind itself. It is a fact that the advancement of man's society from its primitive to its modern stage today has largely been based on the adequacy of food to meet, not only the minimal requirements for normal health and activity, but also to permit the emancipation of man from purely food-producing activities to other types of productive endeavor.
Despite recent advances made in science and technology, there are some countries in the world—particularly in Asia and in Latin America—which continue to suffer from recurring food shortages, hunger, starvation and malnutrition. These countries can be considered as Malthusian areas, where the very rapid rate of growth of the population tends to outrun the capacity to produce food. According to the Food and Agriculture Organization of the United Nations, it is estimated that at least half of the world's population is chronically hungry, malnourished or undernourished, and about three-fourths of Asia's almost two billion people do not get three square meals a day, much less a well-balanced diet. A scientist from Ceylon once stated that one of the biggest blunders committed in their country was their effective control of malaria because it resulted in more people thriving in misery. A medical scientist remarked that medical advances in India merely prolonged a life of poverty and discontent. Such a frustrated outlook of life stems from the inability of food production to keep pace with population growth.
In the Philippines, the problem of food-population balance is also a major problem. Estimated at about 31.9 million, the total population of the country is reportedly increasing at the rate of 3.29 per cent a year,\(^1\) equivalent to about one million annual population increase or approximately two
\(^1\)B.T. Oñate, "Population and Food Requirements: Philippines," Family Planning Workshop, College of Agriculture, University of the Philippines, October 29, 1965.
babies born every minute. At this rate of growth, our population is expected to double in 30 years. The Inter-Agency Committee on Demography projected the population of the Philippines to 58.1 million in 1980. This projection is based on a rapidly declining mortality and high fertility rates.\(^2\) Population density was 78 persons per square kilometer in 1957 and 98 persons in 1962; by 1980, this is expected to increase to 194 persons per square kilometer.
On the other hand, an official of the National Economic Council stated that in terms of food supply, the present rate of population increase suggests the need of "a yearly additional requirement of 422,720 metric tons of food distributed as follows: rice, 96,112 metric tons or 1.5 million cavans; corn, 24,028 metric tons or 450,000 cavans; starchy roots and tubers, 25,830 metric tons; sugar and syrups, 11,490 metric tons; vegetables, 54,070 metric tons; meat and poultry, 24,930 metric tons; eggs, 5,900 metric tons; milk and milk products, 59,330 metric tons; fish, 29,270 metric tons; and fats and oils, 10,350 metric tons."\(^3\)
The relationship between net food supply available for consumption and the recommended food allowances for different food groups is shown in Table 1. In these relationships, total available supply is made up of domestic production plus imports minus exports, while net supply for consumption is computed by deducting from the available supply the quantities used for seeds, feed, amount due to extraction rate and others. The figures in Table 1 indicate that the supply for consumption is adequate for energy foods in the Philippines, such as cereals, roots and tubers, but inadequate in the protein foods such as meat products, milk, eggs, fish and fish products. For all foods, the sufficiency ratio of the Philippines is only 78%.
Table 1. Net Food Supply and Recommended Allowance in Grams per Capita per Day by Food Groups, Philippines.
| Food Group | Total Net Supply for Consumption (1963) | Recommended Allowance (1961-1965) | Sufficiency Ratio per cent |
|-----------------------------|----------------------------------------|----------------------------------|----------------------------|
| Total | 941.0 | 1,210.1 | 78 |
| Cereals | 347.2 | 329.2 | 105 |
| Roots and tubers | 111.1 | 70.8 | 157 |
| Sugars and syrups | 49.6 | 31.5 | 157 |
| Pulses and nuts | 43.4 | 17.1 | 254 |
| Vegetables | 85.0 | 148.2 | 57 |
| Fruits | 110.1 | 206.0 | 53 |
| Meat Products | 39.2 | 68.3 | 57 |
| Milk and milk products | 30.8 | 162.6 | 19 |
| Eggs | 6.9 | 16.1 | 42 |
| Fish and fish products | 57.8 | 80.2 | 72 |
| Fats and oils | 7.5 | 28.4 | 26 |
Source: Burton T. Oñate, "Population and Food Requirements: Philippines," Family Planning Workshop, College of Agriculture, U.P., October 29, 1965.
\(^2\) Oñate, op. cit.
\(^3\) Andres M. Mane, "Food Economics," Philippine Journal of Nutrition, XVI, No. 2 (April-June, 1968).
Oñate\(^4\) reported in his study that in 1963, the total available supply of foods totalled 11,342 thousand metric tons, about 7 per cent of which was accounted for by imports. In the same year, the available supply of cereals was 4,600 thousand metric tons. Of this quantity, domestic production accounted for about 3,900 thousand metric tons (or 85 per cent) while imports accounted for 700 thousand metric tons (or about 15 per cent). For rice alone, total importations for the 20-month period (from January, 1964 to August, 1965) amounted to 672,693 metric tons valued at ₱310 million.
According to the Director of Animal Industry,\(^5\) the total national requirements of meat and meat products of 24 million consumers in 1962 was 792 million kilograms. Local production provided only 226.5 million kilograms. Including imports, the total available meat supply was 248 million kilograms, or a shortage of about 540 kilos. Per-capita meat consumption is estimated at 10.3 kilos a year, whereas the recommended requirement (according to the Food Balance Sheet\(^6\)) is 33 kilos per person per year. On a per-capita basis, the shortage is equal to 22.7 kilograms a year. Using the ratio of 16.2% beef, 63.4% pork, 14.4% poultry and 6.0% all other meats of the different meat animals slaughtered and consumed in the Philippines, the country's total shortage in meat and meat products may be broken down into 81 million kilograms of beef, 317 million kilos of pork, 72 million kilos of poultry, and 30 million kilos of other meats. In terms of head of animals, this meat shortage would consist of 578 thousand heads of cattle, 7,432 thousand pigs, 36,000 thousand chickens, and an undetermined number of other animals for the 30 million kilograms of all other meats.
The same source indicated that the egg shortage is about 5.94 grams per person a day or 136.6 million grams a day or 50 billion grams per year for the 24 million people. At an average weight of 50 grams per egg, the total shortage for one year is equivalent to about one billion eggs. At present, our per-capita egg consumption is only about one-seventh of an egg a day, or one egg per week.
In the case of milk, local production amounts to 6.8 million kilograms, whereas total consumption is placed at 109.3 million kilos. The average per-capita milk consumption is estimated at 12.45 grams per day or 4.54 kilograms a year. The requirement is 200 grams per person per day or about 73 kilos per person per annum. Our total milk shortage, therefore, would amount to 68.46 kilos per person for one year, or 1,643 million kilos a year for 24 million consumers.
It is evident from the foregoing that the Philippines' domestic food production has been inadequate to meet the requirements of the fast-growing population. The country has had to resort to importations of huge quantities of foodstuffs to augment its food supply. This practice tends to divert the use of valuable foreign exchange to consumption purposes from capital-accumulation uses, and serves further as a disincentive to increasing agricul-
---
\(^4\) Oñate, *op. cit.*
\(^5\) As reported in N.B. Tablante, "Food Production, Storage and Distribution in the Amelioration of Foods and Nutrition Problems." (Mimeographed, April 3, 1962)
\(^6\) Tablante, *op. cit.*
tural production. While transfers of food from surplus areas of the world (i.e., imports) can help alleviate our food problem, this method does not provide the lasting solution.
The farmers in the Philippines have not been able to increase food production to levels adequate to meet consumption requirements of the large population because of the interplay of several factors.\(^7\) The area of land they farm is small; they follow a mono-culture, one-crop system of farming because they are dependent mostly on rain; their farms are inefficiently organized and labor is not productively employed for many months of the year. Lacking capital to acquire the necessary agricultural inputs, they are generally limited in employing improved technology and modern farm practices. Furthermore, the value systems and attitudes of the farmers\(^8\) as well as political decisions affecting agriculture in general,\(^9\) have tended to serve as barriers to increased food production.
The basic causes of low production and low productivity in agriculture indicate that the Philippines designs her policies such that they will assist, boldly and creatively, in the reorganization of the weak or inefficient segments of her rural economy; that her policy-makers be able to discriminate among the most critical factors involved in increasing food production. All these, viewed in terms of the country's chronic food shortage resulting, not only from a lack of physical potential, but also from a conglomeration of economic, social, technological and institutional factors.
Increasing the food supply (particularly through domestic production) is one of the means to solve the Philippine food-population imbalance and is essential to its rapid economic development. It is hardly possible to expect the country to progress rapidly while facing serious food shortages, augmented largely by importations. In any country—particularly a developing country—an abundant food supply is conducive to high labor productivity and low-cost industrial production. The President of the Philippine Association of Nutrition remarked that hunger has many faces, including undernutrition, decreased labor efficiency, lowered resistance to diseases and to the stresses of day-to-day living, irrational behavior and social degeneration, and recession in physical and mental fitness on the part of the youth who will, in the future, render the decisions in nation-building.\(^{10}\)
It is, however, unwise to increase the domestic production of the Philippines by borrowing the approach used by well-developed nations as they faced similar problems during earlier stages of their development. True, these nations may have been at the same stage of economic development as the Philippines is today, but conditions then were also different. For one thing, the main approach used by these countries to the problem of increasing food production, was to increase the area of land planted to food crops; since
---
\(^7\) See N.B. Tablante, "Problems of Agricultural Productivity in the Philippines," Paper read at the First Session, Philippine Executive Academy, March 15, 1965 (Mimeographed).
\(^8\) Ibid.
\(^9\) Ibid.
\(^{10}\) Eufronio O. Carrasco, "The Many Faces of Hunger." *Philippine Journal of Nutrition*, XVI, No. 2 (April-June, 1963).
areas of available lands were extensive. In contrast, there is very limited opportunity for Filipinos to increase their country's land area. However, while the Philippines lacks a fund of large areas of land for cultivation, it has a fund of technological knowledge, accumulated from the research experience of the economically developed countries, to be used to advantage.
Secondly, there is also a difference in rate of population growth. The population of the Philippines is growing much more rapidly than those of the advanced countries today, during a period of economic development comparable to that of contemporary Philippines. Therefore, the greatest hope of the Philippines for increasing domestic food production lies, not so much with expanding the area, but on increasing yields per unit area and increasing the rates of production per animal. According to a staff economist in the United States Department of Agriculture, the yield-raising method of increasing food output is a much more difficult process than the area-expanding method. The former involves a number of preconditions and incentives for successful implementation, such as (1) a reasonably high level of literacy to facilitate the steady flow of new knowledge from research institutions to the farms; (2) capital to acquire yield-raising agricultural inputs; (3) market orientation of the farm output; (4) a strong and adequate non-agricultural supporting cast which provides the agricultural sector with goods and services for farm operations; and (5) favorable prices for farm products.\(^{11}\)
Even with the use of the present physical area of land devoted to agriculture (or even less), the size of the productive unit for food production can be increased substantially by using more capital in relation to land. The prospects for augmenting productivity in food production become bright when the additional capital used is translated into more efficient techniques and practices. These additional inputs may take the form of more fertilizers, the use of agricultural chemicals to control pests, diseases and weeds, the use of better seeds and stock as well as more efficient tools and equipment and other improved farm practices.
The Filipino farmers have to be encouraged to use more and more of the right kind and amount of fertilizers. Continuous single-cropping, erosion and excessive leaching have depleted much of the country's soils of their fertility. Less than 10 per cent of its 3.3 million hectares of rice lands are fertilized. Consequently, average yields per hectare have remained at low levels. It can generally be said that the Filipino farmers use three kilos of nitrogen, five kilos of phosphorous and three kilos of potassium per hectare, compared to 85, 57, and 62 kilos, respectively, in Japan where rice yields average about 95 cavans per hectare. Low-yielding varieties of crops, and animals with relatively low rates of output, have to be replaced with high producers.
The most sensitive and critical of the inputs, which have to be provided in great number in order to accelerate the increase in food production, are: irrigation in the case of food crops, and feed in the case of livestock
\(^{11}\)Lester R. Brown, "Population Growth, Food Needs and Production Problems," World Population and Food Supplies, 1980. American Society of Agronomy Publication No. 6. (February, 1985).
and poultry. Irrigation makes for the diversification of agriculture. In Taiwan, for example, two crops of rice—a vegetable crop and a green manure crop—can be annually grown on the same piece of land because of adequate irrigation and proper management of water resources. The beneficent effects of fertilizers, weed control, plant protection, improved seeds and modern production techniques, as well as farm management practices, become operative when good and dependable irrigation facilities are available all the year round.
With irrigation, the institution of means for achieving greater efficiency in food crop production becomes feasible. If an additional 800,000 hectares of rice lands in the Philippines could be irrigated to make the total irrigated land area equal to 1,000,000 hectares, the country could easily meet the rice requirements of a rapidly growing population. Moreover, the balance of 2.3 million hectares could be released for the production of other food, feed and export crops.
If high-quality feed is made available to Filipino farmers at low cost, the Filipino farm families would be encouraged to raise livestock, pigs and poultry, even on a small scale. It is needless to mention that livestock enterprises help to increase farm incomes, enable the utilization of farm labor that would otherwise be idle, help build up the soil, convert farm wastes and by-products into quality foods, and above all, provide the people with nutritious food and balanced diets.
Adequate price incentives is imperative, if the Filipino farmers are to be encouraged to commercialize farming, and hence move away from a kitchen-oriented type of agriculture. The assurance of a price for agricultural products—high enough to attract the greater efforts of farmers heretofore not applied or exerted—is one of the greatest incentives that can be offered. For the profit motive is still a strong force in man's productive effort.
A remunerative price incentive will give farmers the necessary purchasing power with which they could translate their desires into effective demands for goods and services required for both production and consumption activities. This incentive of a high price for agricultural food commodities should, however, be supported by policies that will promote and protect local producers, and by institutional reforms in credit, marketing, land tenure as well as community organizations promotion. Improvements in storage, processing, packaging, distribution and other marketing services also offer possibilities for ameliorating our food and nutrition problems.
Actually, there are two principal alternative approaches to the food-population problem: to produce more food, or to produce less people. The ideal situation, of course, is to use both, i.e., more food and less mouths to feed. Thus far, increasing the food output has been considered.
On a long-range basis, family planning can be an effective tool in reducing the load of feeding an expanding population. Taiwan, Pakistan and other countries with high population pressures on the land, have started to adopt family planning as a means to arrest population growth rate, and it has so far proved effective. The method chiefly in demand in Taiwan is an intra-uterine device known as the Lippes Loop which can be worn continuously and comfortably. The whole program is related as closely as possible
to mother-and-child health and child-spacing objectives. It is estimated that, allowing for removals, five loops will decrease birth by one per year. Other sound methods of family planning could also be encouraged. All these methods could result in an estimated drop of the annual rate of population increase in Taiwan to 3 per cent or less than 2 per cent by 1970.\textsuperscript{12}
Under the concept of family planning, parents—especially newlyweds—could be made to understand the significance of responsible parenthood and to realize the economic and social obligations of having more children than they can afford to support. Guided to plan their family to the level of their capacities, they would be able to provide all their children with adequate necessities, comforts and other amenities of life which make for a high standard of living. Much of the problems of poverty, disease and illiteracy in most countries of Asia, could have been minimized, if parents were taught family planning. Family planning and other preventive checks on population growth, however, have to be instituted and carried out within the context of the social and cultural backgrounds of the people.
It is reasonable to expect that in the Philippines, the demand for more and better foods will continue to rise as a result of increasing population and increasing income levels of the people. Whether or not the Philippines will face the challenge of the population-food balance, so that the Filipino people will enjoy a decent and continuously rising level of living, remains to be seen.
\textsuperscript{12} S. C. Hsieh, "Economic Aspect of Population Problems," (Paper read, at the Family Planning Workshop, College of Agriculture, University of the Philippines, October 29, 1965, unpublished). | <urn:uuid:bfd5e778-ed25-428f-81d0-8695d5ea1c13> | CC-MAIN-2023-23 | https://asj.upd.edu.ph/mediabox/archive/ASJ-04-02-1966/tablante-food-population-problems-philippines.pdf | 2023-06-08T05:52:26+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224654097.42/warc/CC-MAIN-20230608035801-20230608065801-00774.warc.gz | 128,283,236 | 4,497 | eng_Latn | eng_Latn | 0.994059 | eng_Latn | 0.996699 | [
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Thank you for doing your part to protect our environment. Your efforts truly do make a difference! Please follow these guidelines when gathering and preparing your materials for single stream curbside recycling.
**PAPER**
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**METAL**
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**UNACCEPTABLE ITEMS**
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**OTHER PROGRAMS**
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- **Washtenaw County’s Home Toxics Program**: Accepts household toxics. Call 734-222-6874 for more info. | <urn:uuid:64876806-63ec-421e-a18a-f981cf38e886> | CC-MAIN-2019-47 | http://pittsfield-mi.gov/DocumentCenter/View/106 | 2019-11-14T17:37:28 | crawl-data/CC-MAIN-2019-47/segments/1573496668529.43/warc/CC-MAIN-20191114154802-20191114182802-00133.warc.gz | 128,632,258 | 407 | eng_Latn | eng_Latn | 0.919634 | eng_Latn | 0.919634 | [
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Eagle Bay Indians Tell Their Story At Seminary
Kakwirakeron
By MOLLY JUDGE
The United States is a land of freedom where people can be what they want to be. Our people here in the U.S. and Canada can be anything they want to be, an Indian: We have a right to our own area of land and to our own nationality.
Kakwirakeron's representative spoke to a group of seminarians at St. Bernard's Monday, Oct. 28 during a discussion on which students donated $25 to help the Indians establish themselves in their re-claimed land.
Kakwirakeron, along with five other Indians, spoke to the organization of churches in the Rochester area last week. The Indians are attempting to gain enough money to purchase land and money to aid members of Ganienkeh in surviving the winter until they can maintain self-sufficiency.
Ganienkeh is currently 612 acres of state-owned land in the Eagle Bay area of the Adirondacks.
The Indians, primarily Mohawks, claim that the New York-invested Joseph Bank was not authorized by the Mohawks to make the treaty; they were not consulted.
According to Tekarontake, one of the speakers at the seminary, the Indians should be able to reclaim 300,000 acres of mountain land in New York and Vermont. Tekarontake is member of the Mohawk Wolf Clan who moved from Canada to the Adirondack site.
The state Environmental Conservation Department has been trying to stop the Indian occupation of the former girls' camp is illegal.
"We were pushed onto reservations because we are so outnumbered. Just look at any map," Kakwirakeron said. "It's perfectly narrow enough to pinpoint where the reservation is."
Kakwirakeron said he preferred the Mohawks chose the Adirondacks as the site for the Nation because the resort area is unspoiled and not owned by private citizens.
According to the Ganienkeh Manifesto, the document of the Nation, "Ganienkeh is the heart of the traditional Red Man. Here, according to rights accorded everyone else in the world, the Mohawk has his proven government and society according to his culture, customs and traditions. According to the rights of the human, he has the right to operate his government with no interference from any foreign nation or government."
Tekarontake refused to specify the number of Indians there in Ganienkeh but he did say that a school had recently opened to teach Mohawk language.
According to Tekarontake, the school has employed certified Indian teachers to teach basic Mohawk and Indian familiar traditions to teach Indian ways and languages.
"We are not here to cry about our loss, but we are here to tell the story of our people. We want people to regain their human rights and dignity," Kakwirakeron said.
The Indians are soliciting donations of such staple food items as sugar, potatoes and flour, tools for farming, making maple syrup, chainsaws, clothing, blankets and medical supplies to enable them to survive the winter.
Donations may be sent to the Ganienkeh - Camp American Indian Community House, 165th St., New York, N.Y. 10016.
CROSS-COUNTRY RACE
Cross-country enthusiasts are invited to run the Mendon Ponds course on Saturday afternoon, Nov. 30, in a race competition that will be County championship—division calls a Turkey Trot. Age limits are 14 and under runners, with groups according to age. Contestants must register by Nov. 20 with Jonathan Arem, 100 Westfall Rd., Rochester 14620.
LOLL'S PHARMACY
R. C. LOLL, PHARMACIST
PRESCRIPTIONS
OUR MAIN BUSINESS
OPEN TIL 11 P.M. DAILY
903 DAVIS ST. ELMIRA
RE 2-6674
John J. Curran Funeral Home
ROBERT E. KINGSTON
Licensed Funeral Director
JOHN J. CURRAN
Owner and Licensed Manager
535 Oxford St.
473-3170
L. W. HASTINGS
Featuring SCM and Adler electric and manual office typewriters, adding machines, office supplies, sales service & rentals.
Features: Automatic Carriage Return • Changeable Type™ Bars • 5-way Space Bar for Single, Half-space and Full-Spacing • 600 line-per-minute carriage, Carriage Drive Device • Electric Shift Keys • 2 Line Adjustments • Paper Support Arms • Copy Set Dial • Colors: Metallic Blue, Metallic Gray, Metallic Red, Metallic Green, Metallic Gold • Shipping Weight: 38 lbs.
L. W. HASTINGS Typewriters
211 State St. Elmira • Phone (607) 732-3944
CELEBRATE THANKSGIVING WITH US AT OUR FANTASTIC SMORGASBORD
Traditional Thanksgiving Day Dinner with a Big Plus! ALL YOU AND YOUR FAMILY CARE TO EAT.
OUR SMORGASBORD WILL BE HIGHLIGHTED BY ROASTED WHOLE TURKEYS AND BAKED VIRGINIA HAMS CARVED BY OUR MASTER CHEF.
TRADITIONAL TRIMMINGS AND OTHER TEMPTING ITEMS TOO NUMEROUS TO MENTION.
DINNER SERVED THANKSGIVING DAY
12:00 to 8:30 P.M.
ALL FOR $4.95 per person
Children under 12 $2.95
Reservations appreciated 328-7553
Entertainment by the Strolling Troubadours
CAFE AVION
MONROE COUNTY AIRPORT
328-7553
3 Hours Free Validated Parking | <urn:uuid:023f26c9-0c4c-4a43-a5eb-7f254116d069> | CC-MAIN-2018-47 | http://lib.catholiccourier.com/1974-courier-journal/courier-journal-1974%20-%201098.pdf | 2018-11-17T06:23:55Z | crawl-data/CC-MAIN-2018-47/segments/1542039743294.62/warc/CC-MAIN-20181117061450-20181117083450-00114.warc.gz | 200,029,463 | 1,174 | eng_Latn | eng_Latn | 0.992644 | eng_Latn | 0.992644 | [
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THE ENGINEERS BUILD “K” ON PROSPECT
The original “K,” as seen above, was completed in 1921 by K-State engineers.
When a stranger first arrives in Manhattan, whether by train, airplane, automobile or Ford, the first thing that he notices is a large concrete “K” on the west slope of Prospect point. Naturally he begins to ask questions. He is told that the “K” stands for Kansas State College, and that it was built in the spring of 1921 by the Engineering Division of the College. If, by chance, he should question one of the Civil Engineers, he would be told, that in the early part of 1921 the Civil Engineering Society brought up and discussed the proposition of building a suitable memorial for the College. There had been considerable agitation at various times in the past to build a “K” and several attempts had been made by various departments and classes but no permanent marker had ever been built. One attempt made in past years reached the stage where a large letter was blocked out on Prospect by using strips of canvas, but the plans were never completed. For a short time there was a “K” on Bluemont, made of loose rock, but it soon disappeared. It remained to the Civil Engineers to start the movement that finally resulted in the present “K”. After several plans had been suggested, a committee was elected, with A. H. Brower, as chairman, to draw up plans and specifications for the “K,” and to supervise the actual construction work. This committee reported to the society that the most suitable location was on the west slope of Prospect, and advised that the “K” should be made of reinforced concrete; plans for such a letter were included in the report. The report was approved by the society, and individual members pledged enough money to construct a “K” about forty feet square. It was finally decided that such a “K” would not be large enough and as the Civils thought that it should not be entirely a departmental memorial, the other Engineering Societies were invited to help out in the work and share in any honors resulting therefrom. The other Societies being in favor of the idea, the matter was brought up and discussed in General Seminar, and an assessment was voted which would be sufficient to build a “K,” eighty feet long and sixty feet wide. Plans were then made for the new “K” and a date set for constructing it.
The work was done under the following plan: The Freshman and Juniors were excused from classes in the morning and the Sophomores and Seniors in the afternoon. The men were divided into groups with a man in charge of each group who would be responsible for a certain part of the work. On the appointed date the
engineers met in Aggieville, dressed in work clothes, and marched to the hill led by a band composed of entirely Engineers. A road had previously been constructed to the top of the hill and all of the material was on the ground, ready for the men to go to work. The ground was cleared, all of the excavating was done, and forms were set in the morning. In the afternoon the reinforcing was placed and at 2:00 o'clock the first batch of concrete was placed in the forms. By that evening the "K" was practically completed. On the following day the finishing work was done by men who volunteered to work.
The "K" measures eighty feet in length and sixty feet in width with the stems twelve feet wide and about one foot in depth. It is anchored to the hill by means of heavy concrete lugs on the under side, and is tied to railroad rails set in concrete at the top of the hill. It is reinforced by means of a network of heavy wire cables. In constructing the "K," 210 sacks of cement and 50 cu. yds. of sand and crushed rock were used.
Today we can look upon the "KS"...who knows, maybe in a couple of decades it will be "KSU".
This is the story of the "K" on Prospect point. It will stand as an everlasting memorial to the school, and a tribute to the skill and perseverance of the men who successfully carried out their plans to completion after many unsuccessful attempts had been made.
This article ran in the October 1921 Issue of the Kansas State Engineer. Since then, an "S" has been added to the memorial on Prospect. | <urn:uuid:fb1aef4c-7805-43df-b416-f4feba33ffa1> | CC-MAIN-2019-13 | http://engg.ksu.edu/docs/about/k-hill/kansas-state-engineer-oct21.pdf | 2019-03-19T04:05:46Z | crawl-data/CC-MAIN-2019-13/segments/1552912201885.28/warc/CC-MAIN-20190319032352-20190319054352-00141.warc.gz | 71,207,964 | 907 | eng_Latn | eng_Latn | 0.999568 | eng_Latn | 0.999604 | [
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How to Identify a Bird
FIRST LOOK FOR:
What SIZE is it? Smaller / Sparrow-sized / Robin-sized / Crow-sized / Larger
WHAT is the main COLOR you see? _______________________________________
WHERE did you see it and what was it DOING?
Meadow Woodland Near house In or near Water Soaring in the Air
If you have time, NEXT LOOK FOR:
BODY & HEAD SHAPE
Chunky or Slender
Head crest?
TAIL SHAPE
Longer or Shorter
Pointed or Square
Rounded or Notched
BEAK SHAPE
Shorter or Longer
Thicker or Thinner
Other COLORS
Wings ________
Breast ________
Head ________
Back ________
Throat ________
Other ____________________________
Other MARKINGS
eye stripe?
eye ring?
head stripe?
wing bars?
Now, with your clues, look at your field guide. | <urn:uuid:710ce896-91fd-401d-b982-1c3046ffcce9> | CC-MAIN-2023-40 | https://pacificagarden.org/wp-content/uploads/2023/08/How-to-ID-a-Bird.pdf | 2023-09-24T17:28:04+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00404.warc.gz | 498,049,365 | 201 | eng_Latn | eng_Latn | 0.997186 | eng_Latn | 0.997186 | [
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PLTL Calculus 2 Spring 2019 Session 2 - Water Clock Design
Background Knowledge
1. Slice and Sum
The idea is to find the volume of a cross-sectional slice of the solid, and then add up all such volumes. We want to use a very thin slice, of thickness $dx$ or $dy$, since we are going to be taking the limit as the thickness of each slice goes to zero to come up with an integral that gives us the volume of the whole solid. So, all we need to do to get the volume of a slice is multiply the thickness by the surface area of the slice.
\[ \text{Volume of Solid} = \int_a^b (\text{Area of Slice}) (\text{Thickness}) \]
**Example**
A solid has a base that is bounded by the curves $y = x^2$ and $y = 2 - x^2$ in the $xy$-plane. Cross sections through the solid perpendicular to the base and parallel to the $y$-axis are semicircular disks. Find the volume of the solid.
2. Volume of Revolution - Washer method
A specific case of the slice and sum method comes when we rotate a region from the $xy$-plane around an axis, and use slices that are PERPENDICULAR to the axis of revolution. This produces disks, or disks with holes in them that we call washers. Since the face of each slice is a circle, we can find the volume of the resulting solid using this formula:
\[ \text{Volume of Solid} = \pi \int_a^b \left[(\text{outer radius})^2 - (\text{inner radius})^2\right] (\text{thickness}) \]
Example
Set up an integral that would give the volume of the region generated by revolving the region $R$ about the $x$-axis.
Example
Set up an integral that would give the volume of the region generated by revolving the region $R$ about the $y$-axis.
3. Volume of Revolution - Shell Method
Another specific case of the slice and sum method comes when we rotate a region from the $xy$-plane around an axis, and use slices that are PARALLEL to the axis of revolution. This produces cylindrical shells, and we can find the volume of the resulting solid using this formula:
\[
\text{Volume of Solid} = 2\pi \int_a^b (\text{radius of cylinder}) (\text{height of cylinder}) (\text{thickness})
\]
**Example**
Set up an integral that would give the volume of the region generated by revolving the region $R$ about the $y$-axis.
**Example**
Set up an integral that would give the volume of the region generated by revolving the region $R$ about the $x$-axis.
Application
Before mechanical and digital clocks were invented, time was kept by water clocks (and other devices). A water clock consists of a large container with a hole in the bottom. When filled with water, the water drains out through the hole in such a way that the surface of the water drops at a constant rate. In this way, the clock is easily calibrated: lines are marked on the container with equal spacing, and the distance between two lines always corresponds to the same interval of time (like an hour).
The goal would be to find the function formula $f$ that would define the shape of exactly such a water clock.
1. Assume that the water in the clock forms a solid of revolution generated when the curve $x = f(y)$ between $y = 0$ and $y = b$ is revolved around the $y$-axis. Suppose that the water level is at a variable point $y$. Use the disk method to find an integral that would give the volume $V$ of water in the container - use $t$ as the dummy variable for integration.
2. As the water level in the clock drops, both the volume of water $V$ and the water level $y$ change over time. Use the Fundamental Theorem of Calculus to differentiate both sides of the volume formula with respect to time $t$.
3. Explain why \( \frac{dy}{dt} \) is a constant. Since we are assuming \( \frac{dy}{dt} \) will be given (-1 inch per hour, for example), we need to know something about \( \frac{dV}{dt} \). **Torricelli’s Law** says that the rate of change of the volume of water in a container open to the air draining through a hole with area \( A \) is
\[
\frac{dV}{dt} = -A\sqrt{2gy}
\]
where \( g = 9.8 \text{ m/s}^2 \) is the acceleration due to gravity and \( y \) is the depth of the water in the container. As an example, let \( A = 0.02 \text{ m}^2 \) be the area of the hole, and graph \( \frac{dV}{dt} \) as a function of \( y \) on the window \( 0 \leq y \leq 1, \ -0.1 \leq \frac{dV}{dt} \leq 0 \). Describe how the draining rate varies with the depth of the water.
4. Now assume \( \frac{dy}{dt} = -k \text{ m/s} \) is the constant rate at which the water level drops, where \( k > 0 \). Use Torricelli’s Law and Step 2 to show that the function \( f \) that gives the shape of the water clock is
\[
f(y) = \sqrt{\frac{2gA^2y}{\pi^2k^2}}
\]
5. Suppose you want to design a 24-hour clock that is $b = 1$ m high. This means that the water level must drop $1/24$ m each hour, so $k = 1/24$ m/hr. Suppose the hole in the bottom of the tank has an area of $A = 0.02$ m$^2$, so that the radius is approximately 8 cm or 3 in. Find and graph the function that describes the container; find the upper radius of such a container; and find the volume of water needed to fill this container. | <urn:uuid:e22dc21e-7167-4c44-9bd3-a1a201221350> | CC-MAIN-2021-17 | https://www.iup.edu/WorkArea/DownloadAsset.aspx?id=283046 | 2021-04-21T22:47:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039554437.90/warc/CC-MAIN-20210421222632-20210422012632-00431.warc.gz | 824,622,675 | 1,356 | eng_Latn | eng_Latn | 0.991164 | eng_Latn | 0.996514 | [
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Water is a precious resource...
Growing demands and dry weather patterns are squeezing our water resources, causing natural habitat degradation and impacting our everyday use of water.
We have no choice but to pay more attention to how we are using water and how we may be wasting it.
We must bridge the gap between our understanding of how important water is to our survival and what we can do to ensure that we have an adequate supply of clean water for years to come.
This brochure lists many simple ways we can take action and conserve water, both inside and outside our homes.
The Town of Carstairs is asking you to make a habit of water conservation. Not only does water conservation save water and wildlife habitats, it can also save you money!
Water Meter Check
Check your red dial on your water meter. If there is no water running in your house and the dial is moving...you have a water leak!
Check your toilets, faucets and outside taps to determine where the leak is.
Be Water Wise...
Water is a resource that we take for granted. Every drop we consume needs energy and resources to keep it flowing and safe for our use. To avoid access use reduces the environmental impact.
Reduce, Repair & Retrofit
A tap that drips once per second can waste 10,000 gallons of water per year!
**REDUCE:** by making small changes to water use habits, you can significantly reduce the amount of water you use and the energy to heat it.
**RETROFIT:** adapt or replace older, less efficient appliances and fixtures with one of the many water saving models now available.
**In the Bathroom**
Fix all leaky faucets and toilets
✓ Replace traditional fixtures with water conserving fixtures wherever possible.
**Tips...**
- Turn off taps when brushing teeth and save 4 gallons per minute
- Use a hose nozzle when washing your car
- Use a broom instead of hose to clean your driveway
- Drop tissues in the trash instead of flushing them
- Check for leaks on all faucets even out door ones
- Water your lawn once a week not every day
- Put food colouring in your toilet tank if there is a leak it will go into your toilet bowl
- Run fully loaded dishwashers or adjust water level
- Use Rain Barrels for plant and yard watering
- Use low flow shower heads
- Use Low or Dual Flush Toilets
- Try to take a two minute shower
- If possible reuse grey water
- Monitor your water bill each month for unusually high use. Your bill and water meter are tools that will help you discover leaks.
- Collect water you use for washing fruits and vegetables and use on your house plants
- Use drip irrigation for shrubs and trees
- Soak pots and pans instead of letting water run while scrubbing
- Use a commercial car wash that recycles water
- Avoid recreational water toys that require constant water running
- If your dishwasher is new cut back on your rinse time as they are more energy efficient than your old one.
- When your kids want to run through the sprinkler run it on lawn that is in need of water
- Water your lawn in early morning or later evening
- Use water left over from steamed vegetables...add to soups
- Apply water only as fast as the soil absorbs
- When staying in a hotel consider reusing your towels
- Consult your local nursery for information on plant selection and placement for optimum water consumption
**Rain Barrel**
**Collecting Rain Water...**
Collect water in a barrel or other large container that is outfitted with a spigot and a suitable cover, and use the water on your garden.
Use this water as an alternative to turning on the hose for newly transplanted material, window boxes, flower pots and container gardens.
Rain water is actually better for your plants as it does not contain any chlorine and is at the perfect temperature. Keep your rain barrel covered to prevent mosquitoes breeding and for safety reasons.
**SHARE WATER SAVING TIPS WITH FRIENDS** | <urn:uuid:ac524fa8-069d-4fc4-8503-7fd628bb3451> | CC-MAIN-2021-49 | https://carstairs.ca/Home/DownloadDocument?docId=8ac8c4ea-b5d1-4eb4-bccd-d29e6562abed | 2021-12-05T20:53:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00008.warc.gz | 225,517,524 | 817 | eng_Latn | eng_Latn | 0.99727 | eng_Latn | 0.997098 | [
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## September 2022 Assisted Living Activities Calendar
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | | | | | | 1 |
| | | | | 9:00 Current Events Stretch Activity Room | 9:00 Exercise/Q&A Activity Room | 2:00 Movie Activity Room If money really did grow on trees, what would be everyone’s favorite season? Fall. |
| 2:00 Coloring Activity Room | 4 | 2:00 Games Activity Room | 5 | 9:00 Mind Joggers Stretch Activity Room | 2:00 Social/Songs and Stories of Faith Activity Room | 6 | 10:00 Worship Activity Room | 1:00 Bible Study Hymn Sing Activity Room | 7 | 9:00 Mind Joggers Stretch Activity Room | 2:00 Social-Bingo Activity Room | 8 | 9:00 Exercise/Q&A Activity Room | 2:00 World Travels Activity Room | 9 | 2:00 Movie Activity Room “If you can dream it, you can do it.” –Walt Disney. |
| 2:00 Coloring Activity Room | 11 | 9:00 Exercise/Trivia Activity Room | 2:00 What Do You Think? Activity Room | 12 | 9:00 Mind Joggers Stretch Activity Room | 2:00 Social/Songs and Stories of Faith Activity Room | 13 | 10:00 Worship Activity Room | 1:00 Bible Study Hymn Sing Activity Room | 14 | 9:00 Current Events Stretch Activity Room | 2:00 Social-Bingo Activity Room | 15 | 9:00 Exercise/Q&A Activity Room | 2:00 World Travels Activity Room | 16 | 2:00 Movie Activity Room *Why do birds fly south in the fall? Because it’s too far to walk. |
| 2:00 Coloring Activity Room | 18 | 9:00 Exercise/Trivia Activity Room | 2:00 Crafting Activity Room | 19 | 9:00 Mind Joggers Stretch Activity Room | 2:00 Social/Songs and Stories of Faith Activity Room | 20 | 10:00 Worship Activity Room | 1:00 Bible Study Hymn Sing Activity Room | 21 | 9:00 Mind Joggers Stretch Activity Room | 2:00 Social-Bingo Activity Room | 22 | 9:00 Exercise/Q&A Activity Room | 2:00 World Travels Activity Room | 23 | 2:00 Movie Activity Room |
| 2:00 Coloring Activity Room | 25 | 9:00 Exercise/Trivia Activity Room | 2:00 How Did They Do That? Activity Room | 26 | 9:00 Mind Joggers Activity Room | 2:00 September Birthday Party Music by: Diane Z. Cupcakes & Coffee AL Dining Room | 27 | 10:00 Worship Activity Room | 1:00 Bible Study Hymn Sing Activity Room | 28 | 9:00 Current Events Stretch Activity Room | 2:00 Social-Bingo Activity Room | 29 | 9:00 Exercise/Q&A Activity Room | 2:00 World Travels Activity Room | 30 | Mainstreet Village Richfield, MN 55423 |
Activities Subject to Change
Residents wearing masks when needed. | <urn:uuid:8d7cce49-0629-4450-b037-6a021cbb70ed> | CC-MAIN-2022-40 | https://avinityseniorliving.org/getattachment/999d6ae3-31c6-4511-8d6c-9b37f56502be/MSV-AL-Activities-Calendar-Sept.pdf | 2022-09-28T18:47:22+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335276.85/warc/CC-MAIN-20220928180732-20220928210732-00684.warc.gz | 151,622,734 | 725 | eng_Latn | eng_Latn | 0.810337 | eng_Latn | 0.810337 | [
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This is the official publication of the Educational Department of Yosemite National Park. It is published each month by the National Park Service with the co-operation of the Yosemite Natural History Association, and its purpose is to supply dependable information on the natural history and scientific features of Yosemite National Park. The articles published herein are not copyrighted as it is intended that they shall be freely used by the press. Communications should be addressed to C. P. Russell, Park Naturalist, Yosemite National Park, California.
W. B. LEWIS
Superintendent
"LEARN TO READ THE TRAIL-SIDE"
Yosemite National Park, Calif. 1927
A PERSONAL INVITATION.
Yosemite National Park is yours! We of the National Park Service want to help you to make friends with your park and to understand it in its every mood. All of the following service is offered to you free by your government:
Visit the Yosemite Museum!
Here you will learn the full story of the Park — what tools were used by the great Sculptor in carving this mighty granite-walled gorge; who lived here before the white man came; how the Days of Gold led to Yosemite's discovery; how the pioneers prepared the way for you; and how the birds and mammals and trees and flowers live together in congenial communities waiting to make your acquaintance.
Plan your trail trips on the large scale models in the Geography Room.
The Yosemite Library in the museum provides references on all phases of Yosemite history and natural history.
Popular lectures on Yosemite geology and other branches of natural history are given by nature guides at scheduled times each day.
The nature guide on duty will be more than willing to answer your questions on any subject.
Go Afield with a Nature Guide!
Take advantage of this free service that will help you to know your Park. A competent scientist will conduct you over Yosemite trails, and from him you may learn first hand of the native flowers, trees, birds, mammals, and geological features.
See Schedule of Nature Guide Field Trips.
Visit Glacier Point Lookout!
From there you will obtain an unexcelled view of Yosemite's High Sierra. The binocular telescope will bring Mt. Lyell to within one third of a mile from where you stand; you can recognize friends climbing trails several miles away. The Nature Guide in attendance will help you to operate it and will explain what you see.
A small library is at your command.
You will enjoy the informal nightly campfire talks given here.
Attend the Nature Guide Campfire Talks!
In addition to the museum lectures members of the educational staff give talks as a part of the evening program at Camp Curry and Yosemite Lodge. Non-technical explanations of how Yosemite came to be; what you may expect of Yosemite bears; how the local Indians lived; what birds you see about your camps; what trout you will catch in Yosemite waters; how you may best visit the wonderland of the summit region; and scores of similar subjects are given by the National Park Service Nature Guides.
ALL OF THESE OPPORTUNITIES ARE PROVIDED FREE OF CHARGE BY YOUR GOVERNMENT.
—TAKE ADVANTAGE OF THEMBOHEMIAN WAXWING WEST OF YOSEMITE NATIONAL PARK
By D. D. McLean
On December 16, 1926, a large flock of Bohemian Waxwings (Bombycilla garrula) appeared in the apple trees at Dudley, Mariposa county. There was a quantity of frozen apples still hanging on the trees, and the birds immediately began consuming them. On the 19th, the flock of thirty-five or forty individuals was increased to approximately one hundred by the arrival of more birds.
From that time until the 18th of March, 1927, they were always in evidence in varying numbers about the apple trees. At one time in January I estimated over five hundred individuals were present in the several flocks.
The birds were extremely confiding, allowing one to approach within four or five feet of them. Many times I have seen them crowd onto one apple-laden branch in such numbers as to cause it to bend far down under their combined weight. From daylight in the morning until dusk, the thin, beady notes could be heard coming from the apple trees or from a cobbly place in the creek, where they gathered to drink and bathe. Every ten to fifteen minutes, while eating the frozen, punky, brown fleshed apples, the birds would depart for the creek, drink, and perch in the willows a few minutes, and return to the feast again.
In eating the apples they differed from most birds. Instead of just picking a hole in the apple and eating a little of each, they would eat one almost entirely before going to another. Sometimes four or five birds would be pecking at one apple. As the apples were gradually knocked from the limbs, the birds began to go to the ground and eat them there.
When startled by a hawk or the slamming of a door, the birds would dash off pell-mell in a series of zigzags and curves, all executed with military rhythm. They would soon return to the feast and finally became so accustomed to unusual hum and noises that nothing seemed to frighten them.
From the latter part of February on, their numbers began to dwindle away until the last were seen on the 18th of March.
The bird nests in the far north, in northern Canada and Alaska, seldom coming even in winter into the United States in any numbers. They were last recorded at Dudley, Mariposa county, on January 31, 1917.
WHITE-TAILED JACK RABBIT TAKEN
By C. P. Russell
The White-tailed Jack Rabbit in summer coat. It is unlawful to kill this species at any season in California.
On April 29, at Merced lake, Ranger Eastman and Sam Clark obtained a specimen of Lepus campestris sierrae, the Sierra White-tailed Jack Rabbit. This is the first specimen of this noted hare in winter pelage to be obtained by the Yosemite Museum. The heavy, long white fur of the animal was being shed, and rather more of the pinkish buff underfur of the upper parts is in evidence than would be the case in a specimen obtained in the dead of winter. The ears are tipped with black, and the top of the head is grey. The rest of the body is pure white except for the buffy area over shoulders and along the back to the hips.
This particular specimen is an old female. Examination of the uterus revealed no embryos. As is true of many other mammals of the Yosemite region, little is known of the life history and habits of the White-tailed Jack Rabbit. Grinnell and Storer in "Animal Life in the Yosemite," give considerable information on its characteristics and range; C. Hart Merriam in his "Rabbits of North America," describes the animal and shows its relationship to other rabbits; Ernest Thompson Seton in "Life Histories of Northern Animals," gives much interesting information on the life history of the genus Lepus and the species campestris but apparently, he had made few studies in the region in which the race sierrae occurs. Walter Fry in his May 9, 1924, Bulletin of the Sequoia Nature Guide Service, gives a most excellent account of his observations on the sierra race, and from him we learn that young
Continued on page 39.
A PLANT OF MANY USES
By C. P. RUSSELL
Of the numerous Yosemite plants that the Indian inhabitants found useful, the "Soap Plant," "Soap-root," or Pa-la-we of the Yosemite is among the most interesting. It is a member of the lily family and produces long, grass-like leaves that rest flat upon the ground. In the Yosemite, in May and June, a slender stalk grows up from the rosette of leaves. By June 15 many of these stalks have attained a height of two feet or more, and numerous flower buds and scattered blossoms appear on them. If we investigate the part of the plant below the surface, we find a bulb one to four inches in diameter and covered with ragged brown fibers. It is this bulb which the Indians put to good use.
Dr. Gifford of the California Museum of Anthropology found the Miwok, of which the Yosemiteites were a part, roasting these bulbs, dipping them in water, and rubbing the soapy mass into the weave of burden baskets so that very fine seeds might be gathered in the baskets thus made tight. Dr. Gifford also reports the Miwok using roasted soap-root bulbs for applying a water-proof coating to dried deer sinew with which they strengthened their bows.
Galen Clark describes a startling method of using the bulb which was in practice among the Yosemiteites in the early seventies and even later. The plant does not grow abundantly in Yosemite Valley but at lower altitudes it is to be found in plenty. The bulbs were gathered and transported to the camps of Ahwahnee. During the period of low water parties of Indians would proceed to the river with quantities of pulverized bulbs, rolling the stuff by the handful against rocks under water, and await results. The soap-root caused a frothing and discoloration in the water and actually stupefied all fish in the stream for a mile or more below the point of introduction. Indians stationed along the river with baskets would scoop up the fish as they floated to the surface. This was the Yosemiteites' most dependable means of fishing.
THE SOAP PLANT (Chlorogalum pomeridianum)
The fibrous covering on the bulb used by Yosemite Indians in making brushes. The fleshy bulb was pulverized, quantities of it rubbed against stones in a stream bed, and the resulting suds depended upon to stupefy fish that might then be gathered.
MIRROR LAKE
Mirror Lake, like many other Yosemite lakes, has received the great burden of sand carried by its feeding stream and is rapidly filling.
WHAT BECOMES OF OUR MOUNTAIN MEADOWS
By C. P. Russell
Not infrequently mountaineers returning to the Yosemite after an absence of many years express surprise and perhaps dismay at finding their one time favorite high country meadows grown up to thickets and devoid of horse feed. Those who know may also remark the great change which is taking place upon the valley floor. Even Yosemite literature contains at least one lament upon the passing of our mountain meadows. Harold C. Bradley, in the Sierra Club Bulletin, Volume VIII, No. 1, went so far as to advise the grazing again of the park by sheep. In his words, "The sheep browse close, and year after year nip off the seedling pines."
Sierra meadows are found along the courses of ancient glaciers. The ice in its irresistible push toward the lower levels gouged out basins in the granite over which it moved. At the close of the glacial period the rock basins filled with water and became beautiful rock-rimmed lakes. Hundreds of these shining gems still exist and contribute magnificently to the beauty of the back-country. Many others, perhaps because of their relation to the adjacent watershed, have through the years received the great burden of sand and sediment carried by their feeding streams and at last been glutted by the accumulation. At first these filled-in lakes were reedy swamps. With the continued growth of vegetation came more evaporation and more filling in until the swamp became moist peat, overgrown with rich succulent grasses. Like the lakes, these little meadows contribute notably to the beauty and attraction of the mountain wilderness; seen from afar their warm greens break the expanses of bare, gray granite and dark belts of timber. Upon close approach they charm the mountaineer with their exuberance of flowers. They provide abundant feed for the animals and make for the comfort of the vamper. But they are short lived, comparatively.
Evaporation continues and finally the moist meadows become dry enough to encourage the growth of pines. The ever-present lodgepole pine belt that borders the meadow begins the invasion. In a remarkably short time the thicket expands, and there begins the struggle for light among the trees. The soil is further dessicated, and the grass is killed. Some of the trees will outgrow and kill the others, and in time the former meadow becomes a "tamarack flat."
To be sure, the former meadow is more to be desired than the dry timber covered flat, but so drastic a measure as the grazing of the Yosemite by sheep is not to be considered as a remedy. As the editors of the Sierra Club publication pointed out, the mountain meadows existed before sheep had been introduced to the Sierra.
In connection with this discussion of the disappearance of meadows, it is interesting to consider a large map of Yosemite Valley, displayed in the library of the Yosemite Museum. The map is the result of a survey made by Charles F. Hoffman in the early seventies at the order of the park commission. Plotted in contrasting green, the meadow lands stand out clearly as the greater part of the valley floor. In fact, the engineers who did the work tabulated the acreage of meadow and showed a total of 745.63 acres. Fifty-four years ago about 84 per cent of Yosemite valley's floor was open grass land. If now we study the 1922 Yosemite valley sheet, the latest map made by Messrs. Marshall and Matthes of the United States Geological Survey, we find about 430 acres or 37 per cent meadow.
At this altitude it is not the lodgepole or tamarack pine that encroaches. Incense cedars, western yellow pines, black oaks and black cottonwoods all vie for the opportunity to start colonies. Had no map been made fifty years ago the careful observer could yet read of the past events. Here and there among splendid, even stands of pine and incense cedar stand patriarchal yellow pines that rear their fractured tops a hundred feet above the hosts of close-growing, strong, young trees at their bases. If these scattered trees of the older generation be carefully observed, it will be found that their lowest limbs are near the ground and enormous in girth. The rising generation has in most cases enveloped these lowest branches, robbed them of light, and they have as a result died. Their bulky butts yet hold to the ancient trunk that nourished them, and they tell volubly of many decades of growth in an open, meadow when no neighbors interfered with lateral expansion. When Mr. Hoffman was surveying Yosemite's meadows, these trees were outposts far from the forest flanks. As beautiful Lake Yosemite once yielded to the gradual intrusion of sands, Yosemite meadows now relinquish to encroaching forests.
SHARP-TAILED SNAKE IN THE VICINITY OF YOSEMITE
By D. D. McLean
While digging a prospect hole at Mount Bullion, 3400 feet elevation, west of Yosemite, on April 22, 1927, I was surprised at digging out a tiny snake eight feet underground, which proved to be a Sharp-tailed snake (Contia tenuis).
It was found in a reddish yellow porphyry clay very near to solid bedrock. A small, rounded, flattened cavity inclosed the reptile, but we were unable to locate any entrance hole that might have led to the surface. The clay was very damp and cold, but the little snake was very active.
It is about seven and a half inches in length. The head is rather wide with a flattened top and a broad, rounded nose. The body is stout with a sharp, pointed tail, the tip of which is a horny, sharp-pointed plate. The color above is grayish brown with a lavender tint in certain lights, with a brownish red line along each side. The sides of the head have a blackish lateral marking. Its belly is light grayish, marked with blackish transverse lines.
The snake is very active but showed no pugnacity at being handled. It seemed very sensitive to vibration immediately protecting its head under its body if the can, in which it was retained, was tapped or if I whistled shrilly.
A very young black salamander that was placed in the same can was not harmed by the snake.
The snake was sent to the museum of vertebrate zoology, University of California, for identification but will be returned to the Yosemite museum collection.
INDIAN MORTAR ROCKS
By C. P. Russell
Occasionally a Yosemite visitor comes to the museum with this question: "How do deep, round pits happen to be in certain slabs of granite?" The pits are so evidently hand-made that the thought of Indians must come at once to all observers. These pitted rocks are numerous in Yosemite valley and they mark the sites of ancient villages. Acorns of the black oak formed the staple food for Yosemite Indians. Because of their bitter taste they could not be eaten as most nuts are eaten, but required elaborate preparation. The shells were removed, and the rich, oily meats were ground to flour. It was through hundreds of years of such grinding that the round pits were made in the flat-topped rocks. Numerous squaws would work around the same convenient rock. A rock pounder or pestle was the grinder, and rarely one of these smooth cylindrical rocks can yet be found near the old mortar rock. When a quantity of acorn flour had been prepared, the bitter tannin was removed. This was done by placing the flour in a basin scooped out in a pile of clean sand. Warm water was then poured over it, which seeped through the sand and leached out the tannin. The flour was then made into patties and baked on heated, flat rocks, or it was made into a mush and cooked in baskets. Baskets could not be put over fires, of course, so it was necessary to drop heated rocks into the mush, to provide the required heat.
Go with a nature guide and visit the old village sites and examine the mortar rocks yourself. At the Yosemite museum you will find exhibits giving the entire process of bread and mush preparation.
WHITE-TAILED JACK RABBIT TAKEN
Continued from page 34.
are usually born in June.
Tuolumne Meadows affords the nature lover a place in which to study many little known forms of animal life. Perhaps no other easily reached spot in the Sierras presents so good an opportunity for tourists to become acquainted with this most interesting rabbit. Here, these high mountain creatures have become accustomed to the presence of man and have dismissed a part of their usual timidity. It is no unusual sight to observe one of the animals, in late afternoon, boldly making its way on the open ridges at the edge of the forest. Any of the many trails which radiate from Tuolumne Meadows will take one through Lodge-pole Pine forests in which these hares abound. The trail to Lambert Dome and Dog Lake penetrates especially good rabbit territory, and any hiker may see one of the long-legged creatures by following this trail. Should it happen that no rabbit happens to jump from the trailside, it is only necessary to digress from the path sufficiently to approach a few of the many fallen lodge-pole pines along the way. The local snow-shoe rabbits appear to make the debris of the tops of these fallen trees their daytime cover. The writer has frightened dozens of rabbits from such dead falls in the forests about Tuolumne Meadows. In the summer no "forms" are occupied. The animals merely hide themselves between the trunk and the ground or in the maze of branches, yet on the fallen trunk. Frequently, these Tuolumne Meadows rabbits make no attempt at "freezing" while under the protection of this cover. Their long ears flop about, and they may even hop confidently from place to place within the dead fall. In fact, only very close approach will frighten them sufficiently to cause them to bound away through the timber.
The summer coat of the hare is grey and blends well with the surroundings in which it lives. In the fall, a molt takes place, and the snow-shoe rabbit becomes nearly white. At the high altitudes (8000 feet and up) in which it lives, snow accumulates to a great depth, and, of course, the white coat of fur adds greatly to the chance of the animal escaping its many natural enemies.
CHAUNCEY J. HAMLIN VISITS YOSEMITE
C. J. Hamlin, chairman of the committee on outdoor education, American Association of Museums, in company with Chief Naturalist A. F. Hall, visited Yosemite and inspected the museum and the Glacier Point branch museum on May 4, 5 and 6. He was accompanied by Mrs. Hamlin.
C. J. Hamlin made the initial step which procured Laura Spelman Rockefeller Memorial co-operation in building the Yosemite museum. As chairman of the American association's committee, which directed the construction and equipment of the institution, Mr. Hamlin has, of course, been very closely affiliated with the progress of the work. He had not, however, inspected the work previously, and it was gratifying to National Park Service officials to receive his approval of the nearly finished educational project.
DIRECTOR MATHER AND ELK CALF
Since 1921 a small herd of California Tule Elk have been confined in a 40 acre paddock in Yosemite Valley. This month the paddock gates were opened and the elk given the run of the valley.
From the National Conference on Out-Door Recreation
Called by President Coolidge
"That the conference endorse Nature Study in schools and the extension of the Nature Study Idea to every American school and family; . . . that the establishment of museums of natural history in National Parks will increase the educational recreational value of the parks".—Resolution of the Conference.
Digitized by Yosemite Online Library
http://www.yosemite.ca.us/library/
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Encourage your child to practice reading aloud at home every day. This gives you valuable time together and builds your child’s confidence in his/her reading skills. Use the tips listed below with *Alicia Saves the Day* and *Ester Cleans Up*.
**BUILD VOCABULARY.**
Talk to your child every day and make a habit of introducing new words into your conversations. You will have fun learning new words and building their vocabulary together.
**DON’T FORGET TO PRACTICE WRITING.**
Encourage your child to practice their handwriting. If you have just read *Ester Cleans Up*, ask them to write out how they can help you clean up. (example: “I can pick up my toys or throw the candy wrapper in the trash”). As they write out the list, remind them of the letters and sounds in each word.
**BOOKS: THE ORIGINAL iPAD**
In today’s world, children have access to many entertaining items such as video games, iPads and TVs. Make reading together a priority and set aside time every day to turn off the electronics in order to spend time together.
**PATIENCE IS A VIRTUE.**
As a parent, it is difficult to watch your child struggle. Be patient and help them sound it out. Once they have figured out the word, praise them for figuring it out!
**SEESAW READ.**
When you read *Alicia Saves the Day*, you read the first page and encourage your child to read the second page. Add funny voices to keep the story interesting. Both of you will enjoy spending this time together and creating lasting memories.
**BUILD COMPREHENSION SKILLS BY ASKING QUESTIONS.**
Visit the Read Connigo library and read *Ester Cleans Up*. When you are finished, go through the comprehension questions listed or make up your own. For example, “Why do you think people would litter?”
**CALMLY CORRECT MISSED WORDS**
Early readers frequently guess at words based on the first letter. Help your child sound out the entire word, and repeat it several times. This will help build their vocabulary as well as improve their reading skills.
**KEEP A BOOK IN EVERY NOOK AND CRANNY.**
Keep a book in every room, or place your child frequents. Keeping a book in the car or in your child’s backpack helps to pass time and build valuable skills. | <urn:uuid:89559567-2034-4040-9014-48437d2c8dc3> | CC-MAIN-2019-09 | https://readconmigo.org/downloads/parents/family_reading_tips_1stgrade_english.pdf | 2019-02-23T07:50:19Z | crawl-data/CC-MAIN-2019-09/segments/1550249490870.89/warc/CC-MAIN-20190223061816-20190223083816-00342.warc.gz | 676,828,228 | 493 | eng_Latn | eng_Latn | 0.99675 | eng_Latn | 0.99675 | [
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OUR LOCAL CREEKS: HOW ARE THEY GOING?
BY CHRIS NOON
Still Creek Landcare tests the creek water regularly at three strategic sites to monitor the health of the catchment’s water. We also test other sites occasionally or when requested. Recently, we did this for a local resident and showed that their creek was in good condition and at that time, kids were safe splashing around and exploring it. Obviously, it is best to keep the kids out of creeks after a downpour. Our testing has found that after heavy rain, surface stuff is picked up increasing nutrient and coliform levels in the water.
As part of the Sydney-wide Streamwatch program, we test for:
- Oxygen, needed to sustain life in the water
- Nutrients levels that can destroy native vegetation, ecosystems and promote weed growth
- Turbidity, matter in the water that clogs streams and life
- E. coli and coliforms that endanger human health
- The presence of tiny waterbugs that are a good indicator of a healthy water system and food source for bigger water creatures
After 13 years of testing, the creeks are still in good condition, not pristine, but not deteriorating at too great a pace. All the way from high up in the catchment down to Berowra Creek, there is life in our creeks. Here is what we all can do to keep our creeks alive and healthy:
- Don’t clear around our creeks: nature may appear messy but it slows water flows and reduces erosion
- Carefully reduce weeds that out-compete native vegetation
- Use nil or low phosphorous cleaners and detergents
- Minimise use of fertilisers
- Collect livestock manure rather than allowing it to get in the creeks
- Maintain septic tanks and water treatment tanks
- Take care with any chemicals, oils and fuels as they will be catastrophic to waterways.
All the ground water eventually ends up in the creeks via drains. The rain is clean, always runs downhill so all of us can have an effect on our creeks, whether creeks pass through our property or not. If a creek passes through our property, we have a special responsibility. All of us are stewards of the land and water, and all of us have an impact. It’s up to us what form that impact takes.
Photo is courtesy of Anne-Marie Seve, many thanks.
To find out more about 13 years of test results and how the testing is done, visit our website or contact us.
For more information, contact Nick on 9653 2056, www.stillcreeklandcare.com.au email firstname.lastname@example.org or Facebook.
AUSSIE CLIMATE FIGHT BACK!
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Send us your resume today email@example.com
Follow us on twitter.com/galstonnews | <urn:uuid:d25eea11-598a-4b17-94e9-0c680b7227a5> | CC-MAIN-2024-46 | http://www.stillcreeklandcare.com.au/wp-content/uploads/2022/07/GCN-July-2022-Creek-Water-Quality.pdf | 2024-11-03T12:00:57+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027776.9/warc/CC-MAIN-20241103114942-20241103144942-00185.warc.gz | 47,384,499 | 705 | eng_Latn | eng_Latn | 0.997405 | eng_Latn | 0.997405 | [
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Make a model plankton
Materials needed:
- 1 balloon
- Paper mache mix
- Glue
- Scissors
- Pipe cleaners (black)
- Empty egg box
- Drinking straws
- Coloured paint (choice)
- Cotton thread and needle
Instructions
Blow up the balloon to the desired shape. Mix the paper mache mix together and start applying the layers to the balloon. Continue adding layers until the balloon is fully covered. Leave to dry for 24 hours to dry completely.
In the meantime, cut out 6 ‘dimples’ from the empty egg box. Glue the edges of two together to make a rounded tail segment. Repeat with the other ‘dimples’ so that you have three tail segments. Cut two straws in half and then glue them to the base of one of the segments. Leave the glue to dry.
When the segments are dry thread the cotton through all three to make a tail. Glue the tail to the paper mache body. Paint the whole model your desired colour. Leave to dry. Attach two pipe cleaners to the head to make antennae. Your model is finished!
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VERY SHORT QUESTIONS
1. Which traditions are used by the historians in order to understand the social life and the process of changes taking place in society?
2. Who was the original author of the Ramayana?
3. What do you mean by the term 'epic'?
4. Throw light on the central story of the Mahabharata.
5. What do you mean by ‘patriliney’?
6. Explain the term ‘gotra’.
7. Throw light on the significance of the Manusmriti.
8. Mention two ideal occupations of Brahmins according to Dharamashastras. (Delhi 2009)
9. Mention any two ideal occupations of Kshatriyas according to Dharamashastras. (Delhi 2009)
10. How were the Shakas who came from Central Asia, regarded by the Brahmanas? Name their best known ruler and one of his contributions. (Delhi 2009)
11. Define the system of exogamy. Give one reason for adopting it. (AI 2009)
12. Who probably composed the original text of Mahabharata? What else did they do? (Foreign 2009)
13. Mention two such populations which were beyond the four varnas and were viewed with suspicion. Give one characteristic of each. (AI 2013)
14. How was paternal estate to be divided after the death of the parents, according to Manusmriti? (Delhi 2012)
15. Mention any two strategies evolved by Brahmanas to enforce the norms about the ideal occupations for all the four varnas, contained in Dharmasutras and Dharmashastras. (Delhi 2012)
ANSWERS TO VERY SHORT QUESTIONS
1. The historians use textual traditions in order to understand the social life and the process of the changes taking place in society. Some texts lay down norms of social behaviour whereas some others describe and originally comment on various social situations and practices.
2. Maharishi Valmiki is considered the original author of the Ramayana. He is regarded as the first poet in Sanskrit.
3. A large poetic text narrating the life and achievements of the heroes or the past of a nation, is known as epic.
4. The central story of the Mahabharata is about a war waged between two families. It tells us about the war between the Kauravas and the Pandavas to ascertain their respective access to the throne.
5. Patriliney means tracing descent from father to son, grandson and so on.
6. The actual meaning of gotra is goshtha i.e., the place where all the cows of the community are reared. Generally it is used for a group of persons originating from the same person.
7. The Manusmriti is the most authoritative work on Hindu law. It furnishes significant information about the law and social practices of the contemporary society. It influences the Hindu way of life in different ways even today.
8. The ideal occupations of Brahmins according to Dharmashastras were to study and teach the vedas, perform sacrifices and get sacrifices performed and give and receive gifts.
9. Two ideal occupations of Kshatriyas according to Dharmashastras were (i) To keep themselves busy in warfare; (ii) To protect people and administer justice.
10. The Shakas who came from Central Asia were regarded by the Brahmanas as mlechchas and barbarians. Rudradaman was a well-known Shaka ruler. He got repaired Sudarshana lake at Girnar.
11. Exogamy refers to marriage outside the unit. The high varnas prohibited marriages in the same gotra. Therefore, exógamy was preferred.
12. Perhaps charioeer-bards known as Sutas were composer of the original story. They generally accompanied Kshatriya warriors to the battlefield and sang their victories and achievements through poems.
13. The Brahmanas had not included some people in the social system based on four varnas. Nishadas and Chandalas were two such groups of people.
1. The Nishadas were forest dwellers. Hunting and gathering was an important means of their livelihood.
2. The Chandalas were untouchables. They were supposed to live outside the village or town. They wore clothes of the dead and used discarded utensils. It was assumed that even the shadow of a chandala was to pollute the people of the high varnas.
14. 1. The Manusmriti suggests that after the death of the parents, the paternal estate was to be divided equally amongst sons but the oldest one was to get a special share as well.
2. The Manusmriti does not recognise women rights in paternal estate. It clearly suggests that women could not claim a share of these resources.
15. 1. The Brahmanas stressed on divine origin of the varna order. By propagating this theory they made the masses believe that the varna system was created by God. Therefore, the people started doing jobs ascertained to them without any objection.
2. The Brahmanas encouraged the kings to see that the norms of varna system were followed within their respective kingdoms. The Brahmanical texts laid down that it was the duty of the king to protect varna and varnashrama system. | <urn:uuid:77e2467a-9f23-4396-8158-f86fd156ee7e> | CC-MAIN-2023-14 | http://abmintersection.com/docs/studymaterials/question%20papers/history%20ch%203%20short%20questions%20for%20English%20medium%20students.pdf | 2023-03-24T07:06:59+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00796.warc.gz | 1,443,868 | 1,115 | eng_Latn | eng_Latn | 0.998028 | eng_Latn | 0.998784 | [
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Ming Maritime Expeditions
The Ming Maritime Expeditions of the early fifteenth century, led by the court eunuch Zheng He, were China’s greatest explorations before the twentieth century. The seven expeditions to Asia and Africa were for purposes of trade and diplomacy, not exploration.
During the early years of the Ming dynasty (1368–1644) China, rather than viewing itself as the Middle Kingdom, which its name 中国 (zhongguo) implies, sent explorers to sea in the seven Ming Maritime Expeditions. The world beyond its borders was not entirely unknown to China; invasions by land had been common throughout China’s history, and Japan was close by sea. But China’s self-sufficiency had precluded any need for maritime commerce, and the expeditions shifted the nation’s attention to a world much larger than was commonly known.
The Ming Maritime Expeditions were led by Zheng He (郑和), also transliterated as “Chong Ho,” 1371–1433) and are generally regarded as China’s greatest explorations before the twentieth century. They were completed decades before European explorers of the late fifteenth century discovered North America.
In the late 1990s several popular books described the expeditions as a departure from Chinese isolationism. But during the fourteenth century Chinese merchants had engaged in trade with the same regions that Zheng He visited decades later. The difference between the trade missions of the late Mongol era (to the mid-thirteenth century) and the Ming Maritime Expeditions is that trade during the late Mongol era (Yuan dynasty, 1279–1368) was carried out by private merchants, whereas those of the early Ming dynasty were funded and organized by the Chinese government.
Much of the change in the Chinese perception of the outside world was the result of moving the capital from Peking (Beijing) to Nanking (Nanjing), which had better access to the sea and to shipping trade routes. The government-supported Ming Maritime Expeditions began with the third Ming emperor, Zhu Di (朱棣), during his reign as the Yongle (永乐, also transliterated as “Yung-lo”) emperor (1402–1424) and ended with a single voyage authorized by his successor and grandson Zhu Zhanji (朱瞻基), the Xuande (宣德) emperor from 1425 to 1435.
Although commercial trade served its own purposes, government-organized expeditions helped to support the tributary state system. This political arrangement helped to establish China as the hegemon (influencer) among all the countries with which it dealt, with the lesser countries sending emissaries and gifts to the Chinese capital and China extending its protection to those countries.
At his birth during Zheng He was named “Ma He” (“Ma” was short for “Muhammad”), and his family’s Muslim religion was tolerated. But in 1368 the Yuan dynasty collapsed, and with the rise of the Ming dynasty this toleration ended, and Ma He’s family was killed. As a young boy, Ma He was castrated but lived to serve the Ming dynasty as a eunuch. He was particularly useful to his new emperor because as a young child Ma He had
heard his grandfather's stories of traveling to Mecca for the hajj (pilgrimage). Although commercial traders had traveled to such regions, official missions for the purposes of diplomacy had not been made until Ma He, under his new name "Zheng He" as an attendant to Emperor Zhu Di, was authorized to plan a series of missions for trade and diplomacy.
Using the resources of the Ming empire, Zheng He directed the building of a fleet of "treasure ships" based on the design of traditional transport ships but far larger. The exact size of the largest of these ships is uncertain because of inconsistent standards of measurement, but even conservative estimates would have given the ships lengths in excess of 122 meters. In addition to the large transport ships, Zheng He's fleet included naval ship to provide defense, ships to carry animals, including horses, and ships to carry supplies. To prepare for the long expeditions, Zheng He undertook shorter voyages to Japan before departing on the first of the Ming Maritime Expeditions in late 1405.
The expeditions were not voyages of discovery. Maps of the coasts of Asia and Africa had been made before the expeditions began, and maritime trade from China and other countries had been going on for centuries. The Ming expeditions were not for trade as much as for the diplomatic expansion of China's influence.
**First Voyage**
The first of the expeditions had the goal of reaching the western Indian city of Calicut (modern Kozhikode). The fleet of more than 250 ships and 27,000 men departed Nanjing in July 1405, traveling south to Taiping in Fujian Province. Navigation in sailing ships of the time relied on favorable winds, so the fleet had to wait until late that year to depart for its first stop in the kingdom of Champa, where the city of Qui Nhơn is located in modern Vietnam.
From Champa the Ming fleet continued southward to Majapahit on the island of Java in what is now Indonesia. From there the fleet proceeded northwest to Sumatra, then through the Strait of Malacca into the Indian Ocean. Then, as now, ships in the Strait of Malacca were in danger from pirates.
After the fleet was clear of the straits, it continued west for an unsuccessful visit with the king of Ceylon (modern Sri Lanka). Recognizing that the Chinese were not welcome there, Zheng He continued to the fleet's destination of Calicut. Feeling properly received by the ruler there, the Chinese engaged in several months of trading the materials they had brought for other goods native to India. The stay in Calicut was not simply for purposes of trade; the fleet had to wait for the seasonal shift of the trade winds for its return to China. On the return voyage Zheng He captured the pirate Chen Zuyi in the Strait of Malacca, destroyed or captured several of the pirate's ships, and brought Chen Zuyi back to Nanjing to be executed. The fleet arrived home in early 1407. Because of the success of this voyage, Zheng He was ordered to prepare immediately for another.
**Second Voyage**
The second voyage of the Ming fleet was to return to Calicut with stops at Champa and Java, as had the first voyage. The fleet also stopped in Siam (modern Thailand) and the Indian kingdom of Cochin (Kochi), located south of Calicut. However, Zheng He did not accompany the fleet on this voyage; instead the fleet was commanded by two other eunuchs who took part in ceremonies recognizing Mana Vikraman, the new king of Calicut. In 1407 the fleet returned to China, where it remained for two years.
**Third Voyage**
The third voyage was more ambitious than the first two, going to countries and ports that had not been visited on the earlier expeditions. Zheng He had to deal with several difficult diplomatic and military confrontations. Leaving Nanjing in late 1409, the fleet proceeded as usual to Champa, then passed through the Strait of Malacca, this time stopping at the port of Malacca. One of the reasons for visiting Malacca was to reinforce the diplomatic relationship between Malacca and China because the king of Siam had challenged Malacca's relationship with the Ming empire.
From Malacca the fleet continued to Sumatra, then on to Ceylon in an attempt to improve relations with the island. However, Ceylon was in the midst of a civil war, and Zheng He's diplomacy was rebuffed by one of the warring factions. The Ming fleet continued to Kollam, a port city south of Cochin, then to Cochin and Calicut for a third visit.
Zheng He then returned to Ceylon to deal with the insubordination he had received on his previous visit. Accounts of how he dealt with this matter differ: He either captured the royal family of Ceylon or captured the leader of the group who had rebuffed him earlier. In any case, Zheng He took his captives back to China in June of 1411. His captives were pardoned and returned to Ceylon.
Fourth Voyage
The fourth expedition, which again was led by Zheng He, was the most far-ranging of all the voyages. After two years in China the fleet departed in 1413, visiting the ports that had been visited before (Champa, Java, Malacca, Sumatra, Ceylon, Cochin, and Calicut). The fleet continued westward as far as Hormuz, the entry to the Persian Gulf, where the fleet traded its goods for those of the Arab world.
The fleet had divided in two on this voyage, with another of the royal eunuchs, Yang Min, visiting the western Indian kingdom of Bengal (modern Bangladesh). The king of Bengal gave Yang Min an exotic gift for the Chinese emperor: a giraffe. For the Chinese who had never seen such a creature, the giraffe was mistaken for the mythical beast *qilin* 麒麟, a form of dragon known to other east Asian cultures (*kirin* in Japanese, *girin* 기린 in Korean). Zheng He’s portion of the fleet traveled as far south as Mogadishu in what is now Somalia before returning to Nanjing in the summer of 1415.
The next year a major engineering project that would lead to the end of the Ming voyages was completed. The Grand Canal 大运河, which extended from Hongzhou southwest of Shanghai to Peking (modern Beijing), a distance of nearly 1,800 kilometers, was repaired. This canal
had been completed in the sixth century (Sui dynasty, 581–618 CE) but had fallen into disrepair because of annual floods. Part of the Ming dynasty’s engineering projects included the repair of the canal.
**Fifth Voyage**
The Chinese emperor ordered Zheng He to embark on another voyage in late 1416; this voyage began in 1417 when the winds became favorable. Much as the fourth voyage had progressed, the fifth voyage of the Ming fleet visited the usual ports in southeast Asia before continuing to the Maldive Islands, Hormuz, Mogadishu, Kenya, and Aden. This expedition had diplomatic goals as well as trade, and in particular Zheng He was to establish better relations with the Muslims who ruled much of this part of the world. The fleet returned to China in 1419.
**Sixth Voyage**
The sixth expedition was the shortest for Zheng He, who left with the fleet in early 1421 but returned with a part of it later that year. The rest of the fleet continued to Hormuz, east Africa, and ports on the Arabian Peninsula under the command of another of the court eunuchs. The longer voyage returned foreign diplomats to their home countries before it returned to China in 1422.
**Seventh and Final Voyage**
The final voyage of the Ming fleet was to be the grandest; some accounts claim that more than three hundred ships sailed. The fleet had been in its home waters for more than six years before departing China in late 1430 or early 1431. Nevertheless, Zheng He visited the usual ports of Champa, Java, Palembang on Sumatra, Malacca, Ceylon, and Calicut, and one part of the fleet went on to Hormuz and other places on the Arabian Peninsula. After the fleet joined up at Calicut during its return voyage, Zheng He died while the fleet was at sea.
The end of Ming exploration came with the death of Emperor Zhu Di and the ascent of his grandson Zhu Zhanji. Zhu Zhanji’s views of the outside world were more typical of leaders other than Zhu Di, and China returned to its isolation. The ships of the Ming fleet fell into disrepair. The Ming Maritime Expeditions had greatly expanded the range of China’s tributary states, but the end of the expeditions would eventually reduce the influence of China in the vicinity of the Indian Ocean littoral (coastal region).
**Thomas P. DOLAN**
**Further Reading**
Chaudhuri, K. N. (1985). *Trade and civilization in the Indian Ocean: An economic history from the rise of Islam to 1750*. Cambridge, U.K.: Cambridge University Press.
Dreyer, E. L. (2007). *Zheng He: China and the oceans in the early Ming dynasty, 1405–1433*. New York: Pearson Longman.
Levathes, L. (1996). *When China ruled the seas: The treasure fleet of the dragon throne, 1405–1433*. New York: Oxford University Press.
Ptak, R. (1998). *China and the Asian seas: Trade, travel, and visions of the other (1400–1750)*. Norfolk, U.K.: Galliard.
Song Nan Zhang & Hao Yu Zhang. (2005). *The great voyages of Zheng He*. Union City, CA: Pan Asian Publications.
Van Alstyne, R. W. (1973). *The United States and East Asia*. New York: W.W. Norton.
Yamashita, M. (2006). *Zheng He: Tracing the epic voyages of China’s greatest explorer* (S. Ponting, Trans.). Vercelli, Italy: White Star Publishers. | <urn:uuid:73777e2f-26ac-4300-b090-0047e350cf71> | CC-MAIN-2024-10 | https://csuepress.columbusstate.edu/cgi/viewcontent.cgi?article=1747&context=bibliography_faculty | 2024-02-27T10:14:45+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00500.warc.gz | 201,627,830 | 2,799 | eng_Latn | eng_Latn | 0.997748 | eng_Latn | 0.998427 | [
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Clue 2—Look at the mystery from a new angle!
In this clue, the $10^\circ = a$, $20^\circ = b$, etc.
Identify and name each angle.
1. **Acute Angle**
2. **Right Angle**
3. **Obtuse Angle**
4. **Straight Angle**
5. **Reflex Angle** | <urn:uuid:b41faa86-9932-4d6a-9503-4aec97902d9b> | CC-MAIN-2023-50 | https://www.bggs.com/seecmsfile/?id=981 | 2023-12-06T01:45:01+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00666.warc.gz | 744,363,990 | 76 | eng_Latn | eng_Latn | 0.877056 | eng_Latn | 0.953134 | [
"eng_Latn",
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231
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3.125
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